Introduction
There are four modules in the Introduction to the Revised Mathematics TEKS professional development series. Each module is approximately three hours. Each module gives you the opportunity to focus on the TEKS for one of the following high school mathematics courses: Algebra I, Geometry, or Algebra II.
Be sure to download the journal for this module.
Note: Please download the latest version of Adobe Reader, which enables you to type directly into the PDF and save your work.
This module was developed prior to the implementation of the revised TEKS. The emphasis of the module should be on the student learning gaps rather than the differences between the revised TEKS and the previous version of the math TEKS.
This is the third of four modules to introduce the revised Mathematics TEKS. The four modules are
- The Revised Math TEKS (Grades 9–12) with Supporting Documents,
- Applying the Mathematical Process Standards,
- Completing the Gap Analysis, and
- Achieving Fluency and Proficiency.
This module reflects focused discussions of mathematics topics within each course.
Quick Check
If you have already completed other modules in this series, revisit what you have learned by reviewing the questions below.
How Do You Look at Things?
Curriculum and Instructional Gaps
Download the Highlighted Curriculum and A Vertical Look at Key Concepts and Procedures documents for your course.
- Algebra I Highlighted Curriculum
- Algebra I Vertical Look KCP
- Geometry Highlighted Curriculum
- Geometry Vertical Look KCP
- Algebra II Highlighted Curriculum
- Algebra II Vertical Look KCP
Analyze the relationships between the new student expectations and the instructional changes that will affect students and teachers as the revised TEKS (2012) standards are implemented in high school courses.
Use the A Vertical Look at Key Concepts and Procedures document during your analysis.
Ask yourself the following questions:
- As a teacher, what is the new content that I will be teaching?
- What learning experiences will students enter my class with that they did not have prior to the implementation of the revised standards for kindergarten through grade 8?
Record any "ahas" or "oh-nos" on the Gap Analysis Notes page in your journal.
Stations Activity (Tree View)
Watch the first two videos and download the Stations Activity document. Explore the activities and complete the Stations Reflection Sheet in your journal.
Watch the Horizontal and Vertical Connections video and consider the following questions:
- How do the activities validate and/or clarify your understanding of the TEKS that were explored?
- How did the concepts connect vertically?
- What are the implications of these connections for instruction today and in the future?
- How will you communicate these implications to the vertical team on your campus and in your district?
Explore the Gaps (Leaf View)
For this activity, you may want to use the Highlighted Curriculum and A Vertical Look at Key Concepts and Procedures documents.
- Algebra I Highlighted Curriculum
- Algebra I Vertical Look KCP
- Geometry Highlighted Curriculum
- Geometry Vertical Look KCP
- Algebra II Highlighted Curriculum
- Algebra II Vertical Look KCP
Ask yourself the following questions:
- What material may my students have already been introduced to or mastered? How could I determine their level of understanding of these ideas?
- What concepts may my students have missed during the transition to the revised standards?
Make notes in the blank Curriculum Analysis matrix in your journal.
Action Plan
Now that you have explored the curriculum and instructional gaps and a matrix for a particular high school mathematics course, consider the next steps for you, your campus, and your district.
Complete the Action Plan in your journal or download the PDF if you wish to share your completed action plan with others.
- What do you need to do as a teacher?
- What support does your district or campus have in place?
- What questions do you still have?
- With whom might you need to collaborate?
- What vertical conversations need to happen?
- What are the big ideas in a particular grade level that still need to be addressed?
- What are those small new ideas that can be easily embedded in the curriculum?
- What are those bigger ideas that we will need to make a more detailed plan?
Conclusion
Thank you for participating in this module. Please consider continuing your professional development by accessing the other modules in the Introduction to the Revised Mathematics TEKS series.
- Revised Math TEKS (Grades 9–12) with Supporting Documents
- Applying the Mathematical Process Standards
- Achieving Fluency and Proficiency
