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Information For Parents
K-12 Mathematics Common Core
There are several reasons why moving to the CCSS is beneficial for mathematics instruction in Uintah School District:
- First, this is a structure that is used in countries with high mathematics achievement. Thus, this is a transition to “world-class” mathematics instruction for Uintah School District.
- Second, it better prepares all students for college and/or careers by the time they graduate from high school. By studying topics more in depth and by examining the interrelationship among mathematics concepts, students will be better prepared for the ever increasing quantitative skills needed for our rapidly advancing technical economy.
- Third, the new core's structure allows students more flexibility to accelerate or slow down their mathematics learning as they progress through their secondary education.
Transition information:
- Students in grades 6-9 in 2011/2012 will transition to the CCSS next year.
- Students in all other grades will transition to the CCSS in 2012-2013.
- Courses in middle and high school mathematics will still be differentiated to address the needs of students at varied levels (see student pathways document.)
- Course names have changed in secondary math however, students will learn all traditional secondary mathematics topics under the new structure.
- CCSS Courses will be recognized by colleges, universities and NCAA as preparation for college.
Common Questions:
How are elementary math classes sequenced in the Common Core State Standards?
Students take their grade level mathematics class as they have in the past. For example, a 3rd grade student takes CCSS 3rd Grade Math.
How is the content of mathematics the same and different from the current Utah Core Curriculum and the Common Core State Standards?
The primary difference between the current Utah mathematics core curriculum and the Common Core State Standards is that the common core focuses on mathematical topics with more depth than the current core. Students that complete CCSS through Secondary Math III will be college and career ready with skills and knowledge in mathematics beyond those contained in the current Algebra 2 course.
How are secondary math classes sequenced in the Common Core State Standards?
- 7th Grade Math
- 8th Grade Math
- Secondary Math I
- Secondary Math II
- Secondary Math III
Will all students take the same math class in 7th grade?
No, students will be placed in the math class that best fits his/her needs. Seventh grade students will be placed in 7th Grade Math or 7th Grade Math Honors.
Will students be able to take calculus by the time they are seniors in high school in the new Common Core State Standards?
Yes, all students, whether they start in 7th Grade Math or 7th Grade Math Honors will be able to take Calculus by the time they are seniors. However, students will have to move to the honors track by the time they take Secondary Math III in order to be prepared to take Calculus by the time they are seniors.
What is the difference between the “regular” track and the “honors” track?
For 7th Grade Math and 8th Grade Math students will cover the same required topics in both the regular and honors tracks. However, in the honors track the investigation of topics will be broader and deeper. Students will be prepared for the next grade level regardless of which track they take the previous year. For the Secondary Math classes, there will be additional topics covered in the honors track that are not covered in the regular track. An advantage to the CCSS is that moving from the regular track to the honors track, or the honors track to the regular track will be much easier for students.
Will students learn Algebra and Geometry in the CCSS?
Yes, students will learn all Algebra and Geometry concepts as well as topics included in Algebra II and Pre Calculus if the student completes mathematics course work through Secondary Math III Honors. The model that Uintah School District and the rest of the state will be following is an international model for structuring mathematics content. The Utah Board of Education voted to restructure the core using an international model because it is a model that has been proven effective in high performing countries around the world. Furthermore, there is great common sense in the idea that mathematics topics be integrated while they are studied, rather than being treated as isolated topics with no connection to each other or to the real world.
Why is the CCSS a good structure for mathematics instruction?
There are a several reasons why the CCSS is a beneficial structure for mathematics instruction in Utah. First, this is a model that is used in countries with high mathematics achievement. Thus, this is a transition to “world-class” mathematics instruction. Second, it better prepares all students for college and/or career by the time they graduate from high school. By studying topics more in depth and by examining the interrelationship among mathematics concepts, students will be better prepared for the ever-increasing quantitative stills needed for our rapidly advancing technical economy. And lastly, the new core's structure allows students more flexibility to accelerate or slow down their mathematics learning as they progress through their secondary education.
For more information visit www.corestandards.org/the-standards/mathematics
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