SCASD Math Curriculum

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SCASD Math Curriculum
MJ Kitt K-6 Math/Science Coordinator Bill
Harrington Secondary Math Coordinator
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A Model for Success
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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

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Elementary Math Parent Handbook
Distributed at Back-to-School Night
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Parent Informational Workshops
12-10-08 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
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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

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Responding to Parent Concerns

• What about fact practice?
• When are algorithms introduced?
• Are students prepared for higher level
  mathematics?

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Computational Fluency Statement
SCASD Expectations K Model with
objects 1st Addition facts to 10
Combinations of 10 2nd Subtraction facts to
10 Addition facts to 20 3rd
Subtraction facts to 20 Multiplication
facts through 5 x 9 4th Multiplication facts
through 12 x 12 5th Multiplication and
Division through 12s
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Algorithms in the SCASD Curriculum
3rd Grade 2-digit /- (regrouping) 3-digit /- (no regrouping)
4th Grade 3-digit /- (regrouping) 3-digit x 1-digit Multiplication 3-digit 1-digit Division /- of Decimals through .00 /- of Fractions - like denominator
5th Grade /- Thousands to Hundredths (regrouping) 4 digit x 2-digit Multiplication 4-digit 1-digit Division 4-digit 2-digit Division /- Fractions through 1/16ths
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Where have we been? Where do we go from here?
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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)
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A Complete Program
Nimble With Numbers
Investigations
Carson-Delossa
Calendar Math
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Where's the Evidence?
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Where's the Evidence?
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07
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Why the 2nd Edition?

• 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

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Pennsylvania State Standards

• Anchor Assessment Areas
• 1. Number Systems and Operations
• 2. Measurement
• Geometry
• 4. Algebraic Concepts
• 5. Data Analysis and Probability

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Data Analysis
Number Systems
Algebra
Measurement
Geometry
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(No Transcript)
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K
What is the repeating unit of this pattern? What
comes next in this pattern?
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K
Kindergarten
Activity Students make patterns with
connecting cubes and record with paper cube
strips.
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1
A B C A B C
What color will the 10th square be?
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1
Activity Students will determine the color of
cube x given a prepared AB, AAB, or ABC cube
train.
First Grade
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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.
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2
Activity Students create a table to represent
the ratio of of floors to of rooms.
Building A Building A
Total of Floors Total of Rooms
1 3
2 6



Second Grade
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3
Child Beginning Nightly
Tovar 20 2
Winger 20 4
Jorad 45 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.
Third Grade
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3
Child Beginning Nightly
Tovar 20 2
Winger 20 4
Jorad 45 3
What story can we tell about Tovar and Winger by
looking at this graph?
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4
Activity Students look at a graph of a runners
speed over time and draw conclusions about her
progress based on the shape of the graph.
Fourth Grade

• 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?

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4
Activity Students create a graph and compare the
data for each situation.
Round Penny Jar A Penny Jar B
Start with 8 0
1 10 4
2 12 8
3 14 12
4
5
6
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5
Activity Students build a rectangular array with
rows of 3 tiles and examine the relationship
between the number of rows and the number of
tiles.
Fifth Grade
3
6
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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?
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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.
Middle

• 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?

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M
Students solve problems by comparing tables,
graphs, and equations.
Middle
Mighty Tee charges 49 plus 1 per T-shirt.
No-Shrink Tee charges 4.50 per T-shirt.
CMighty 49 n CNo-Shrink 4.5n

• 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?

T-Shirt Cost
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M
Solving Equations
Middle
y 3x 3 y 2x 8
3x 3 2x 8
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H
Solving System of Equations
High
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.
Let x the cost of a pencil y the cost
of a pen 4x 5y 6.71
5x 3y 7.12
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Other Functions
High
Power Functions y xp
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H
Other Functions
High
Exponential Functions y P0ax
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H
Other Functions
High
Logarithmic Functions y lnx
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H
Other Functions
High
Periodic Functions
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4
Remember this?
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H
Rate of Change
High
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H
Rate of Change
High
Estimate the average rate of change between t0
and t10. Interpret your answers in terms of
water.
The average rate of change is about 30 cubic
meters per week.
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H
Rate of Change
High
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Thank You!
MJ Kitt K-6 Math/Science Coordinator Bill
Harrington Secondary Math Coordinator