SCASD Math Curriculum

MJ KittK-6 Math/Science Coordinator

Bill Harrington Secondary Math Coordinator

A Model for Success

Skills Problem Solving

ConceptualUnderstanding

Parents Teachers

Students

Elementary Math Office Goals 2008-2009

•Development of Elementary Math Parent Handbook

•Distributed at Back-to-School Night

•Parent Informational/Workshop Opportunities

•Dec 08 to present

Elementary Math Parent Handbook

Distributed at Back-to-School Night

Parent Informational Workshops12-10-08 Corl Street Informational Night

01-28-09 District PTO Meeting

02-4-09 Radio Park Information Night

02-12-09 Parent Math Luncheon

03-26-09 Easterly Parkway Parent Workshop

04-1-09 Park Forest Math Celebration Night

04-13-09 Corl Street Coffee

04-14-09 Grays Woods Parent Workshop

04-23-09 Panorama/Boalsburg The Math Zone

04-30-09 Corl Street Coffee

06-1-09 Houserville/Lemont MathWorkshop

TBA Ferguson Township Math Workshop

09-10 District Parent Informational Night

Future Plans for Parent Opportunities

•District Informational Parent Math Night•Overview of K-5 math curriculum•District elementary math goals•Parent communication

•Math Exploration Venues•Work study groups•Grade level workshops•Informal math conversations•In-home math socials•Breakfasts, lunches

•District Math Website

Responding to Parent Concerns

What about fact practice?

When are algorithms introduced?

Are students prepared for higher level mathematics?

?

Computational Fluency Statement

SCASD Expectations~K: Model with objects1st: Addition facts to 10 Combinations of 102nd: Subtraction facts to 10 Addition facts to 203rd: Subtraction facts to 20 Multiplication facts through 5 x 94th: Multiplication facts through 12 x 125th: Multiplication and Division through 12’s

SCASD Expectations~K: Model with objects1st: Addition facts to 10 Combinations of 102nd: Subtraction facts to 10 Addition facts to 203rd: Subtraction facts to 20 Multiplication facts through 5 x 94th: Multiplication facts through 12 x 125th: Multiplication and Division through 12’s

3rd Grade2-digit +/- (regrouping)3-digit +/- (no regrouping)

4th Grade

3-digit +/- (regrouping)3-digit x 1-digit Multiplication3-digit ÷ 1-digit Division+/- of Decimals through .00+/- of Fractions - like denominator

5th Grade

+/- Thousands to Hundredths (regrouping)4 digit x 2-digit Multiplication4-digit ÷ 1-digit Division4-digit ÷ 2-digit Division+/- Fractions through 1/16ths

History of the District Math Review Committees

School Year Committee

2002-2003 Original Math Review Committee (building representatives, chair - Susan Younkin, supervisor - Cameron Bausch)

2003-2004 Math Review Committee (each elementary building represented)

2004-2005 K-2 Math Committee (each building represented)

2005-2006 Grade 3 Math Committee (grade 3 teachers, 1 primary, 1 Title I)

2006-2007 Grade 4-5 Math Committee (grade 4-5 teachers, 1 grade 3, 1 grade 6, 1 Title I )

2007-2008 Extend the Vision Committee (each grade level K-6 represented)

2008-2009 Extend the Vision Committee (each grade level K-6 represented)

Investigations

Calendar Math

Nimble With

Numbers

Carson-Delossa

Math Thinking Test Results

School Year

95%+ 86-94% 57-85% 56%-

2008 0.5% 22.5% 56.0% 21.0%

2009 8.0% 25.0% 54.0% 13.0%

Title I Math Students Served

2006-2007 96

2007-2008 74

2008-2009 73

Fifth Grade Gains

2007 Gain 2008 Gain

-2.1 -0.2

-10.9 +2.6

-4.4

-7.5

-5.1 -1.8

-1.9 -0.9

-1.6 -7.0

-2.4 +1.8

-8.8 +1.1

100

90

80

70

60

50

40

30

20

10

0Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11

SCASD

PA STATE

07

08

2nd Edition Investigations provides:

improved parent communication

integration of standard algorithms

additional practice opportunities

more rigorous development of the number and operations strand

more explicit suggestions for modifications and extensions

enhanced student, teacher, and parent technology components

Why the 2nd Edition?

Pennsylvania State Standards

Anchor Assessment Areas

1. Number Systems and Operations

2. Measurement

3. Geometry

4. Algebraic Concepts

5. Data Analysis and Probability

PSSA Content

Data AnalysisNumber Systems

Algebra

GeometryMeasurement

PSSA Content

PSSA Content

K

What is the repeating unit of this pattern?What comes next in this pattern?

K

Activity:

Students make patterns with connecting cubes and record with paper cube strips.

Kin

derg

arte

n

1

What color will the 10th square be?

A B C A B C

1 Activity:

Students will determine the color of cube “x” given a prepared AB, AAB, or ABC cube train.

Firs

t G

rade

2

Activity:

Students make a building with connecting cubes, given a certain number of rooms per floor (ex: 3

rooms/floor). Then they determine the total number of rooms in a

building with a certain number of floors.

2

Building A Total # of Floors Total # of Rooms

1 3

2 6

Sec

ond

Gra

deActivity:

Students create a table to represent the ratio of # of floors to # of rooms.

3

Activity:

Students complete a table that shows how many marbles each of 3 children has after every

5 nights if they receive a different number of marbles each night.

Students then write a rule to determine how many marbles each of the 3 children will have

on any given night.

Child Beginning # Nightly #

Tovar 20 2

Winger 20 4

Jorad 45 3

Thi

rd G

rade

3Child

Beginning #

Nightly #

Tovar 20 2

Winger 20 4

Jorad 45 3

What story can wetell about Tovar and Winger by looking

at this graph?

4

•At what point is she speeding up?•At which point has she stopped?•At which point is she going at a slow, steady speed?•What is she doing at d?•What is she doing at f?•What is she doing at c?

a bc

d

e

f

g

time

spee

d

Activity:Students look at a graph of a runner’s speed over time and draw conclusions about her progress based on the shape

of the graph.

Fou

rth

Gra

de

4

Round Penny Jar A

Penny Jar B

Start with 8 0

1 10 4

2 12 8

3 14 12

4

5

6

Activity:

Students create a graph and compare the data for each

situation.

Jar A Jar B

5Activity:

Students build a rectangular array with rows of 3 tiles and examine the relationship between the number of rows and the number of tiles.

= 3

= 6

Fift

h G

rade

5 Activity:

Students work with the same arrangement of tiles and consider the perimeter of the shape

as the number of rows increases.

P = P = P = P =

What rule would determine the

perimeter for “n” rows?

What would be the perimeter when 10 rows of 3 tiles are

added?

M Students look at one set of data represented in the form of a table and compare it to

another set of data represented in a graph.

• Which bike shop offers better rates?

• What is the best way to compare this data?

•What patterns can you find and how can you use the

patterns to predict values not included?

Middle

M Students solve problems by comparing tables, graphs, and

equations.

• Which company offers the better deal for 20 shirts?

• For what number of T-shirts is the cost of the two companies equal?

•What are the advantages to using equations to answer these questions? Graphs?

Tables?

Middle Mighty Tee charges $49 plus $1 per T-shirt. No-Shrink Tee charges $4.50 per T-shirt.

CMighty = 49 + nCNo-Shrink = 4.5n

T-Shirt Cost

M Solving Equations

Middley = 3x + 3y = 2x + 8

3x + 3 = 2x + 8

H High

Solving System of Equations

Let x = the cost of a pencil y = the cost of a pen

4x + 5y = 6.71 5x + 3y = 7.12

Tyrel and Dalia bought some pens and pencils. Tyrel bought 4 pens and 5 pencils, which cost him $6.71. Dalia bought 5 pens and 3 pencils, which cost her $7.12.

H High

Other Functions

Power Functions: y = xp

H High

Other Functions

Exponential Functions: y = P0ax

H High

Other Functions

Logarithmic Functions: y = lnx

H High

Other Functions

Periodic Functions:

4Remember this?

a bc

d

e

f

g

time

spee

d

H High

Rate of Change

H High

Rate of Change

Estimate the average rate of change between t=0 and t=10. Interpret your answers in terms of water.

€

800 − 500

10 − 0= 30

The average rate of change is about 30 cubic meters per week.

H High

Rate of Change

Thank You!

MJ KittK-6 Math/Science Coordinator

Bill Harrington Secondary Math Coordinator