Name of Program:  Mathematics Grades K-8

 

Grade Level: K-8         

 

Population: All Students

 

Materials: The Dana Center and TEKS TOOLKITS will be used to find "best practices" in lesson planning and classroom models.

(Give Publisher of each...Separate Software & Internet sites into another category)

v    The MATHLEARNING Center – This is our Math Curriculum.

v    Measurement Materials – These are newly order and will be inventoried and checked in at the end of the year.

v    NOTE: Supplemental Materials:            

ü     DO NOT THROW AWAY ANY MATERIALS THE DISTRICT HAS PURCHSED (old or new).  If you have any questions about any materials, ask and we will find the answers.

ü     If you are not using these materials, they need to be checked in so that others may use them.

Examples:

§       MathLand

§       Mountain Math

§       Silver Burdett Text series

§       Drops In The Bucket

§       Blast Off

§       TAKS Mastery

§       Step Up to TAKS

§       TAKS-ercise

§       TestSmart

§       Manipulatives purchased with Title money

§       Units/games purchased with Title money

§       Software

ü     If you leave the district, leave all of our materials here.  You will be charged for any that leave with you.

ü     If you find something has been stolen (ie. computers, calculators), please report immediately.

Pedagogical Resources

• How to Teach: http://www.stenhouse.com/pdfs/0405ch01.pdf

• Math Conceptual Teaching & Learning

• TEKS TOOLKITS --TENET & DANA CENTER

• Teaching Math & Science: http://www.project2061.org/publications/sfaa/online/sfaatoc.htm

• Teaching Math & Science -->Concrete to Abstract: http://www.project2061.org/publications/sfaa/online/Chap13.htm

 

General Description:

Our math classes are designed to help students understand the application of mathematics in a real world setting.  Each grade level will encourage students to develop strategies for successful problem solving while learning to use the fundamental algebraic skills required in future mathematics.  Each grade level expands and builds on the use of the fundamental skills learned in previous grade levels to develop skills and concepts for real-world applications.  Students develop the ability to recognize, manipulate and strategize to solve problems.  These skills are built on the knowledge from the previous grade levels.  Students must be able to build on prior knowledge for success.

 

Working Theories:

v    Whole-Part-Whole (Dorothy Strickland) http://www.arp.sprnet.org/curric/Dept_Chairs/whole.htm

v    Multiple Intelligences

• Multiple Intelligences

v    Content-Based Reading

v    Constructivist Classroom

v    Experiential Learning

• Experiential Learning Cycles

• What is Experiential Learning?

v    Brained-based Research--Concrete to Abstract

ü     Concrete-Manipulatives

ü     Oral/Written Description- Detailing student’s mental picture (mental model)

ü     Construction of pictorial

ü     Abstract

v  Theories

We've broken down this section on theories into the following five categories:

• About Learning
• Curriculum: What Should Be Learned?
• Instruction: How Should Learning Be Designed?
• Assessment: How Will We Know If Learning Occurs?
• Organizational Theory: How Should Schools Be Designed?

 

Working Models

v    Whole-Part-Whole (Dorothy Strickland) http://www.arp.sprnet.org/curric/Dept_Chairs/whole.htm

v    NCTM-Nat’l Standards

http://standards.nctm.org/document/index.htm

v    Critical Thinking / Problem Solving

v    Dana Center – Clarifying Activities

http://www.tenet.edu/teks/math/clarifying/cabygradelevk8.html

v    The MATHLEARNING Center – This is our Math Curriculum.

ü     K-2     Bridges

ü     3-4     Opening Eyes

ü     5-8     Visual Math

Policies

v    NCLB – our 3 Tiers

http://www.arp.sprnet.org/default/district/inservice/inserv1.htm

v    Character Counts

www.goodcharacter.com

http://www.arp.sprnet.org/CC!.htm

v    SCANS

     http://www.arp.sprnet.org/default/LivingSkills/SixSkills.htm

v    Reading Improvement Policy

http://www.arp.sprnet.org/curric/READ/Initiatives.htm

 

Time Allotments:

K-5                                      90 minutes

v    Explicit instruction           20 minutes

v    Manipulatives                   30 minutes

v    Guided practice                20 minutes

v    Independent Practice       20 minutes

 

6-8                       60 minutes

v    Explicit instruction           20 minutes

v    Guided practice                20 minutes

v    Independent Practice       20 minutes

v    Manipulatives                   3 to 4 times a week

 

Mentorship Component for New Teachers:

Mentor Observation Form

Mentor Check List

 

 

 

Classroom Engagement:

v    Visual Cues - Posted Objectives - CIA

v    Curriculum-based reading

v    Four classroom components  SHOULD BE VISIBLE Through a Unit Cycle

1.      Concrete (manipulatives, models, hands-on)

2.     Discussion/Mental model

3.     Symbolic/Pictorial

4.     Abstract (written on the board, formulations)

 

Goals:

v    All students will be successful in exiting TIERS

v    All students will be successful on each benchmark test

v    All students will be successful on TAKS test

v    All students will strive for Commended on TAKS test

v    Reasonable growth will be evident in all areas of TAKS

v    All students will show reasonable growth on AYP

 

Major Concepts:

operations, patterns, relationships, space, measurement, probability, processes, problem-solving

 

 

TAKS Objectives

• Objective 1 - Demonstrate an understanding of number, operations, and quantitative reasoning.

 

• Objective 2 - Demonstrate an understanding of patterns, relationships, and algebraic reasoning.

 

• Objective 3 - Demonstrate an understanding of geometry and spatial reasoning.

 

• Objective 4 – Demonstrate an understanding of the concepts and uses of measurement.

 

• Objective 5 - Demonstrate an understanding of probability and statistics.
• Objective 6 – Demonstrate an understanding of the mathematical processes and tools used in problem solving.

 

Concept Weaknesses:

       Measurement, Problem Solving, Patterns, Relationships, and Algebraic

          Reasoning

 

MATH Lowest Two Concepts for 3-4:

• Measurement

• Problem-solving

 

 

MATH Lowest Two Concepts for 5-6:

 

• Measurement

• Patterns

 

 

Example Activities:

• http://www.tenet.edu/teks/math/teks/cabygradelev.html

• http://www.acorns.k12.tn.us/staffdev/curricu/lp_k_m_t.htm

• http://www.kent.k12.wa.us/curriculum/math/students.html

• http://www.sowashco.k12.mn.us/virtualmedia/elementary/math/k-1math.htm

• http://www.teachingtime.co.uk/clock/clockres.html       

• http://www.teachingtime.co.uk/clock/clockres.html

• http://www.tenet.edu/teks/math/clarifying/cabygradelevk8.html

• http://www.mtnbrook.k12.al.us/tech/k6/5msites.htm

• http://www.center.k12.mo.us/edtech/everydaymath.htm

• http://www.mtnbrook.k12.al.us/tech/k6/3msites.htm

• http://www.manatee.k12.fl.us/sites/elementary/palmasola/wordprobsindex.htm

• http://www.kathimitchell.com/math.htm

• http://www.forsyth.k12.ga.us/sbeck/interactive_curriculum_sites.htm

• http://www.msad54.k12.me.us/MSAD54Pages/Curriculum%20Resources/GamesActivities.html

• http://www.kent.k12.wa.us/curriculum/math/students.html

• http://www.edina.k12.mn.us/concord/studentlinks/mathgames.html

• http://wneo.org/hotlists/msandelemmath.htm

• http://www.center.k12.mo.us/edtech/edm/5.htm

• http://t3.k12.hi.us/t301-02/mhiga/math.htm

• http://www.glc.k12.ga.us/seqlps/sudisplay.asp?SUID=150

• http://sm.k12.oh.us/ResearchLinks/GradesK-3.htm

 

 

Resources:

http://standards.nctm.org/document/index.htm Compares National Standards and TAKS/TEKS   http://www.tenet.edu/teks/math/clarifying/cabygradelevk8.html Math Activities that match the TEKS Dana Center   http://www.ncrel.org/ How to teach children from diverse backgrounds/ how to handle difficult classroom situations/ school improvement   http://www.sitesforteachers.com/ Lesson plans   http://archives.math.utk.edu/k12.html Lesson plans, topics, software, contests and competitions   http://www.center.k12.mo.us/edtech/everydaymath.htm Lesson plans   http://score.kings.k12.ca.us/additional.html Algebra, calculators, software, statistics   http://www.kent.k12.wa.us/curriculum/math/teachers.html Lesson plans   http://mathforum.org/geometry/k12.geometry.html Geometry   http://www.teach-nology.com/subjects/math/teachers/ Curriculum and lesson plans

 

Accountability:

v    Weekly Walk-Through

v    YEA (pre-assessment at the beginning of the school year)

v    Benchmark tests (at the end of each six weeks)

v    TEA Formative Assessment

http://www.tea.state.tx.us/index.html

v    TAKS Practices

v    Observation

 

Tier 1:   Students that have failed to meet minimum requirements on the YEA given the third week of school will be placed on Tier 1.  Students failing the benchmark given at the end of each six weeks will also be placed on Tier 1.  These assessments are based on objectives the student needed to master from the previous grade level and an assessment given in Math at the end of each six weeks.  Parents of the students qualifying for Tier I will be notified by letter.

 

Tier 2: Students that have failed to master objectives taught during any six weeks of school or failed TAKS from the previous school year will be placed on Tier 2.  This will be measured on a benchmark test given each sixth week of school.  The parents of the students qualifying for Tier II will be notified by letter.

 

 

Tier 3: Students that have failed to master objectives taught for the 1^st semester of school will be placed on Tier 3.  This will be measured on a benchmark test given at the end of the 1^st semester.  The parents of the students qualifying for Tier III will be notified by letter.

 

Tutorial Options:

v    After school tutorials

v    Peer tutoring

v    Content Mastery

 

Materials for Tutorials:

v    Blast Off to TAKS

v    Measuring Up to TAKS

v    Accelerated Reader Program

v    Other materials purchased – will specify later

go to Curriculum Homepage

*United Streaming VIDEO

*L&M TAKS MATH SOFTWARE

*TEA www.accesstmds.com

 

Allotted Time/Days:

Ø     Will talk with principal about days and times

 

Assessments:

v    www.brainchild.com

v    Formative Assessments For Grades 3, 5, and 8.

Definition -- Assessments from which you make continuous decisions in your program – data-driven daily instructional decisions

Ø    YEA

Ø    Benchmarks

Ø    Tier Report

v    Summative Assessment

Ø     TAKS

Ø     Program Evaluation

PASeries testing 1-888-597-1103