SCASD Math Curriculum

1. SCASD Math Curriculum MJ Kitt K-6 Math/Science Coordinator Bill Harrington Secondary Math Coordinator

2. Conceptual Understanding Students Problem Solving Parents Teachers Skills A Model for Success

3. 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

4. Elementary Math Parent Handbook Distributed at Back-to-School Night

5. Parent Informational Workshops

6. 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

7. ? Responding to Parent Concerns • What about fact practice? • When are algorithms introduced? • Are students prepared for higher level mathematics?

8. 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 12’s

9. Algorithms in the SCASD Curriculum

10. Where have we been? Where do we go from here?

11. History of the District Math Review Committees

12. A Complete Program Nimble With Numbers Investigations Carson-Delossa Calendar Math

13. Where's the Evidence?

14. Where's the Evidence? 08 07

15. 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

16. PSSA Content Pennsylvania State Standards Anchor Assessment Areas 1. Number Systems and Operations 2. Measurement • Geometry 4. Algebraic Concepts 5. Data Analysis and Probability

17. PSSA Content Data Analysis Number Systems Algebra Measurement Geometry

18. PSSA Content

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

20. K Kindergarten Activity: Students make patterns with connecting cubes and record with paper cube strips.

21. 1 A B C A B C What color will the 10th square be?

22. 1 Activity: Students will determine the color of cube “x” given a prepared AB, AAB, or ABC cube train. First Grade

23. 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.

24. 2 Activity: Students create a table to represent the ratio of # of floors to # of rooms. Second Grade

25. 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

26. 3 What story can we tell about Tovar and Winger by looking at this graph?

27. c speed b a g d f e time 4 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. 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?

28. Jar B Jar A 4 Activity: Students create a graph and compare the data for each situation.

29. 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

30. 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?

31. 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?

32. 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

33. M Solving Equations Middle y = 3x + 3 y = 2x + 8 3x + 3 = 2x + 8

34. 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

35. H Other Functions High Power Functions: y = xp

36. H Other Functions High Exponential Functions: y = P0ax

37. H Other Functions High Logarithmic Functions: y = lnx

38. H Other Functions High Periodic Functions:

39. c speed b a g d f e time 4 Remember this?

40. H Rate of Change High

41. H Rate of Change High Estimate the average rate of change between t=0 and t=10. Interpret your answers in terms of water. The average rate of change is about 30 cubic meters per week.

42. H Rate of Change High

43. Thank You! MJ Kitt K-6 Math/Science Coordinator Bill Harrington Secondary Math Coordinator