1. Math Task Force 2008-2009 Watertown Public Schools Curriculum Sub-Committee

2. Successes Implementation of first year of Think Math! Implementation of Fastt Math On-Going Professional Development in the area of mathematics using Think Math and Fastt Math Math K-5 Website Math Improvement Plan Creation of a Visual Pacing Guide Challenges Scheduling of 1 hour per day for Math in all 3 schools Laptop difficulties with internet use for Fastt Math No Tier II Math Support people for interventions On Going Math PD reaching into the mathematics Efficient Implementation of Fastt Math MAP Math Assessment Implementation Collection of implementation data via benchmark assessments

3. Visual Pacing Guide Please refer to hand out. Broken into three terms Three data collection periods Paced so that Chapters 1-12 will be finished by MCAS Think Math is designed so that all necessary material for state testing is covered by chapter 12. Chapters 13-15 are meant to be engaging and new. They are designed to give students an easier transition to the next grade

4. MAP and Think Math Assessments Name BM #1 % RIT %ile A9479 C8697 S8691 J8497 M7366 C6946 C5126

5. Standard: 6.N.8 (Number Sense): Apply number theory concepts – including prime and composite numbers, prime factorization, greatest common factor, least common multiple, and divisibility rules for 2, 3, 4, 5, 6, 9, and 10 – to the solution of problems. MCAS:2007, Mathematics - Grade 5 Question 13: Open-Response The Fish Bowl store had a sale. During the sale, the store gave away two kinds of fish, goldfish and catfish. Every 5th customer received a free goldfish. Every 12th customer received a free catfish. There were 134 customers on the day of the sale. a. How many customers received a free goldfish? Show or explain how you got your answer. b. How many customers received a free catfish? Show or explain how you got your answer. c. How many customers received both a free goldfish and a free catfish? Show or explain how you got your answer. THINKMATH: Grade 5 Chapter 3: Factoring and Prime Numbers This question follows various lessons using strategies to solve number puzzles including prime, composite, multiples, factors, and divisibility rules. Example: Julie bakes bread every 4 th day. She bakes muffins every 5 th day. If she bakes bread and muffins today, in how many days will she bake both bread and muffins again? Explain how you know. (Think Math Lesson Activity Book, pg. 50 – Chapter 3, Lesson 3)

6. Standard: 4.M.4 (Measurement): Estimate and find area and perimeter of a rectangle, triangle, or irregular shape using diagrams, models, and grids or by measuring MCAS:2008, Mathematics - Grade 4 Question 10: Open-Response Ginger ’ s Garden 1 ft 1ft a.What is the perimeter, in feet, of Ginger’s garden? Show or explain how you got your answer. (Perimeter is the distance around a shape). b.What is the area, in square feet, of Ginger’s garden? Show or explain how you got your answer. c.Ginger wants to increase the area of her garden so that it is 96 square feet. Her garden will still be a rectangle. c. What could be the length and width of Ginger’s garden after she increases the area? Show or explain how you got your answer. THINKMATH: Grade 4 Chapter 8: Area and Perimeter A diagram of Maria ’ s garden is shown below. 2ft 7ft 8ft 9ft What is the area of the garden? How long is the fence around the garden?

7. Which one is 3rd grade MCAS? Students were asked to choose their favorite subject. How many students were surveyed?

8. Ensuring Best Practices Professional Development September 17, October 15, November 4 BEST PRACTICES Instruction/ “Tool Box” Curriculum Visual Pacing Guide Materials Technology Assessment Benchmarks MAP in spring for grades K-3