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USD 417
Mathematics Outcomes
June 1996

Program Outcomes:
1. Students will become mathematical problem solvers.
2. Students will learn to communicate mathematically.
3. Students will learn to reason mathematically.
4. Students will recognize mathematical connections.
5. Students will learn to recognize the importance of mathematics.
6. Students will become confident in their own mathematical ability.
7. Students will use and apply current technology.
8. Students will work effectively in a variety of settings to learn mathematics.

Developed by USD 417 Mathematics Educators:
Charlene Riffel, Wilsey, grade K
Ken England, CGES, grade 1
Stacy Miller, Wilsey, grades 1 and 2
Linda Johnson, CGES, grade 3
Shirley McDiffett, Alta Vista, grade 4
Kathy Switzer, Dwight, grades 4 and 5
Terry Powell, Wilsey, grades 5-8
Sherry Edmiston, Dwight, grades 6-8
Bob Frye, CGES, grades 7-8
Larry Landgren, CGHS
Dennis Throne, CGHS
Karen Vondemkamp, CGHS
Eloise Williams, CGHS
Diane Miller, curriculum director

Reading the Mathematics Curriculum Guidelines:
•M.3.16. - This indicates that you are looking at an outcome for Mathematics, Grade 3, outcome #16.
•The mathematics outcomes for each grade level and course have been aligned with the Iowa Tests of Basic Skills, Kansas Math Assessments, Criterion-Referenced Tests (CRTs), and algebraic concepts for the annual report for the state of Kansas. Notations are made in the proper boxes beside the mathematics outcomes when that outcome will be assessed in any of the ways mentioned earlier (ITBS, KS Assessments, CRTs, algebraic concepts).
•Abbreviations for alignment are as follows:
AC - Algebraic Concepts
CRT - Criterion-Referenced Tests
ITBS - Iowa Tests of Basic Skills
KS - Kansas Math Assessments
PF - Portfolios

“GENERAL GUIDELINES”
USD 417 MATHEMATICS CURRICULUM

Horizontal/Vertical Problems:
Both horizontal and vertical formats are presented on assessments. Teachers are encouraged to present problems in both formats so that students are comfortable with the styles.

Calculators for classwork:
Teachers are encouraged to have students use calculators for tedious, repetitive work in problem solving. Students should display the work used to solve problems when using calculators.

Calculators for use on the Kansas Assessments:
Students may use calculators for work on the Kansas Math Assessment if the calculators have been a part of the regular classroom experience. Teachers are cautioned concerning the use of calculators on assessments unless the students have received proper instruction in the use of a calculator and adequate time to become familiar with use of a calculator.

Criterion-Referenced Tests (CRTs):
A copy of the mathematics objectives that can be tested by the use of the CRTs on file at the district office is included at the back of the mathematics curriculum guide. Although the objectives are labeled for a specific grade, teachers are encouraged to examine the listings for grades or courses just above and below their own grade level.

Algebraic Concepts for the Kansas Annual Report:
The mathematics curriculum committee has designed a form to be used by each math teacher in grades K-12 to assess the knowledge of USD 417 students in the area of algebraic concepts. This form should be given to building principals at the end of the school year so that data may be used in the annual report to the state of Kansas. Mastery of algebraic concepts can be assessed in other areas of the curriculum, but USD 417 is beginning with the mathematics curriculum. Copies of these forms are placed at the back of the mathematics curriculum guide

Concerns noted by the mathematics curriculum for further investigation:
•graphing calculators for use in the high school
•calculators for use in the elementary schools
•identification of eighth grade at risk students for the purpose of concentrated instruction in specific areas during summer classes
•identification of at risk students between eighth grade and the freshmen year with the need for quicker response for support of those students at the high school level

Throughout the school year:
Teachers are encouraged to use problem solving models and correct math vocabulary with students. Teachers are also encouraged to write comments and suggestions on a personal copy of the math curriculum during the school year. These comments should be shared with the curriculum committee when it meets to review the outcomes for mathematics.

 

 

Last Updated March 3, 2003