Transcript Elementary Mathematics Program - Multimedia

Elementary Mathematics
Program
MT LEBANON SCHOOL DISTRICT
What Makes a Math Curriculum?
A Balanced Approach
 Articulated
Standards and Aligned Goals
 High Quality Instructional Materials
 Developmentally Appropriate Best
Practices
Curriculum
 Collaborative Development
 Standards Aligned
 PA Academic Standards
 Common Core Standards
 K-12 Vertical Alignment
 Continuous Improvement
Articulated standards and goals
PA Standards (current,
final revision June 2009)
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Standard 2.1 – Number Systems and
Operations
Standard 2.2 – Computation and
Estimation
Standard 2.3 – Measurement and
Estimation
Standard 2.4 – Mathematical
Reasoning
Standard 2.5 – Mathematical Problem
Solving
Standard 2.6 – Statistics and data
analysis
Standard 2.7 – Probability and
Predictions
Standard 2.8 – Algebra and functions
Standard 2.9 – Geometry
Standard 2.10 – Concepts of
Trigonometry
Standard 2.11 – Concepts of Calculus
PA Standards (Common
Core), Feb 27, 2012 –
adoption 2013-2014
 Standard 2.1 – Numbers
and Operations
 Standard 2.2 – Algebraic
Concepts
 Standard 2.3 – Geometry
 Standard 2.4 – Data
Analysis and Probability
High Quality Instructional Materials
 Core Resource
 Supplemental Materials
Aligned to District Standards
 Differentiated Instruction
 Meaningful Assessments
 Resource Materials
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Basic Math Facts (targeted fluency goals)
 1st Grade – Basic addition facts up to 10
 2nd Grade – Subtraction facts base 10; Basic addition
facts up to 20
 3rd Grade
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1st Semester – addition and subtraction (minuend of 20)
2nd Semester – multiplication facts (products of 50)
Basic Math Facts (targeted fluency goals)
 4th grade – Multiplication facts with products up to
144; maintain addition, subtraction and
multiplication facts
 5th grade –
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End of first semester (first two quarters)
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Division facts through 144 (dividend)
End of second semester (last two quarters)
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Maintain all addition, subtraction, multiplication and division
facts
Best Practices within the Balanced Approach
5 Strands of Mathematical Proficiency
 Conceptual Understanding
 Procedural Fluency
 Strategic Competence
 Adaptive Reasoning
 Productive Disposition
From:
National Research Council
Best Practices within the Balanced Approach
 NCTM Process Standards
 Problem
Solving
 Reasoning and Proof
 Communication
 Connections
 Representation
From:
Instructional Strategies
 Whole Group, Small Group and Independent
Learning Opportunities
 Manipulative (hands on)
 Real World Applications
 Problem Solving
 Practice Opportunities
Math Data
PSSA
Taken from School
Report Card, 2011-2012
Can be located at
www.mtlsd.org/markha
m_elementary
Percentage Proficiency
120%
100%
80%
60%
40%
20%
0%
Markham
District
State
School
Wide
96%
93.80%
75.70%
3rd
Grade
96%
93%
74%
4th
Grade
100%
98%
82%
5th grade
91%
92%
73%
Math 3 Year History
Percentage Proficiency
120.0%
100.0%
80.0%
60.0%
40.0%
20.0%
PSSA
Taken from
Pennsylvania School
PSSA Report, cumulative
data from 2009-2010,
2010-2011, and 20112012
0.0%
Markham
2012
95.5%
2011
92.6%
2010
94.4%
3rd Grade
96.1%
96.9%
96.9%
4th Grade
100.0%
95.1%
92.9%
5th Grade
91.0%
81.1%
90.8%
MTLSD Elementary Math Curriculum
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