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Topic: Common Core
Replies: 22   Last Post: Jan 17, 2012 9:15 PM

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ezseller@mail.nasboces.org

Posts: 43
Registered: 2/18/05
Re: Alg 2 trig topic
Posted: Dec 2, 2011 9:26 AM
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att1.html (11.8 K)

Dear Liz,

If you check the CCLS mathematical practices (p.57), p. 61-62, p. 65,
you will see references to "word problems."

page 6 of CCLS describes modeling as



4. Model with mathematics.
Mathematically proficient students can apply the mathematics they know
to solve problems arising in everyday life,
society, and the workplace. In early grades, this might be as simple as
writing an addition equation to describe a
situation. In middle grades, a student might apply proportional
reasoning to plan a school event or analyze a problem
in the community. By high school, a student might use geometry to solve
a design problem or use a function to
describe how one quantity of interest depends on another.
Mathematically proficient students who can apply what
they know are comfortable making assumptions and approximations to
simplify a complicated situation, realizing
that these may need revision later. They are able to identify important
quantities in a practical situation and map
their relationships using such tools as diagrams, two-way tables,
graphs, flowcharts and formulas. They can analyze
those relationships mathematically to draw conclusions. They routinely
interpret their mathematical results in the
context of the situation and reflect on whether the results make sense,
possibly improving the model if it has not
served its purpose.

In the 2005 curriculum, the Connection Strand (p.126-127) includes



A2.CN.5 Understand how quantitative models connect to various
physical models and representations
A2.CN.6 Recognize and apply mathematics to situations in the outside
world
A2.CN.7 Recognize and apply mathematical ideas to problem situations
that develop outside of mathematics
These process performance indicators are to be applied to the content
performance indiators.


>>> Liz Donahue <ldonahue@optonline.net> 12/2/2011 5:52 AM >>>

Are quadratic word problems in the alg 2 trig curriculum ? We can't
find it but I think it should be taught

Take care ....Liz Donahue (East Islip HS)

Have a great day!!!!
Sent by my iPhone

On Nov 29, 2011, at 10:00 AM, Gene Jordan <gjordan@btboces.org> wrote:




Tzippy,
I always enjoy your contributions to the forum.
I think you are handling it well.
There is a lot to be desired in her circumstances. Interestingly, some
teachers/schools with the resources do not purchase textbooks, and
instead spend the money on math materials. It appears to me that those
teachers usually do a great job aligning because they ?own? their
materials created. Which it sounds like you both are doing.
If you weren?t there I would say most Boces have a math specialist like
myself who would be happy (I think) to help fill in the gaps about the
common core the best we can.
Just a thought,



Gene Jordan
Professional Development Specialist
BT BOCES Region Math Pre K-12
435 Glenwood Road
Binghamton, NY 13905-1699



From: owner-nyshsmath@mathforum.org
[mailto:owner-nyshsmath@mathforum.org] On Behalf Of msedfun@aol.com
Sent: Tuesday, November 29, 2011 9:35 AM
To: nyshsmath@mathforum.org
Subject: Common Core


I am going to ask all of you to provide me with information about how
you would deal with this situation. (I work in a private school so this
does not apply to me personally.)

A teacher who works in an intermediate school approached me to assist
her in preparing her sixth and seventh grade math lessons this year.
She has a common branches license, and for several years has been
teaching science. Prior to that time, she had taught a mainstream,
self-contained, sixth grade.

When she first came to me at the beginning of the school year she
presented me with the following.
1) A list of the 2005 standards
2) A textbook with a 2001 copyright
3) A workbook that has a 2001 copyright

The math "coach" in the school informed the teachers that they would be
using the 2005 standards with the 2001 text. They were told to teach in
order of the standards instead of following the flow of the text. Many
of the lessons therefore present themselves before important previous
information has been presented.

I asked this teacher what she had been told about common core, and she
had 'heard' the term but the school had said nothing.

I have been assisting her, and following the principle of inch wide
mile deep so that her lessons reflect increased conceptional
understanding.

I asked her about the texts that will be used in the coming school
year. She stated that her principal has said there is absolutely no
money for books and they will be using the same text they are currently
using.

I feel that it is unrealistic to expect teachers to adhere to the
common core when they lack the proper teaching tools (but there we go
again - it is NY).

I have spent hours going over her texts and find that they are woefully
inadequate in presenting information in the new way students will need
to learn it. In addition, it is quite obvious that certain topics are
not present while other topics are no longer required.

Her school has already failed two inspections. The children are doing
very poorly on state assessments.

Is anyone out there experiencing a similar problem with having the
correct materials for presenting the common core in a way that students
will benefit?

Thanks for your time.

Tzippy :)



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