Agenda PWCS Balanced Math Program Grades 1 - 12

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AgendaPWCS Balanced Math Program Grades 1 - 12

• Welcome
• Begin with the End in Mind
• A Vertical Look at the Curriculum
• Math Lessons (Fractions)
• Grades 1 2
• Grades 3 4
• Grades 5 6
• Grades 7 8
• Where to go for Additional Information and Support

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Prince William County Mathematics Vision
Statement
Prince William County Schools mathematics
program promotes an environment in which students
develop a comprehensive and enduring
understanding of the concepts of mathematics.
Students learn to effectively apply these
concepts and use a variety of problem solving
strategies. The program nurtures a productive
disposition toward mathematics, challenges all
learners, and supports further investigations in
this field.
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Mathematics Standards(K-8)

• Content Standards
• Number and Number Sense
• Computation and Estimation
• Measurement and Geometry
• Data Analysis and Probability
• Patterns, Functions, Algebra

What we teach

• Process Standards
• Problem Solving
• Reasoning and Proof
• Communication
• Connections
• Representation

How we teach
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Alignment of Curriculum, Planning and Assessment
Textbook Series

• Supplemental Lessons
• Online Resources

• Assessments
• Student work projects
• Teacher-made tests and quizzes
• Unit/ Chapter Tests
• CFA

Pacing Guide
PWCS Mathematics Curriculum (SOLs)

• Time frame for all units
• Correlation to PWCS/ SOLs
• .

Planning Calendar

• Expanded pacing guide
• Day by day calendar

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Graduation Requirements

• Advanced Studies Diploma
• 4 years of math at or above the Algebra level
  (must include Algebra II)
• Standard Diploma
• 3 years of math at or above the Algebra level
• Modified Standard Diploma
• 3 years of math including content from Algebra,
  Geometry, Personal Living and Finance or higher

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Guidelines for Mathematics Scheduling in Middle
SchoolSY 2007-2008
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Suggested High School Mathematics SequencesSY
2008-2009
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PWCS Math SOL Scores
pass proficient
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PWCS Math SOL Scores
pass advanced
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Major Concerns - 2007

• Scores for ESOL, Special Education, minority, and
  disadvantaged students are much lower than
  students not in those subgroups. Special
  Education is the lowest of all subgroups.
• Less than 70 of students are passing the 6th and
  7th grade tests.
• Algebra I scores have changed little over 5
  years. Approximately one-fourth failed this test
  last year.
• Algebra I, Geometry and Algebra II scores all
  dropped last year. Every student must pass the
  SOL in at least one of these to graduate.
• The number of advanced scores in 3rd grade,
  Geometry, and Algebra II has dropped over the
  past three years.
• At the high school level, only one fifth or fewer
  students are scoring at the advanced level on
  these minimal competency tests.

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Major Concerns - 2007

• 70 of our students passing on SOL tests is not
  nearly enough. Our students deserve much more
  than success being defined as meeting the low
  standards of these tests as defined by the State.
  (It only took a score of 54 to pass the Algebra
  I SOL test this past spring!)
• SAT scores in Prince William County have been
  dropping. The most recent scores were below
  National and State averages.
• Approximately 1500 students in PWCS do not go
  further than Geometry into Algebra II.
• Many of our best students are not achieving pass
  advanced scores even on the SOLs. Often these
  students are the ones who have memorized
  procedures and have little true understanding of
  the concepts even though they make good grades.

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Do the MathGetting beyond Algebra 2 in high
school bumps up the likelihood that a student
will earn a Bachelors Degree.
From USA Today
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A Vertical Look at the Curriculum

• All Strands (handout)
• How does one concept develop over time?
• Number Sense with Fractions (handout or slide)
• Breakout session
• Parents work through the lesson with the
  Teacher Leader from the perspective of a child at
  that level.
• Record responses to the questions on the Chart.
• Choose a spokesperson for your group who will be
  willing to share out with the whole group.
• Whole group session
• Listen to each group share out responses to the
  lesson at each grade level.
• Compare and contrast the development of Number
  Sense with Fractions over time

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Virginia SOLs (PWCS)

• 2.4 Use concrete materials to identify the part
  of a set and/or region that represents the
  fractions 1/2, 1/3, 1/4, 1/8, and 1/10 and write
  the corresponding fraction.
• 3.5A Divide regions and sets to represent
  fractions.
• 3.5B Name and write the fraction represented by a
  given model/area/region, length/measurement, and
  set. Fractions (including mixed numbers) will
  include halves, thirds, fourths, eighths, and
  tenths.
• 6.6 Model, explain and solve problems that
  involve addition, subtraction, multiplication,
  and division with fractions and mixed numbers,
  with and without regrouping, that include like
  and unlike denominators of 12 or less, and
  express their answers in simplest form.
• 7.4 Solve practical problems using rational
  numbers/ whole numbers, fractions, decimals and
  decimals) and percents. Use calculators to verify
  estimates and solutions to problems.

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Response Questions

• How did you make sense of the problem/ activity?
• How is the objective reflected in the lesson?
• In what ways can you identify with a student at
  this level?
• What surprised you?

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PWCS Mathematics Web Sitewww.pwcsmath.com
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