Tag: Common Core Standards

  • Math Standards and Competencies: Converting the TEKS into Plain English

    Math Standards and Competencies: Converting the TEKS into Plain English

    Many states and countries have standards or competencies that outline what children at various ages should have. Classroom schoolers and homeschoolers alike can use these (and sometimes must use them).

    The state of Texas, where I live, makes its own educational rules. Our public schools follow the competencies and standards outlined in the TEKS – Texas Essential Knowledge & Skills.

    Reading through these can cause all kinds of reactions – mostly “what the heck does that mean?”

    So I’ve taken a little time to translate a few of them into plain English.

    Some TEKS in Plain English

    These start out very “legal” sounding and are written from a grownup’s point of view. The Plain English version is a list of “objectives” from a kid’s point of view.

    I’ve kept the TEKS words in bold and the Plain English bullets are in, well… plain text.

    These are from Chapter 111. TEKS, Subchapter B., Middle School §111.22., Math, Grade 6., (b) Knowledge and skills.

    (1) Number, operation, and quantitative reasoning. The student represents and uses rational numbers in a variety of equivalent forms. The student is expected to:
    (A) compare and order non-negative rational numbers;

    • When I see numbers, I can put them in order.
    • If the numbers are things like fractions or decimals, I can put those in order too.
    • Even if you give me a mix of fractions, decimals and regular numbers, I can put those in order too.

    (B) generate equivalent forms of rational numbers including whole numbers, fractions, and decimals;

    • I know that numbers mean a value of something. Like dollars, inches, or years.
    • I know that there are different ways to write numbers – like 1/2 is the same as .5.
    • When I see a number that has a value, I can write it in various ways.
    • I can even write a number that looks normal in a way that looks freaky – just for fun if I want. Like .5 is the same as 100/200.

    (C) use integers to represent real-life situations;

    • I know that numbers come in positives and negatives.
    • I know that negative numbers mean something being taken away, owed or somehow located elsewhere.
    • I know that positive numbers mean something being given, borrowed or somehow located here.
    • I can tell you if a value should be positive or negative and explain why I think it is.

    (D) write prime factorizations using exponents;

    • I know that numbers can be written as multiplication problems using other numbers.
    • I know that there are crazy numbers (called primes) that can only be written as a multiplication of 1 and itself.
    • I know that all numbers can be written as a multiplication of prime numbers.
    • I can figure out what a number’s multiplication problem in terms of prime numbers is.
    • If there are a bunch of the same number in a multiplication problem, I can stick them together an put an exponent (a flying number) on it.

    (E) identify factors of a positive integer, common factors, and the greatest common factor of a set of positive integers; and

    • I can play with numbers and the various multiplication problems that make them.
    • I can figure out all the multiplication problems that make a number.
    • If you give me two numbers, I can figure out all the similarities in the multiplication problems that make each of them.
    • If you give me two numbers, I can figure out the biggest number that their multiplication problems have in common.
    • I can do all of these things with more than two numbers, too!

    (F) identify multiples of a positive integer and common multiples and the least common multiple of a set of positive integers.

    • I know that all numbers can be multiplied by other numbers.
    • I know that a number can “go into” other numbers too – sometimes with remainders and sometimes without.
    • I can figure out if a number “goes into” another number without a remainder.
    • If you give me two numbers I can figure out a bigger number that they both go into.
    • If you give me more than two numbers I can figure out a bigger number they all go into, also!
    • I can even find a number that all the numbers go into that’s smaller than any number you can find!

    You can make your own Plain English Standards!

    Tomorrow I’ll publish guidelines to create these. And on Friday, at the Conference for the Advancement of Mathematics Teaching, I’ll be giving a session on it (as well as what to do with them when you’re done).

    If you’re there, come!

    Share your thoughts in the comments or on twitter/x.

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  • 6 Ways Learning Math Is Like Being in a Casino

    6 Ways Learning Math Is Like Being in a Casino

    The view from my window at the Aria.

    I’m in Las Vegas for the DevLearn conference this week. Since I’m always thinking math teaching and now I’m seeing casinos, I’m noticing some comparisons between the two. Here they are:

    1. You don’t know if you’ll be successful when you sit down at the table.

    We think math is something kids can just learn if they sit down and focus. But learning math is as squirrely and unpredictable as the gambling table.

    2. Sometimes it’s exciting and sometimes it’s stressful.

    When a kid’s totally getting it, it’s very exciting. And when they’re not, they’re pretty stressed.

    3. Everyone has a preference.

    Just like some people prefer slots over blackjack, kids will tend toward liking one type of math over the other. Even grown-ups do this – I can’t stand calculus.

    4. It’s not about who you think it’s about.

    When you’re in a casino, you think it’s about you. But it’s not. It’s all about the house.

    When a kid’s doing math, it should be all about them. But it’s not.

    Often it’s about the bureaucracy, politics and laws surrounding education. Luckily in Texas, where I live, homeschoolers don’t have to satisfy any official requirements. But often parents will impose guidelines similar to the state.

    Once a child is asked to follow the book, or keep to a schedule that isn’t their own, it’s no longer about them. It’s now all about the house.

    5. There are plenty of distractions to get your mind off the real goal.

    In the casino it’s noise, lights and fast images that keep you from making sensible decisions with your money.

    At the study desk, it’s the clock ticking away as a child isn’t learning fast enough. It’s the textbook with so many pictures and words designed to appeal to every learning style – instead of just that child’s learning style. It’s the pressure of, “If I don’t get this, I’m totally going to be in trouble.”

    So many ways to keep a kid from just relaxing and learning.

    6. If you play according to the house rules, the house always wins.

    Casinos aren’t able to afford the opulence by chance. They make a ton of money because the statistics are in their favor.

    The rules of learning math are set by the house these days. Very few people allow children to discover, experience and enjoy math without quickly stacking the deck against them with things like the Common Core Standards.

    Play the house rules, and the house wins. Play the Common Core Standards rules, and the government wins.

    And then we’re back at #4, above.

    Your thoughts?

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