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| | There are several small changes, mostly deletes from the Math 8 standards. I have looked over these individually, and I think (as a beginning math teacher) that they help end some confusion.
For example, 8.1- a,b,c seemed somewhat redundent to me. In filing VGLA's, I sometimes got confused as to which is which, since they seem to overlap. I think the change will help this confusion.
8.3: The deletion is a good one. I don't think we need to be told to use practical examples.
8.6: Also less wordiness and confusion.
8.11: Both changes eliminate needless wordiness and definition ( a math teacher should know how to apply the Pythagorean Theorem without further "instruction".
I think this gives enough specific examples. In other deletions I see the same thing; we are simplifying and streamlining the SOL, making it easier (for me) to understand.
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| | | 1 (8%) | |
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| | I like the fact that mean, median, and mode is more of a focus in fifth grade- SOL -5.17
The newly worded SOL 5.9c regarding equivalent metric measurements makes much more sense.
6 and 7th grade SOLS are better worded and are easier to understand. |
| | | 1 (8%) | |
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| | Several SOL areas have been shortened or eliminated in 4th grade which will give the students more time assimilate information before SOL Testing. I am particulary happy that in Measurement the ballpark comparisons have been eliminated. This was pure memorization without a lot of meaning to the students. |
| | | 1 (8%) | |
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| | In Number & Number Sense K.5, (The student will identify the part of a set and/or region that represents a fraction.....),
This is a good change to have them work on a fraction for halves and fourths. This is an area I work some on but if I know it is SOL, I will certainly focus on it more.
In Number & Number Sense K.4, now moved to K.4 c (count by fives and tens to 100.) I am so glad they have removed the calculator for it was a little difficult for them to understand and perform. It is much better for them to use concrete objects instead of the calculator. |
| | | 1 (8%) | |
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| | I was glad to see the 3.7 and 3.12 SOLs on decimals move to the 4th grade. |
| | | 1 (8%) | |
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| | K.14 Graphing with picture graphs and answering questions.
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| | | 1 (8%) | |
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| | Number and Number Sense K.2-(a,b,c) will strengthen math instruction because students are being exposed to more numbers. Most kindergarteners are familiar with numbers one through ten when they enter school, if they are not they normally learn these numbers very quickly. Moving the goal to 20 will provide a more challenging environment.
Adding Number and Number Sense K.5-identifying the part of a set and/or region that represents a fraction for halves and fourths will be a definite strength to kindergarten math instruction. Alot of students struggle with fractions in older grades. Exposing fractions to children at a young age will make them more knowledgeable and comfortable with fractions.
Number and Number Sense K.4(a) counting forward to 100 and backward from 30 will strengthen math instruction because it is a realistic goal. Most students leaving kindergarten now are able to meet this goal. They will be better prepared for first grade if they do meet this goal. |
| | | 1 (8%) | |
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| | I feel that in SOL 3.4, where the students have to solve single and multistep problems, I think this will broaden their understanding of mathematics concepts. I believe that we need to focus more on multistep problems. I was also glad to see the reading and writing decimals expressed as tenths and hundredths (SOL 3.7) was moved to fourth grade. I am also glad to see that telling time to the nearest five minute interval (SOL 3.11a) has been moved to second grade. This will give them more of an introduction to telling time before entering third grade. |
| | | 1 (8%) | |
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| | I like the idea of re-arranging some of the math objectives and re-asigning some of the objectives to alternate grade levels;however, I have noticed that many objectives have just been shifted from one place to another; noticable by bullets added to all ready existing objectives. This moving amounts in little change in the material covered per grade level. I believe in order to really help our struggling math students that the amount of material per grade level needs to be reduced giving more time to spend on any one objective. I did notice that two of the sixth grade objectives had been moved to fifth grade. (New 5.3 and 5.8) I agree that some of the content that is covered in sixth grade needs to be covered more in fifth. I taught sixth and seventh grade math for years and just moved to fifth grade and I can see a huge jump in material covered in sixth grade compared to fifth. I would like to see additional changes that would put more objectives in specific grade levels and not just moved around objectives or bullets inside grade levels. The ideal amount of objectives per grade level would be about 18 and not more. Limit the amount of objectives to cover per one year and give time for students to fully understand material. |
| | | 1 (8%) | |
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| | There is not enough time to spend on Fractions ,there seems to be a gap from fifth grade. Student have no idea of how to do operations with simple same denominator.
What does move to Curriculum Framework mean?
I question whether the students will have enough practice with 6.10 from just moving that to fifth grade. This is a hard objective for the students ; they do not get this quickly.
Grade 7: The properties 7.3, are difficult for seventh grade to grasp quickly. Would rather be introduced in sixth and continued to or enhanced in seventh grade.
I feel there were too many objectives in the 2008-2009 SOL and if this would concise them and make them flow a little easier to allow for students to see how one is "hooked' to another that would be great. I think there is too much leaving one objective and starting another; there is not enough time to see how they blend together. A nice open pacing guide would be nice to allow for blending. |
| | | 1 (8%) | |
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| | I feel like the change on SOL 3.10 a will be a good one for the students. Actually having them measure the distance of the polygon will give them a better understanding of the concept of perimeter.
I feel like working with word problems more in 2-3 step directions will enable a student to comprehend "mathematics" better not just "arithmetic."
We are doing a lot of these objectives in these formats. We will need to start naming the property for algebra such as "commutative properties."
We would like to see more staff development, seminars, etc.. for teachers on "Better Ways to Teach Mathematics."
These need to be offered all over the Commonwealth.
Thank you,
Kristina R. Pasco
Valley Elementary
Third Grade
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| | | 1 (8%) | |
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| | K1 and K2 number and number sense- raising the number to 20 is good because using calendar math activities we already had these expectations of our children.
K4 number and number sense-glad the calculator was removed from the standard. counting by 5's and 1o's is easier to teach through calendar math skills and manipulatives.
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| | | 1 (8%) | |
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| | A lot of objectives have been moved to earlier grades - I think this is good - especially objectives for grade 6 & 7 because there is such a big gap in expectations from grades 5 - 6 and up. SOL 7.10 was moved to 4.12 -- 7.3 was moved to 4.16 -- these are good changes because we do need to start introducing many concepts earlier in order to gain mastery.
I also like the expansion of some of the objectives such as the new 4.10; 5.3 and 4.4. I will help to have the objectives expanded and detailed to ensure mastery. |
| | | 1 (8%) | |
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Total: 13 |
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| | I honestly do not see any changes that I disagree with. |
| | | 1 (8%) | |
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| | SOL 5.8- Order of operations is already difficult for 6 and 7 graders. This SOL will be a real challenge for 5th graders. The other 5, 6, and 7 SOLs seem reasonable to me. |
| | | 1 (8%) | |
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| | I do not like how they grouped Computation and Estimation for addition, subtraction, multiplication, and division. I prefer to have them separated into separate SOLs for each. It makes it easier for me to organize my teaching so that I can check off each standard as I go. Now I will need to go back throughout the year to make sure I've covered all of SOL 4.5 completely. |
| | | 1 (8%) | |
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| | In Number & Number Sense, K.1, (The student, given two sets containing 20 or fewer concrete items....., I'm a little concerned for the jump from 10 to 20 for it can be overwhelming for that one child who may struggle to get to 10.
In Number & Number Sense, K.3, (The student given an ordered set of ten objects....., this will be really confusing for some. Some children tend to get confused with 1st, 2nd and 3rd so it may really be hard for the continuation from 4th to 10th.
In Number & Number Sense K.4 a, (The student will count forward to 100 and backward from 30), I have had some students count backwards from 20 to 0 but I feel concerned for those who tend to struggle and will more than likely have the same problems with this new info. |
| | | 1 (8%) | |
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| | No |
| | | 3 (23%) | |
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| | I disagree with Number and Number Sense K.3-given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each item, first through tenth. I think this goal is unrealistic for most kindergarten students. They are not developmentally ready to understand this concept past third. Some of them have a difficult time getting first, second, and third. I think they should focus more on number recognition and counting in kindergarten. |
| | | 1 (8%) | |
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| | No, sure don't. |
| | | 1 (8%) | |
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| | Yes Putting the sixth grade objectives into the fifth grade curriculum. 5.3 and 5.8 |
| | | 1 (8%) | |
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| |
Yes, I do agree with the proposed changes. We are already teaching most of these objectives in this manner. |
| | | 1 (8%) | |
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| | K4 number and number sense- Not sure all Kindergarten children will be able to count to 100 by the end of the year.
We do use this skill everyday counting up to the 100th day of school but not all seem to be able to complete this at the end of the year without help. |
| | | 1 (8%) | |
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| | I like moving some objectives to lower grades but feel it may be important to include them again in the upper grades -- even though it should be review we should make sure that all objectives are mastered and retained throughout the grades. |
| | | 1 (8%) | |
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Total: 13 |
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| | I think 8.1 is still just a bit overlapping. I wouldn't mind if they changed some wording in "a" and "b" to make sure they were completely separate. |
| | | 1 (8%) | |
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| | The number of SOLs and requirements within each SOL are hard to cover in time for SOL testing and VGLAs. I wish there were fewer requirements so students could fully understand, explore, master, and apply what they are learning to real-life situations. Teachers feel rushed to breeze through and cover each SOL, and I worry that students don't fully know how to apply what they are learning. |
| | | 1 (8%) | |
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| | Same as answer to number 2. |
| | | 1 (8%) | |
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| | I am comfortable with the other changes at this time. |
| | | 1 (8%) | |
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|
| | None |
| | | 3 (23%) | |
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|
| | None. |
| | | 2 (15%) | |
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| | Limit the amount of objectives to 18 per grade level to allow more time to completly understand the material. For instance move the old 5.11 or the new 5.9 b to the science curriculum and eliminate it from the math. It could easily be placed into the science investigation section 5.1 objective. |
| | | 1 (8%) | |
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| | in above |
| | | 1 (8%) | |
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| | Our teachers were very impressed with Gizmos. We recently had an inservice on this and will be using it in our classroom and computer lab.
It was very helpful and I believe it would be another tool show
students how the concepts work and this will allow a better
understanding of the concepts. |
| | | 1 (8%) | |
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|
| | none |
| | | 1 (8%) | |
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Total: 13 |
|
| | NO. |
| | | 1 (8%) | |
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|
| | No |
| | | 1 (8%) | |
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|
| | None |
| | | 5 (38%) | |
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|
| | None. |
| | | 1 (8%) | |
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|
| | I do not have any at this time. |
| | | 1 (8%) | |
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|
| | NONE |
| | | 1 (8%) | |
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|
| | no |
| | | 1 (8%) | |
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| |
Really enjoyed the fact that SOL 3.7 on decimals was moved to 4th grade SOL 4.3c |
| | | 1 (8%) | |
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|
| | none |
| | | 1 (8%) | |
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Total: 13 |