1 State Board of Education October 18, 2007 Draft Content Standards for K-8 Mathematics First Reading C. Michelle Hooper, Jon Wiens Office of Educational Improvement and Innovation Oregon Department of Education

2 Math Standards Revision K-8 Math Standards  Review began in October 2006  Adoption in December 2007 High School Standards  Review began in January 2007  Adoption in March 2008 * - The current standards were adopted in April 2002 * - Accountability for the new standards won’t begin until Fall 2009 at the earliest.

3 NCTM Focal Points Three focal points at each grade K-8. Each had to pass three rigorous tests:  Leverage: Is it important for further study in mathematics and for use in applications in and outside of school?  Endurance: Does it connect logically with the mathematics in earlier and later grade levels?  Readiness: Does it “fit” with what is known about learning mathematics?

4 NCTM Connections Focal Points also lists “connections” at each grade. Their purposes are to:  Recognize the need for introductory and continuing experiences related to focal points identified for other grade levels  Identify ways in which a grade level’s focal points can support, and be supported by, learning in relation to strands that are not focal points at that grade level.

5 Focal Points + Connections  Taken as a whole, the focal points and connections include nearly all of the mathematics contained in 2000 NCTM Standards.  However, Focal Points prioritizes the standards, indicating which standards are essential at each grade.

6 Core Standard Definition Oregon's Core Standards will:  Focus instruction on a small set of key learning objectives each year, resulting in greater depth of teaching and learning.  In-depth understanding of each Core Standard will lead to, and be supported by, understanding of the content standards.  Core Standards will show clear progression in knowledge and skills.

7 Guiding Philosophy  Core Standards are not intended to require the entire year.  Core Standards will form the basis of statewide assessments;  Core Standards clearly communicate to teachers, parents, and students the mathematical expectations at each grade.  “Connections” provide additional topics, allowing individualized instruction to deepen understanding of core standards.

8 Grade 7 Core Standards 7.1 Number and Algebra: Develop an understanding of operations on all rational numbers and solving linear equations. 7.2 Number, Algebra and Geometry: Develop an understanding of and apply proportionality, including similarity. 7.3 Measurement and Geometry: Develop an understanding of and use formulas to determine surface area and volume.

9 Grade 8 Core Standards 8.1 Algebra: Analyze and represent linear functions, and solve linear equations and systems of linear equations. 8.2 Data Analysis and Algebra: Analyze and summarize data sets. 8.3 Geometry and Measurement: Analyze two- and three-dimensional spaces and figures by using distance and angle.

10 Grade 7 Grade Rational  8.1 Linear NumbersEquations 7.2 Proportions  8.2 Data Analysis 7.3 Volume and  8.3 Distance and surface areaAngles

11 Vertical articulation of the Core Standards The development of concepts is most clear if you follow the chart vertically, especially in grades K-5.

12  Shading indicates coverage in our current standards,  Numbers indicate coverage in the draft standards.

13 Comparison to International Standards* Typically State Standards fill in the nearly the entire grid *Singapore, Korea, Japan, Hong Kong, Belgium, and the Czech Republic.

14 Comparison of the Current (April 2002) standards to TIMSS

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