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Introduction to the Revised Mathematics TEKS: Getting Acquainted with the New Mathematics TEKS Kindergarten - Grade 4 1
Introduction to the
Revised Mathematics TEKS:
Getting Acquainted with the New
Mathematics TEKS
Kindergarten - Grade 4
1
Goals of Participation: Module 1
• Compare the current Mathematics TEKS
to the Revised Mathematics TEKS
• Become familiar with the TX Focal Point
and TEKS comparison documents
• Explore vertical alignment of mathematical
concepts and processes within the
Revised Math TEKS (2012)
2
Our Norms
• Norms
• Collaborate with table colleagues
• Honor the varying levels of
experiences within the group
• Monitor and help minimize distractions
• Honor an attention signal
3
Let’s Get Organized!
• Create stickie note dividers
• Side-by-Side TEKS Comparison
• Texas Response to Curriculum Focal
Points
• Process Standards
4
How do you look at things?
5
A Close Look
Let’s start by looking at
a leaf view. We will
examine changes to
your grade level TEKS.
6
A Side-by-Side TEKS Comparison
Current TEKS and Revised TEKS (2012)
7
A Side-by-Side TEKS
Comparison
• Review the Side-by-Side TEKS
Comparison Highlights Grade 2 document.
• Review your grade level and answer the
questions on your recording sheet.
Zooming In
8
Side-by-Side TEKS Comparison
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Personal Financial Literacy
• Where can the personal financial literacy
student expectations be found in the
document?
10
Jigsaw: Number Off 1A, 1B, 2, 3, 4, 5 • 1A-Number, Operation, and Quantitative Reasoning
(first half)
• 1B-Number, Operation, and Quantitative Reasoning
(second half)
• 2-Patterns, Relationships, and Algebraic Thinking
• 3-Geometry and Spatial Reasoning
• 4-Measurement
• 5-Probability and Statistics
Zooming In Further
11
Individual Study
• Study the assigned strand
• Record the content that remains/is
clarified, new or deleted on the Side-
by-Side Snapshot Document
12
“Symbol”izing Your Ideas
Think
!-Most important idea to share
in each column
?-An idea I’m still pondering
Share
Take 20 minutes to share each strand’s
changes with your team.
13
A-ha’s and Oh-no’s
• Create an anchor chart with your team’s
A-ha’s and Oh-no’s from the Side-by-Side
document.
• Share one A-ha and one Oh-no from your
anchor chart with the whole group.
• Reflect on the anchor chart and put a next
to the item that you feel will be easiest to
overcome.
14
A Wider View
Now we will look at the
tree view to examine
mathematical big ideas
or Curriculum Focal
Points.
15
Texas Response to Curriculum
Focal Points for Kindergarten
through Grade 8 Mathematics,
Revised 2013
16
TxRCFP Scavenger Hunt
• Review the Texas Response to Curriculum
Focal Points Highlights document.
• Complete the TxRCFP Scavenger Hunt.
17
Table Discussion
• Think, Pair, Share – What role do the Texas Response to
Curriculum Focal Points play in strengthening
knowledge of the mathematics concepts and
the process standards?
18
Strands Vs. Focal Points
How did we use the focal points to build depth and complexity?
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Making Connections
Pasadena ISD Scope & Sequence:
Grade 2 Bundle 10 (TEKS 2.4A/2.6A/2.6B)
• 2.4A Model, create, and describe multiplication
situations in which equivalent sets of concrete objects
are joined.
• 2.6A Generate a list of paired numbers based on a real-
life situation such as number of tricycles related to
number of wheels.
• 2.6B Identify patterns in a list of related number pairs
based on a real-life situation and extend the list.
20
Making Connections
Pasadena ISD Scope & Sequence:
Grade 2 Bundle 10 (TEKS 2.4A/2.6A/2.6B)
Number of Groups
Total Number of Counters
1 4
2 8
3 12
4 16
5
6
2.4A 2.6A, 2.6B 21
Making Connections
Find Your Elbow Partner:
• Do you agree or disagree with this
statement? Why?
It is better for students to learn concepts in
isolation rather than to learn related concepts
simultaneously.
22
Zooming Out
Now let’s look at a
forest view. We will look
at the progression of
mathematical concepts
across grade levels.
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Process Standards
• What are the process standards?
• Why are the process standards listed for
each focal point?
24
A Vertical Look at the Focal Points
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4
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Gallery Walk
• As you walk and view the other posters,
consider these questions.
– Are there any focal point concepts that end
within the grade band?
– What are the implications of those endings?
– Are all focal points equally important?
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Mix and Mingle
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Goals of Participation: Module 1
• Compare the current Mathematics TEKS
to the Revised Mathematics TEKS
• Become familiar with the TX Focal Point
and TEKS comparison documents
• Explore vertical alignment of mathematical
concepts and processes within the
Revised Math TEKS (2012)
28
Closure: Module 1
• Closure: Building Block Cards
• Use 4 of the words below (bricks) to record a one-
sentence (mortar) response to the question below.
What is the value of having focal points in each
grade and examining their vertical progression?
focal
points
vertical
connections concepts
students expectations
prepare
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Introduction to the Revised Mathematics TEKS: Getting Acquainted with the New Process Standards Kindergarten - Grade 4
30
Goals of Participation: Module 2
• Become familiar with the revised
Mathematical Process Standards
• Compare the revised Mathematical
Process Standards to the current
Underlying Processes and Mathematical
Tools
• Amplify instructional tasks using the
Mathematical Process Standards
31
Our Norms
• Norms
• Collaborate with table colleagues
• Honor the varying levels of
experiences within the group
• Monitor and help minimize distractions
• Honor an attention signal
32
Exploring the Mathematical Process Standards
33
Exploring the Mathematical Process Standards
34
Exploring the Mathematical Process Standards
Similarities Differences
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How do the new mathematical process standards compare to the current mathematical
process standards?
Exploring the Mathematical Process Standards
36
Multiple
connections
Multiple
connections
Building Depth and Complexity
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Amplify Instructional Tasks What process can we use to amplify a given task
and provide opportunities to make multiple
connections?
Using the Focal Points to
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• Read the original task
• Read the four amplified tasks.
Amplify Instructional Tasks
39
• Create a tree map that captures how the
tasks were amplified for English
language learners, struggling learners,
and advanced learners.
Amplify Instructional Tasks
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Strategies to Amplify Tasks
For Struggling
Learners
For Advanced
Learners
For English
Language Learners
• Gallery Walk
• These strategies support ELLS because …
• These strategies support struggling students
because …
• These strategies support advanced students
because …
• What did all of the tasks have in
common?
Amplify Instructional Tasks
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What should we consider when
amplifying tasks?
• Related mathematical ideas within or across
the focal points, grade level connections, and
financial literacy standards
• Opportunities to extend the given context
• Opportunities to use various tools and
materials including manipulatives and
technology
• Opportunities for students to collaborate in
meaningful ways
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What should we consider when
amplifying tasks?
• Strategies to meet student needs
– How do you take the needs of our students into
consideration?
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Communication
Reasoning, Generalizing, and Problem-
Solving
Modeling, Using Tools,
and Connecting
Representations Analysis
Bringing It All Together!
Curriculum Focal Points
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Digging Deeper into Amplified Tasks
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• Which task was amplified
for:
– An English language learner?
– A struggling learner?
– An advanced learner?
Digging Deeper into Amplified Tasks
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Consider the Revised TEKS (2012) in the Original Task
Guiding Questions
• What main skills or ideas are involved
in this task?
• What are the related skills or ideas?
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Consider the Curriculum Focal Point
Guiding Questions
• What other mathematical ideas could be
explored from the information given, or
if additional information were given, as
we consider:
• the focal point,
• the grade level connections, and
• the financial literacy standards?
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Consider the Context
Guiding Questions
• How does the context relate to the
mathematical ideas?
• What related ideas could be added to this
context?
• What connections could be made to other
content areas?
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Consider the Student
Guiding Question
• What Tier I differentiation may be
needed to reach:
• a struggling student,
• an English language learner,
• and/or an advanced student?
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Your Turn!
• Use the grade level original problem to
create an amplified task. – Glue or tape the original problem to the top of the
chart paper.
• Time Allowing: Use the grade level
sample item to create a “Read and Label”
task.
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Your Turn!
• Gallery Walk:
– Where do you see evidence of
• Alignment to the TEKS?
• Incorporation of the focal point?
• Consideration of the context?
• Consideration of the students’ needs?
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Your Turn!
• Self-Assessment:
• How comfortable are you with amplifying
tasks according to: • Alignment to the TEKS?
• Incorporation of the focal point?
• Consideration of the context?
• Consideration of the students’ needs?
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Goals of Participation: Module 2
• Become familiar with the revised
Mathematical Process Standards
• Compare the revised Mathematical
Process Standards to the current
Underlying Processes and Mathematical
Tools
• Amplify instructional tasks using the
Mathematical Process Standards
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Reflections
• Record your two most important take-aways from today on a stickie note.
• Find a partner and share your reflections.
• Revoice your partner’s reflections (So you’re saying ….).
• Repeat the process.
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