Math TEKS Refinement TOT

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Math TEKS Refinement TOT

• Project Director Pam Littleton
• Tarleton State University

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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

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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

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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

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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

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What are all the Changes About?

• An opportunity to really study the refinements to
  the Texas Essential Knowledge and Skills

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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

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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.

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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.

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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.

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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

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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).

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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.

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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.

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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.

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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.