Math in FocusA Year in Review

Vision:

•Critical Thinkers

•Effective Communicators

•Skilled Collaborators

Goals:

•To continuously improve student

growth and achievement.

•District Strategic Plan: Our Promise to Our Students

2012-13 Implemented in Grades:Kindergarten , 1st, and 2nd gradesMiddle School 6th – 8th grades

Pilot Groups:3rd grade Banner4th grade Dunlap Grade & Hickory Grove5th grade Ridgeview & Wilder Waite

2013-14 Full Implementation in Grades K-8

Implementation Plan

Emphasizes thinking and problem-solving

Aligns with the Common Core Math Content Standards & Practices

Matches the rigor and expectations of the Common Core Standards & Practices

Proven efficacy

•Why Math in Focus?

• Students will learn the ‘why’ behind the math concept before they learn the ‘how’.

•Math in Focus Philosophy

CONCRETE PICTORIAL ABSTRACT

Math as Thinking

•Recall Prior Knowledge

•Chapter Pre test• Philosophically different

• Lessons

•Chapter Post test

•Unit Format

• Two pieces of wood are glued together.• One piece is twice as long as the other.• The total length of the glued wood is 250 centimeters.• What is the length of the shorter piece of wood?

• Use a bar model to solve the problem.

2nd Grade Math

250 cm

MATH IN FOCUS

• Nicole bought 20 pieces of fabric of different lengths. The average length of 12 pieces is 3 feet. The total length of the other 8 pieces is 44 feet. Find the average length of the 20 pieces of fabric.

PARCC ITEM PROTOTYPE

•4th Grade MathA Comparison Of Math in Focus and the Common Core State Standards Assessment

3

44 feet

The average length is _____.

3 3 3 3 333 3 333

MATH IN FOCUS PARCC ITEM PROTOTYPE

•7th Grade MathA Comparison Of Math in Focus and the Common Core State Standards Assessment

• Kelly goes to an amusement park with her friends. The admission fees to the amusement park is $4 and each ride costs $0.80. If Kelly only has $25 to spend, how many rides can she go on? Explain the reasonableness of your answer.

I like how Math in Focus incorporates fractions and

decimals into any skill we are working on. Students

have worked with fractions and decimals throughout

the school year, so they really are getting better at

using and understanding them. Students are also

learning that the real-world is not always

going to have nice, easy to work with

numbers; however, they now will have the

skills they need to succeed. --Julie Hohenbery 7th Grade DVMS

• Math in Focus provides students with a much deeper understanding of math concepts. The lessons are structured to move the children through concrete manipulatives to a pictorial representation to abstract application. Problem solving is integrated into daily lessons instead of one page at the end of a chapter. Math in Focus promotes application not memorization. Students have learned there is not just one method to get an answer. I think it is great that all children see themselves as problem solvers.

--Linda Phillips2nd Grade, BES

•A Teacher’s Perspective

Math in Focus: Our Students’ Perspectives

• Its more challenging and we are learning in a different way.

•On the homework one or two problems are always harder. I think it is meant to make us think more.

•We are critical thinkers and don’t give up anymore.

•Math in Focus is:

• Collaboration

• Justifying Results

• Proving Thinking

Math in Focus has really stretched my students in defending and explaining their mathematical reasoning. They are able to tackle multi-step, real-world, complex problems. The lessons are very application-based and in depth. I appreciate the depth of the program. --Jenna Bibb,

5th Grade, WW

2013-2014 Plan for Math in Focus

•Continue to Collect Stakeholder Feedback•Survey Needs Assessment

• Continued Professional Development and Support for Teachers•Year 1 teachers (grades 3-5)•Year 2 teachers (grades K-2 and 6-8)

•Continued Education and Support for Parents•Parent University •District website•Math workshops