College Place Public Schools - Math Curriculum Adoption

College Place Public Schools

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1755 South College Ave. • College Place, WA 99324
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Math Curriculum Adoption
TABLE OF CONTENTS Math Learning Continuum Plan for 2005-2006 adopted by the Board May 16, 2005

College Place School District Math Curriculum
Mission Statement
College Place School District students will develop a competent knowledge of basic math skills including organizing, evaluating, and synthesizing information to solve real-world problems. Students will be able to communicate mathematically, become competent problem solvers, and connect mathematics to their daily lives.
Philosophy Statement
We believe every student, regardless of ethnic background, language, gender or ability should have the opportunity to be educated to the upper limits of his or her intellectual potential. All students should develop an understanding of basic math and technological skills, problem solving strategies, and personal responsibilities as citizens, workers, and lifelong learners. Schools should be places where learning and succeeding in mathematics is exciting and challenging; goals are clearly stated and expectations high. Schools should be equipped with manipulatives and state of the art technology including calculators, computers, and software. Teachers should focus on students' cognitive development and individual learning styles, serving as instructors, mentors, motivators, and facilitators. Educators, parents, community members, and students all share in this educational process.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION ESSENTIAL ACADEMIC LEARNING REQUIREMENTS INTRODUCTION TO MATHEMATICS
Mathematics for Today and Tomorrow - Mathematics continues to grow at a rapid rate, spreading into new fields and creating new applications, in its open-ended search for patterns. Several factors-- growth of technology, increased applications, impact of computers, and expansion of mathematics itself -- have combined in the past century to extend greatly both the scope and the application of the mathematical sciences. The changes must be reflected in the schools if our students are to be well prepared for tomorrow's world. What is Mathematics? - Mathematics is a language and science of patterns. As a language of patterns, mathematics is a means for describing the world in which we live. In its symbols and vocabulary, the language of mathematics is a universal means of communication about relationships and patterns. As a science of patterns, mathematics is a mode of inquiry that reveals fundamental understandings about order in our world. This mode of inquiry relies on logic and employs observation, simulation, and experimentation as means of challenging and extending our current understanding. Toward a deeper study of important mathematics - More than at any other time in history, society is placing demands on citizens to interpret and use mathematics to make sense of information and complex situations. Computers and other technologies have increased our capacities for dealing with numbers, for collecting, organizing, representing, and analyzing data. Tables, lists of numbers, graphs of data, and statistics summarizing information occur in every form of the media. To be well informed as adults and to have access to desirable jobs, students today require an education in mathematics that goes far beyond what was needed by students in the past. All students must develop and sharpen their skills, deepen their understanding of mathematical concepts and processes, and hone their problem solving, reasoning, and communication abilities while using mathematics to make sense of, and to solve, compelling problems. All students need a deep understanding of mathematics; for this to occur, rigorous mathematical content must be reorganized, taught, and assessed in a problem-solving environment. For students to develop this deeper level of understanding, their knowledge must be connected to a variety of ideas and skills across topic areas and grade levels in mathematics, to other subjects taught in school, as well as to situations outside the classroom. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Approved February 26, 1997 Reformatted June 1998 Refined April 2001 http://www.k12.wa.us/curriculuminstruct/math/default.asp
Developmental Characteristics of Primary Aged Children (K-2) Are active, restless and energetic but can tire easily Need choices of activities to meet varying attention spans and learning styles Think concretely, largely bound by sight and senses Learn through observation and listening to adults and peers as well as through exploration Need repeated opportunities to classify, collect and work with manipulatives Enjoy learning by repeating patterns (e.g., music, rhythm, sequences) Developmental Characteristics of Early Intermediate Students (3-5) Vary greatly in attention span Like to classify and form collections Can deal with two or more objects with 2 or more properties at one time Are beginning to make connections between the concrete and the symbolic Like to repeat tasks to show their competence Like to apply learned concepts to new situations Developmental Characteristics of Students at Grade 5 & 6 Tend to use peer group to test ideas Work well in groups but need structure May bring strong emotions to learning situations May challenge established norm Demonstrate capacity for critical and independent thinking Can deal with two or more ideas and properties at the same time Are beginning to see the relationship of ideas is what's important Are interested in issues of fairness and loyalty Like to grapple with authentic problems Developmental Characteristics of Middle School Learners Are increasingly self-conscious and this may inhibit divergent thinking Are reluctant to publicly express the more humane emotions (caring, sensitivity, tenderness) Are capable of independent thinking but increasingly turn to the peer group as a frame of reference Need options to work independently as well as in groups Are increasingly able to make clear connections among the concrete, the symbolic, and the abstract Need clear limits and expectations and will test them Need opportunities for physical movement and kinesthetic learning
Published by: College Place School District Mathematics Curriculum Committee 107 S. E. 2nd Street College Place, WA 99324 Committee Members: Carla Houchin, Tami Benton, Kathy Baker, Marne Kelly, Diane Mires, Danielle Starr, Sasha Parker, Thyra Hinshaw, Karen Wall, Carol Garbe This document was created by teachers of the College Place School District representing each level of instruction in primary, intermediate, and middle school. We had additional help from: Parents, Office of Superintendent of Public Instruction, The National Council of Teachers of Mathematics, Washington State School Districts: Yakima, Walla Walla, Bellingham, Kent, Shoreline, Edmonds, Seattle, and Portland. We sought information from other states including Texas, Oregon, and California. Information reprinted in this document from: Bellingham School District Edmonds School District Seattle School District Walla Walla School District The National Council of Teachers of Mathematics Office of Superintendent of Public Instruction (Reprinted by permission of Edmonds School District; Edmonds, Washington) Edmonds School District received assistance from The National Council of Teachers of Mathematics, The Mathematical Sciences Education Board, and Benchmarks: Project 2061) http://dent.edmonds.wednet.edu/frameworks/Math/MathFrameHome.html

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