Math TEKS Refinement TOT

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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
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

• Morning of Day 2 - Numerical Fluency Content
• Afternoon of Day 2 - Measurement 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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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 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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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.