What’s New in Mathematics
January 30, 2013
7:00-9:00 p.m.
1
7:00 – Rationale for revised
7:15 curriculum
Present
7:15 –
Assessment & instruction
8:05
Present
Discuss
Clarify
8:05 –
Questions & Answers
9:00
Clarify
Jot down questions as you listen!
2
PARCC
USM
Minimum
Entrance
Requirement
Begin
Common Core Class of 2015
State
Standards &
Curriculum 2.0
2010
2009–2010
Math
Work
Group
2014
Baseline Year
Deeper
Understanding
In Math




Develop students who value math and
see it as useful to solving problems
and making sense of the world.
Engage all students in experiences
that help them reach proficiency
(UCARE).
Ensure that all students master the
knowledge, skills, and understanding
necessary to be college and career
ready.
Prepare students with the desire and
skills necessary to have the
opportunity to take Advanced
Placement (AP) or other college-level
math courses in high school.
Levels of Support in Elementary Math
All Students––in the grade-level Curriculum 2.0/CCSS Curriculum
• Grade-level
expectations are at a
higher level
• Grade level leads to
Algebra 1 in Grade 8
and AP by Grade 12
• Supports: UCARE
Proficiency, Universal
Design for Learning,
and Learning
Progressions
Many Students––who consistently
master all five
• Additional - Who consistently
UCARE strands
strong
Enrichment demonstrate
for a topic
mastery in all five
• MCPS
strands for an indicator
Acceleration
in mastered Few Students––grade
topics
level advancement
* Including MCPS enrichment and acceleration opportunities
** Investigations in Math
*** Advanced Placement Calculus, Advanced Placement Statistics, other college- level
courses
• Teaching
• Learning
• Assessing
As you review or try some of these examples, talk with
your neighbors and ask the facilitators questions for
clarification!
Grade 5 MSA Question
This PARCC
item measures
understanding
of the same
concept a grade
earlier (Grade 4)
and with
greater depth
MSA Grade 7
PARCC
Grade 7
HSA
Algebra
PARCC
Algebra 1
Experience an example of developing deep
understanding of a mathematics concept . . .
REMEMBER, as you try this example, feel free to talk
with your neighbors or ask the facilitators questions for
clarification!
15
2 
1
2
1
4
How would you solve or interpret
this division problem?
16
• There are
two fives
in ten
• How many
fives are in
ten?
• There are
five twos
in ten
2×5=10
5×2=10
10÷5=2
10÷2=5
• How many
twos are in
ten?
17
2 
1
2
1
4
How many fourths are in 2 12 ?
1
4
1
2
of what number is 2?
18
A Deep Understanding of the Relationship Between
Multiplication and Division Shows us Why the Algorithm Works.
• There are
two fives
in ten
• How many
fives are in
ten?
• There are
five twos
in ten
2×5=10
5×2=10
10÷5=2
10÷2=5
2 
1
2
1
4
• How many
twos are in
ten?
19
“I understand not only how and when
to use an algorithm; I know why the
algorithm is the most efficient way
to solve a problem – and I can
explain why!”
20

Need a screen shot of myMCPS, curriculum
tab
21

Need a screen shot of myMCPS, curriculum
tab
28
33
35
• Use the microphones to ask questions
(for the videotape)
• Use the capture sheet to note
commendations or recommendations
for staff to consider after tonight (these
will be collected)
36
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