Math Update

Scope and Sequence/Clear Learning Targets/ALEKS

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UPDATED State Standards!!

Clear Learning Targets for middle school and high school have been updated for this year. Students will be tested on these new standards. Please see below for details.

Math 6

Some standards referred to "the" standard algorithm but now refer to "a" standard algorithm, giving the teacher more flexibility (6.NS2, 3).


We all remember the Order of Operations thanks to "Aunt Sally". The standard now refers to the Algebraic Order of Operations (6.EE.2).


Some wording has been rearranged to be more clear such as pertaining to decomposing figures into triangle and composing them into rectangles (6.G.1).


MAJOR changes have come to the probability and statistic areas. Ohio will now follow the GAISE method which has students collect, graph, and analyze data. They learn to formulate questions and interpret results. Our Clear Learning Target contains much more information on the GAISE model that you will want to become familiar with (6.SP.1).


Dot plots are redefined as line plots (6.SP.4).


Students are asked to find measures of center instead of being given them. Attention is paid to gaps, peaks, and outliers (6.SP.5).


Mean Average Distribution (MAD) has been moved from Math 6 to Math 7.

Math 7

Students will now be expected to perform operations on complex fractions (7.NS.3).


By writing equations in another way, students will discover additional properties (7.EE.2).


Proportional relationships between similar figures are now discussed when generating and analyzing scale drawings (7.G.1).


In addition to focusing on triangles, students will be asked to focus on constructing quadrilaterals with given conditions (7.G.2).


Circles are stressed more, including understanding the relationship between the circumference, diameter, area, and radius (7.G.4).


MAJOR changes have come to the probability and statistic areas. Ohio will now follow the GAISE method which has students collect, graph, and analyze data. They learn to formulate questions and interpret results. Our Clear Learning Target contains much more information on the GAISE model that you will want to become familiar with (7.SP.1).


Wording has been cleaned up to explain exactly what students should be able to do concerning populations. Instead of "informally assess", they are asked to "describe", "analyze", and "summarize". MAD has moved from Math 6 to Math 7 (7.SP.3).


Standard 7.SP.4 has been deleted as 7.SP.3 has had a part b added to it.

Math 8

Students are expected to know that numbers can be either repeating, terminating, or non-repeating and non-terminating (8.NS.1).


Instead of just knowing, students need to be able to understand and explain the properties of integer exponents (8.EE.1).


Students will only need to solve a system of equations by graphing. Solving them algebraically is now reserved for high school courses (8.EE.8).


Function notation is not needed in Math 8 (8.F.1).


In geometry, students will be expected to verify transformations with and without coordinates (8.G.1,2,4).


Instead of just identifying a proof of the Pythagorean Theorem, students will now be asked to analyze and justify an informal proof (8.G.6).


Students will be solving real world geometry problems (8.G.9).


MAJOR changes have come to the probability and statistic areas. Ohio will now follow the GAISE method which has students collect, graph, and analyze data. They learn to formulate questions and interpret results. Our Clear Learning Target contains much more information on the GAISE model that you will want to become familiar with (8.SP.1).

HIGH SCHOOL CHANGES

Many changes are occurring to the Integrated Pathway. Standards are being moved from one course to another as Integrated Math 3 and Algebra 2 become the same course.

Integrated Math I

To make it more clear, standards have been updated to specify that teachers should focus on linear and exponential functions (F.IF.4, 5, 7, 9, F.BF.1, 3).


Instead of using the term 'inverse', students will be asked to determine the input of a function when the output is known (F.BF.4).


Correlation and causation have been moved to Integrated Math III (S.ID.9).


When working with formulas, students will focus on formulas where the variable of interest is linear but not square (A.CED.4).


Instead of telling students to prove, they ask students to verify solutions to a system of equations (A.REI.5).


Students are now told to solve equations algebraically and graphically. They are told they will be limited to two equations with two unknowns (A.REI.6).


Instead of referring to the "distance around a circular arc", the term is defined as "arc length" (G.CO.1).


Students have been asked in the past to describe rotations and reflections. Now they are asked to identify the symmetries that exist in a figure. Also, they will be asked to identify figures that have line and rotational symmetries. They will then determine the angle of rotation (G.CO.3).


Students have been asked to prove theorems before, but now they will be specifically told to prove them formally and informally. (G.CO.9, 10, 11).


A new Geometry standard has been created. Students will be asked to classify two-dimensional figures (G.CO.14).


Instead of being asked to prove slope criteria, students are asked to justify it. They will be asked to verify specific geometric statements (G.GPE.4,5).


The GAISE Model has been incorporated into the probability and statistics areas. Students collect, graph, and analyze data. Often in the past they were given data and told to create a graph. Now, they will learn to formulate questions and interpret results.


Students are asked to create dot plots and histograms in real-world applications (S.ID.1).


Mean Absolute Deviation (MAD) has been added (S.ID.2).

Integrated Math II

One of the biggest changes with Math II is that the topic of imaginary numbers has been moved to Math III. These standards have been moved as Math III and Algebra 2 become the same subject (N.CN.1, 2, 7).


When solving literal equations, students will focus on formulas where the "variable of interest" (the variable you wish to solve for) is linear or square. For example, students should be able to rewrite the formula for the area of a circle in terms of the radius. (A.CED.4).


Students are now expected to be able to solve quadratic equations using the Zero-Product Property after factoring (A.REI.4).


Students will graph quadratic functions square root but piece-wise functions have been moved to Math III (F.IF.7).


Some standards now specify to focus with quadratic and exponential relationships (F.IF.9, F.BF.1aii).


When building functions from existing functions, focus on graphs of quadratic functions (F.BF.3).


Standards used to ask students to prove theorems involving similarities. Wording has changed to require students to prove and apply these theorems formally and informally using a variety of methods (G.SRT.4, 5).


When solving right triangles using the Pythagorean Theorem and trig ratios, the standard now states that one of the two acute angles and one side length is given (G.SRT.8).


When students are asked to prove that all circles are similar, the standard now state to use transformations to prove this (G.C.1).


When finding arc lengths and sectors of circles, the standard has been split into two parts for clarity (G.C.5a,b).


In addition to proving simple geometric theorems, students are instructed to verify them (G.GPE.4).

Integrated Math III

The state of Ohio now considers Algebra 2 and Integrated Math III the exact same subject. As a result, some standards moved to Math II and a few moved to Math I.


Students will be asked to discuss residuals, instead of plotting and analyzing (S.ID.6b).


Causation and correlation have been from to Math III from Math I (S.ID.9).


Technology is recommended when creating equations (A.CED.1c, 2c).


Students should be exposed to more complicated situations rather than just linear, exponential, or quadratic functions (A.CED.3a, 4d).


When discussing solving a system of equations, teachers will now be told to extend to solving three equations/unknowns but only algebraically (A.REI.6b).


One major change: Imaginary numbers have been moved from Math II to Math III (N.CN.1, 2, 7).


Instead of just knowing, students are asked to truly understand the Remainder Theorem (A.APR.2).


When performing operations on functions, teachers are now asked to take students beyond linear and quadratic functions (A.APR.1b).


A new standard has been added asking students to derive formulas that relate degrees and radians and to convert between them (G.C.6).

Digital Resource Binder

We are pleased to introduce our Secondary Digital Resource Binder. You can access important information, curriculum documents, AIR/ACT prep materials, and ODE resources in this one location. There is a link to the binder on the math page of the CCS website. The direct link is below.


https://sites.google.com/columbus.k12.oh.us/secondarycurriculumresources/mathematics

HS Department Chair Dates

Please email shiner@columbus.k12.oh.us if you are a department chair to ensure we have the most up-to-date list.


Meetings run from 3:30pm-5:30pm, usually the 3rd Wednesday of each month (see dates at right). Location is TBD at this point.

AQR in ALEKS

When we first started using ALEKS, there was no corresponding AQR course product. At that time, we selected Algebra 2 with Trig. Since then, McGraw-Hill has created a product that we can use. Please refer to the ALEKS guide in the teacher binder (page 9) if you would like to set up your class with the new AQR product.

ALEKS Summer Contest Winners!

Congratulations to the following students for winning a backpack full of school supplies in our ALEKS Summer Contest! Winners were chosen at random based on their mastery percentage (1 entry per 10% mastery). Additionally, we had two students reach 100% course completion. Backpacks will be delivered to schools this week. See below for a list of winners.
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ALEKS Bulk Upload and Info

The ALEKS bulk upload was completed on Wednesday, August 22. In most cases, your login info from last year was used again this year. If you changed buildings you will have a new account. You should have received an email from ALEKS. Please check your clutter/junk folders. If you did not receive your login info, send an email to shiner@columbus.k12.oh.us.


We can only perform the bulk upload once. If a new student enrolls in your class, you can enroll him/her using the "Enroll/Pre-register" option. You can also move students from one of your class periods to another. There should be one or two people in your building who can move students from one teacher to another teacher. If a student started working in one school then moves to your school/class, please contact our office to move the student to your class.


Did you know you can change the course product? If you would like to start the students in an RTI class, or perhaps you want to use the new ACT Prep course, you can change the course product by going into the Class Summary page. Note that you cannot change the course product once the initial assessment has been given. However, you can create new classes and move students into it if you wish. You can also rename classes. Refer to our ALEKS guide in the Teacher Binder.


The default for ALEKS high school courses is to not allow students to access the ALEKS calculator. If you wish to change that, select Class Summary and click Edit.

PD for ALEKS/ConnectED

We are offering professional development for beginning ALEKS and ConnectED users.

Register today on our new PD System.



ALEKS

September 4, 2018

3:30pm-5:30pm

Linmoor Education Center, Room 25B

Course #33035


ConnectED

September 6, 2018

3:30pm-5:30pm

Linmoor Education Center, Room 25B

Course #33037

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