Transcript TEA Update for TASM - Tarleton State University

Math TEKS Refinement
TOT
Project Director: Pam Littleton
Tarleton State University
K-2 Writing Team
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Adrian Lopez
Gayla Reid
Kathy Horak Smith
Cindy Sullivan
Molly Weinburgh, Editor
Paula Moeller
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Content of TOT module
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Morning of Day 1
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Understanding refinements made to grades K-5
mathematics TEKS
Afternoon of Day 1
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Assessment of the new TEKS through
diagnostic, formative, and summative means
Proposed time line for incorporation of TEKS
revisions into TAKS and SDAA II
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Content of TOT module
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Morning of Day 2 - Numerical Fluency
Content
Afternoon of Day 2 - Measurement
Content
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Other Support
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Appendix
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CD
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Lessons at each grade level in each strand
to support the revisions to the TEKS
All materials will be available on CD
Web informational site
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www.MathTEKS2006.net
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What are all the
Changes About?
An opportunity to really study the refinements
to the Texas Essential Knowledge and Skills
What to Look For!
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Limitations on Existing TEKS and Student
Expectations
New Information Added to Existing TEKS
and Student Expectations
New TEKS and Student Expectations
Rewording of Existing TEKS and Student
Expectations
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Limitations on Existing TEKS and
Student Expectations
(1.2) Number, operation, and quantitative
reasoning. The student uses pairs of whole
numbers to describe fractional parts of whole
objects or sets of objects.The student is
expected to:
(A) separate [share] a whole [by separating it] into
two, three, or four equal parts and use
appropriate language to describe the parts
such as three out of four equal parts.
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New Information Added to Existing
TEKS and Student Expectations
(2.6) Patterns, relationships, and algebraic
thinking. The student uses patterns to describe
relationships and make predictions.The student
is expected to:
(C) identify, describe, and extend repeating and
additive patterns to make predictions and solve
problems.
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New TEKS and Student
Expectations
(K.10) Measurement. The student directly
compares the [uses] attributes of [such as]
length, area, weight/mass, [weight, or] capacity,
and/or relative temperature [to compare and
order objects]. The student uses comparative
language to solve problems and answer
questions. The student is expected to:
(B) compare the areas of two flat surfaces of twodimensional figures (covers more, covers less,
or covers the same).
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Rewording of Existing TEKS and
Student Expectations
(1.8) Measurement. The student
understands that time [and temperature]
can be measured. The student uses time
to describe and compare situations. The
student is expected to:
(A) [(C)] order three or more events
according to duration; and [by how much
time they take.]
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