Common Core Math Pathway April 28, 2014 High School Mathematics - - PowerPoint PPT Presentation
Common Core Math Pathway April 28, 2014 High School Mathematics Sequence Begin With The End In Mind CST Released Test Questions 1. What is 6050.287 rounded to the nearest ten? a. 6050 b. 6011 c. 6050.29 d. 6050.3 2. In a parking lot,
Math 1 (CP) Math 3 (CP) Math 2 (CP) AP Statistics AP Calculus IB Mathematics PreCalculus OR OR Math 7/8 Compacted MS Math 7/8 OR
geometry.
is taught in grades K-8, as well as supports the spiraling of the standards though Math 3 (CP).
perception of mathematics as a unified field of study— students should see interconnections among various areas of mathematics, which are often perceived as distinct.”
meet the rigorous demands of the Smarter Balanced Assessment.
National Center on Education and the Economy http://www.ncee.org/college-and-work-ready/
1. Many community college career programs demand little or no use of
mathematics needed by first year students in these courses is almost exclusively middle school mathematics. But the failure rates in our community colleges suggest that many of them do not know that math very well. A very high priority should be given to the improvement
graphical representations, functions, and expressions and equations in our schools, including their application to concrete practical problems.
curriculum in order to get to advanced algebra as rapidly as possible. Given the strong evidence that mastery of middle school mathematics plays a very important role in college and career success, strong consideration should be given to spending more time, not less, on the mastery of middle school mathematics, and requiring students to master Algebra I no later than the end of their sophomore year in high school, rather than by the end of middle school. This recommendation should be read in combination with the preceding one. Spending more time on middle school mathematics is in fact a recommendation to spend more time making sure that students understand the concepts on which all subsequent mathematics is based. It does little good to push for teaching more advanced topics at lower grade levels if the students’ grasp of the underlying concepts is so weak that they cannot do the
they should be able to learn whatever mathematics they need for the path they subsequently want to pursue more quickly and easily than they can now.
Standards for higher mathematics before ninth grade should not be rushed.
before ninth grade must require solid evidence of mastery of prerequisite CCSSM.
State Standards as the non-compacted courses.
students after their third year of mathematics—and all students should be strongly encouraged to take mathematics in all years of high school.
Source: California Department of Education
Math 7 ❑ Developing understanding
proportional relationships. ❑ Developing understanding
numbers and working with expressions and linear equations. ❑ Solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume. ❑ Drawing inferences about populations based on samples. Math 8 ❑ Formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations. ❑ Grasping the concept of a function and using functions to describe quantitative relationships. ❑ Analyzing two- and three- dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem. Math 1 (CP) ❑ Extend understanding of numerical manipulation to algebraic manipulation. ❑ Synthesize understanding of function. ❑ Deepen and extend understanding of linear relationships. ❑ Apply linear models to data that exhibit a linear trend. ❑ Establish criteria for congruence based on rigid motions. ❑ Apply the Pythagorean Theorem to the coordinate plane.
Math 2 (Includes Algebra and Geometry) ❑ Extend the laws of exponents to rational exponents. ❑ Compare key characteristics of quadratic functions with those
functions. ❑ Create and solve equations and inequalities involving linear, exponential, and quadratic expressions. ❑ Extend work with probability. ❑ Establish criteria for similarity of triangles based on dilations and proportional reasoning. Math 3 (Includes Algebra 2 and Trigonometry) ❑ Apply methods from probability and statistics to draw inferences and conclusions from data. ❑ Expand understanding of functions to include polynomial, rational, and radical functions. ❑ Expand right triangle trigonometry to include general triangles. ❑ Consolidate functions and geometry to create models and solve contextual problems.