Loading in 5 sec....

The California Mathematics StandardsPowerPoint Presentation

The California Mathematics Standards

- By
**uriah** - Follow User

- 211 Views
- Updated On :

The California Mathematics Standards. The California Standards come in two flavors. General Standards Green dot standards. In California the green dot standards are the focus of most instruction since these topics comprise 85% of the state exams in grades 2 – 7.

Related searches for The California Mathematics Standards

Download Presentation
## PowerPoint Slideshow about 'The California Mathematics Standards' - uriah

**An Image/Link below is provided (as is) to download presentation**

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript

### The NCTM Focus Topics instruction since these topics comprise 85% of the state exams in grades 2 – 7.

### A Consensus is Emerging subjects that should be given the vast majority of instruction time in K – 8.

### The Programs in the top achieving countries follow these principles.

### At the end of the day this level of instruction is what I think all of us want for our kids

The California Standards come in two flavors

- General Standards
- Green dot standards

- In California the green dot standards are the focus of most instruction since these topics comprise 85% of the state exams in grades 2 – 7.
- They were selected by mathematicians, teachers and math educators as the key topics students needed to know

California Intervention instruction since these topics comprise 85% of the state exams in grades 2 – 7.

- The new California Framework has the same standards as the 1998 Framework.
- But it also has a new appendix on intervention programs.

Algebra Readiness instruction since these topics comprise 85% of the state exams in grades 2 – 7.

- For at risk students there is also a discussion of the requirements for algebra preparedness:

The original material instruction since these topics comprise 85% of the state exams in grades 2 – 7.

- Unfortunately, politics muddied the water, and the exposition is not quite what H.-H. Wu and I provided.

The Focus Topics instruction since these topics comprise 85% of the state exams in grades 2 – 7.

The Focus Topics instruction since these topics comprise 85% of the state exams in grades 2 – 7.

The Role of the Focus Topics instruction since these topics comprise 85% of the state exams in grades 2 – 7.

- NCTM regards the Focus Topics as a description of how the key elements in an effective curriculum in mathematics should look.
- But comparing the Focus Topics with most state standards reveals a very poor fit.
- An exception is California.
- The Green Dot standards closely align with the Focus Topics. And the emphasis is also about right
- NCTM recommends 60 – 80% of instruction time be devoted to the focus topics, while 85% of the California assessments in mathematics are on these standards.

Focus Topics – Numbers instruction since these topics comprise 85% of the state exams in grades 2 – 7.

Focus Topics Fractions instruction since these topics comprise 85% of the state exams in grades 2 – 7.

Focus Topics Fractions, Ratios instruction since these topics comprise 85% of the state exams in grades 2 – 7.

Focus Topics, Algebra, Data instruction since these topics comprise 85% of the state exams in grades 2 – 7.

- There are more topics among the green dot standards instruction since these topics comprise 85% of the state exams in grades 2 – 7.
- There are minor differences in the grade levels for different topics between the two documents
- But there are no substantive differences in the sequencing of the common topics

- And no disagreement that the focus topics are the core subjects that should be given the vast majority of instruction time in K – 8.
- They should be learned in depth by students as they provide the foundation for all the math and science that follows

In fact, standards designed in this way cut the need for intervention and support maximal achievement for all students

And their data comprises literally billions of people

We now look at some mathematical issues that should be part of the considerations in developing standards.

Many, if not most, standards of the considerations in developing standards.need illustrative problems and these problems need to be both mathematically accurate and carefully selected

The same holds for test questions of the considerations in developing standards.

and problems in student texts

Problem from Current U.S. Text of the considerations in developing standards.

Aconcagua is 6962 meters high. Mount McKinley is 6194 meters high. Which will take longer to climb?

This was the only problem a very bright third grader “missed” in the best elementary school in his district.

NAEP – The Nation’s Report Card of the considerations in developing standards.

- Last year, The Brookings Institute asked me to review the algebra questions on the NAEP
- Of the 41 eighth grade NAEP algebra problems provided, 8 were incorrect and one was meaningless
- Moreover about 10 of the correct problems were just questions about vocabulary, not mathematics

- Of the 22 grade 4 questions provided, four were incorrect, four others were essentially vocabulary, only one could be judged mildly challenging at fourth grade level

From the NAEP four others were essentially vocabulary, only one could be judged mildly challenging at fourth grade level

Now Let’s Look at examples from High Achieving Programs four others were essentially vocabulary, only one could be judged mildly challenging at fourth grade level

First Grade four others were essentially vocabulary, only one could be judged mildly challenging at fourth grade level

Russia

Russia: Grade 2 four others were essentially vocabulary, only one could be judged mildly challenging at fourth grade level

Distributive

Law

A Third Grade Lesson from Singapore four others were essentially vocabulary, only one could be judged mildly challenging at fourth grade level

A Problem From Russia: Grade 4 four others were essentially vocabulary, only one could be judged mildly challenging at fourth grade level

A lone goose was flying in the opposite direction from a gaggle of geese.

He cried: “Hello, 100 geese!”

The leader of the flock answered: “We aren’t 100! If you take twice our

number and add half our number, and half of half of our number, and

finally add you, the result is 100, but … well, you figure it out.”

How many geese in the gaggle?

99/(11/4) = 36

And top flight, carefully designed standards are the basic step in achieving this outcome

Download Presentation

Connecting to Server..