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Math TEKS Refinement TOT

Math TEKS Refinement TOT. Project Director: Pam Littleton Tarleton State University. K-2 Writing Team. Adrian Lopez Gayla Reid Kathy Horak Smith Cindy Sullivan Molly Weinburgh, Editor Paula Moeller. 3-5 Writing Team. Ann May Beth Riggs Susan Russell Chris Salter Freddie Vasquez

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Math TEKS Refinement TOT

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  1. Math TEKS Refinement TOT Project Director: Pam Littleton Tarleton State University

  2. K-2 Writing Team • Adrian Lopez • Gayla Reid • Kathy Horak Smith • Cindy Sullivan • Molly Weinburgh, Editor • Paula Moeller

  3. 3-5 Writing Team • Ann May • Beth Riggs • Susan Russell • Chris Salter • Freddie Vasquez • Kay Teague, Editor • Paula Moeller

  4. Content of TOT module • Morning of Day 1 • Understanding refinements made to grades K-5 mathematics TEKS • Afternoon of Day 1 • Assessment of the new TEKS through diagnostic, formative, and summative means • Proposed time line for incorporation of TEKS revisions into TAKS and SDAA II

  5. Content of TOT module • Day 2 - Measurement Content • Morning of Day 3 - Continue Measurement Content • Afternoon of Day 3 - Numerical Fluency Content • Day 4 - Continue Numerical Fluency Content

  6. Other Support • Appendix • Lessons at each grade level in each strand to support the revisions to the TEKS • CD • All materials will be available on CD • Web informational site • www.MathTEKS2006.net

  7. What are all the Changes About? An opportunity to really study the refinements to the Texas Essential Knowledge and Skills

  8. What to Look For! • 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

  9. 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.

  10. Limitations on Existing TEKS and Student Expectations (3.2) Number, operation, and quantitative reasoning. The student uses fraction names and symbols (with denominators of 12 or less) to describe fractional parts of whole objects or sets of objects. The restriction on denominators now applies to all student expectations (A - D) for this Knowledge and Skills statement.

  11. 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.

  12. New Information Added to Existing TEKS and Student Expectations (5.3) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve meaningful problems. The student is expected to: (C) use division to solve problems involving whole numbers (no more than two-digit divisors and three-digit dividends without technology) , including interpreting the remainder within a given context

  13. 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 two-dimensional figures (covers more, covers less, or covers the same).

  14. New TEKS and Student Expectations (4.11) Measurement. The student applies measurement concepts. The student is expected to estimate and measure to solve problems involving length (including perimeter) and area. The student uses measurement tools to measure capacity/volume and weight/mass. The student is expected to: (B) perform simple conversions between different units of length, between different units of capacity, and between different units of weight within the customary measurement system.

  15. 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.]

  16. Rewording of Existing TEKS and Student Expectations (4.2) Number, operation, and quantitative reasoning. The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to: (A) use concrete objects and pictorial models to generate equivalent fractions [using concrete and pictorial models].

  17. Math TEKS Refinements and TAKS for 3-5 • TEA developed and administered a statewide survey of proposed new information to be assessed on TAKS. • For the new information determined to be eligible to assess on TAKS, new items will be developed in 2007, field tested in 2008, and live in 2009.

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