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Review, First Draft Math Standards, Jennifer Ingram

Here are my thoughts on the standards this morning. I focused primarily on 6th grade
through Algebra 1, as that is what I am most familiar with.
Math Standard 6.A.3.1 Needs to clarify in the wording if they are one-step or two-step
equations
Math Standard 7.A.2.1. Consider terminology to include "rational numbers"
Both of the above would give some clarification to the teachers as to what the limits are
on the standard
Pre Algebra - Not sure which standard it was, but Kelli and I were both concerned about
the inclusion of point-slope and standard form. Since students are not being introduced
to slope-intercept form in 7th grade under the new standards, this seems like an awful
lot to heap on them in one year, considering everything else they need to cover. We
both felt that this should be reserved for Algebra 1.
Proportions - Need to distinguish a bit between 6th and 7th grade standards in terms of
when are they comparing and when are they solving. The language was not clear on if
they have to solve for missing values in proportions in 6th grade or not, but was clear
that they do in 7th. Also, the last sentence of the standard that included something like
"differing from subtraction" was unnecessary. This would be included in the regular
instruction either way, and the way it is worded is confusing. Levi showed us an
example, but I feel that the teachers should be able to read the standards without
examples and clearly understand the intent. That is not the case for the wording on this
one.
Integers - I love that this has been pushed to 7th grade. Will free up 6th grade to focus
more on fractions, decimals, and percents.
Calculators - the wording implies use of calculator for 6th-8th grades, which I fully
support. It kills me when a student misses a problem on something complex like area or
circumference because of a multiplication error. It just discourages them and makes
them think they don't understand. I applaud the committee for pushing this.

Biggest concern = Geometry strand. I'm concerned with how they have mixed area
across the grade levels and pushed volume and surface area down to 7th. For
example, they have students finding area of a rectangle in 4th grade without using a
formula. But then they have them using the formula of a triangle in 5th grade. That
formula is derived from the one for rectangles, but they don't have that formula until 6th
grade. I just feel like the area formulas should be covered together in one year, which
gives the teacher more opportunity to show how they are interrelated. I'm having a bit of
trouble putting into words my concerns for this strand, but it just seems off. Overall, I
think they have pushed everything down a grade level from before and it needs to be
moved up. i would need to spend some more time looking at them and comparing to
other states before I buy in.
Overall I like the new standards. Most of the language is clear, and it will be beneficial
to have the process standards included with the content standards, rather than a
separate document like in years past. The committee is doing a great job of trying to
link everything together into a document that will work for the teachers. I also think it is
great that they are asking students to solve a lot of problems in context and be able to
communicate fluently in the language of mathematics. This is something I liked about
CCSS, as I feel it will require teachers to up their game and really think about teaching
application. I'm glad to see that the committee understands the importance of this and
isn't shying away from asking our students to do complex but doable math concepts.
Hope this information is useful. Thank you for arranging for us to view the standards
and provide feedback. I appreciate the transparency the SDE and standards committee
are providing. I feel like this will help create teacher buy-in and help everyone embrace
the new standards once they are completed.
Thank you,
Jennifer Ingram
7th Math/Robotics
Administrative Intern
Deer Creek Middle School

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