Middle School Math PathwaysYour Student’s Path to Success Starts Here

Overview

What are the changes in middle school math?

What do the new pathways look like?

Which pathway is best for my child?

How will the teachers be prepared for the new courses?

Question Session

What are the changes in middle school math?

Focus on Fluency, not memorization

Going deeper into topics

Collaborative work with accountability

Application to real-world scenarios

Literacy in mathematics

Multiple Approaches

z Mathematics topics intended at each grade by at least two-thirds of the U.S. states

Mathematics topics

intended at each grade by

at least two-thirds of A+

countries

Schmidt, Houang, & Cogan, “A Coherent Curriculum: The Case of Mathematics.” (2002).

The New Shape of Mathematics

Side by Side Comparison

Old Standards

Donna buys 40 apples at 35 cents each. She eats 2 apples and sells the rest for 45 cents each. How much money does she make?

Common Core Standards

Donna buys some apples at 35 cents each. She eats 2 apples and sells the rest for 45 cents each. She makes $3.10 profit. How many apples did she buy?

Donna buys 40 apples at 35 cents each. She eats 2 apples and sells the rest for 45 cents each. How much money does she make?

Student Work and Thinking

40 x .35 = $14

38 x .45 = $17.10

$17.10- $14.0

0 $3.10

Multiplication

Subtraction

Donna buys some apples at 35 cents each. She eats 2 apples and sells the rest for 45 cents each. She makes $3.10 profit. How many apples did she buy?

Student Work and Thinking

a = Number of apples purchased a - 2 = Number of apples sold$3.10 = Total profit

.45 (a – 2) - .35a = 3.10

.45a - .90 - .35a = 3.10

.10a - .90 = 3.10 a = 40Donna originally bought 40

apples.

My Thinking:

1. First I identified the variable and key information from the problem.

2. Then, I modeled the situation by setting up an

equation.3. I used the distributive

property to solve the equation.

4. I checked my work to make sure the answer was reasonable.

Donna buys some apples at 35 cents each. She eats 2 apples and sells the rest for 45 cents each. She makes $3.10 profit. How many apples did she buy?

Student Work and Thinking

a = Number of apples purchased a - 2 = Number of apples sold$3.10 = Total profit

.45 (a – 2) - .35a = 3.10

.45a - .90 - .35a = 3.10

.10a - .90 = 3.10 a = 40Donna originally bought 40

apples.

My Thinking:

1. First I identified the variable and key information from the problem.

2. Then, I modeled the situation by setting up an

equation.3. I used the distributive

property to solve the equation.

4. I checked my work to make sure the answer was reasonable.

Mathematizing a Real-world

situation

Critical thinking and problem

analysis

Distributive Property

Persevere

Explanation of thinking and

reasoning

Writing in Math

The Bottom Line…

ALL students will receive challenging, rigorous

instruction regardless of which pathway they are

in.

Three Pathways

Standard Pathway

Accelerated

Pathway

Transitional

Pathway

Standard Pathway

6th Grade

• Grade 6 Course

7th Grade

• Grade 7 Course

8th Grade

• Grade 8 Course

9th Grade

• Common Core Algebra 1

• Meets the needs of the majority of students

• Students learn the standards from their grade level

• Instruction is rigorous and students work towards mastery

• Time for remediation

Accelerated Pathway

6th Grade

• Grade 6 Course

7th Grade

• Accelerated Grade 7 Course (at Jefferson)

8th Grade

• Common Core Algebra 1 (at Jefferson)

9th Grade

• Geometry OR Algebra 2

• Students must pass an assessment criteria to qualify

• 7th Grade course is a combination of 7th & 8th grade standards

• Instruction will be fast paced and requires student and parental commitment

Transitional PathwaysFor Currently Accelerated Students ONLY

and contingent upon performance

6th Grade

• Currently taking 7th Grade Pre-Algebra

7th Grade

• Common Core Algebra 1 (at Jefferson)

8th Grade

• Common Core Geometry (at Tracy High)

9th Grade

• Algebra 2

7th

Grade

• Currently Taking 8th Grade Algebra

8th

Grade

• Geometry (at Tracy High)

9th

Grade

• Algebra 2

Current Accelerated 6th Graders:

Current Accelerated 7th Graders:

Results

District-wide criteria for math acceleration

Broader course of study options

Alignment to Tracy Unified

Parental choice

Cost savings after 2 years

Things to Consider

Students do not receive high school credit for accelerated courses

Accelerated Pathway sets students up for High School Calculus

Accelerated class are designed to challenge students

Teacher Preparation

Two days of Common Core training

Summer training and coaching

Publisher Training

Evening content workshops

Ongoing Data teams

Resources

Jefferson School District Websitewww.jeffersonschooldistrict.comParent Links>>Common Core Transition>>Middle School Math Pathways

Curriculum DepartmentChirstina Orsi209-836-4531corsi@sjcoe.net

Deadline to Apply for Testing: MAY 19Testing: MAY 21

3:15pm-4:15pm at the District Office

Questions???