Marlene M. Lovanio Supervisor of Mathematics April 11, 2012
Math Curriculum Development First Year of New Assessment D = Development I = Implementation M = New Materials To Purchase *** Kindergarten DIMIII Grade 1 DIMII Grade 2 DIMIII Grade 3 MDIII Grade 4 DIMIII Grade 5 DIMII Grade 6 DIII
Critical Areas by Grade ( K- 8) Domains: large groupings of related standards ◦ Counting and Cardinality (K) ◦ Operations and Algebraic Thinking ◦ Number and Operations in Base-Ten ◦ Number and Operations – Fractions (3-5) ◦ Measurement and Data ◦ Geometry Refer to Bristol Curriculum p. 1 and 5
1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure (patterns). 8. Look for and express regularity in repeated reasoning. (plain text: problem solving, italicized-reasoning and precision, bold-habits of mind) Refer to p. 3
Reduce Time Spent on:Spend More Time on: Data, graphing Probability Fractions prior to grade 3 Time, money, calendar Sorting, classifying Patterns Ratios and proportions Coordinate grids Counting Number sense Meaning of operations Computation Place value Reasoning about fractions (after grade 3) Reasoning about shapes
From 4 x 3 = To …Solve 4 x = To …Donna needs of a yard of fabric to make a skirt. She needs to make 3 skirts. How much fabric will she need to buy? Visual Word Related Models Problems Sentence
3 skirts ¾ of a yard 3 * ¾ = ¾ + ¾ + ¾ = 9/4 or 2 ¼ yards of fabric
CCSS and Explanations and Examples Unwrapped Standards Big Ideas & Essential Questions Learning Objectives Instructional Strategies Assessments/Common Learning Experiences
Textbook Adoption for Grades 1 and 5 Implementation for 1,3, 5 Professional Development ◦ Principal training ◦ Math Leadership Academy ◦ District PD ◦ Grade level planning meetings ◦ Job embedded coaching