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Mathematics Curriculum Materials

The following documents are provided to assist math teachers in the planning process.

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Instructional Materials Proclamations

To see the SBOE adopted instructional Materials for kindergarten through grade 8, please visit Proclamation 2014.

To see the SBOE adopted instructional Materials for high school, please visit Proclamation 2015.

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ɬ�﷬ Open Education Resources

: state-developed materials where the underlying intellectual property is either owned by the state of ɬ�﷬ or it can be freely used and modified by the state in perpetuity. These materials are made freely available forever in digital form to ɬ�﷬ school districts and educators to use or modify as they see fit. They can be printed to ensure students have access to paper instructional materials. In the future, ɬ�﷬plans to ensure students have access to printed versions at cost. Finally, these materials are updated to improve their quality with new versions over time based on feedback from teachers and parents.

ɬ�﷬ Gateway

Gain instant access to the content you seek, whether you are looking for “just-in-time” resources that you can leverage during a particular lesson, sequenced binders of instruction that you can assign to students, or self-directed PD training courses that you can take to earn CPE credit hours. This is the gateway to the content you need for your classroom and for yourself, even as these needs shift from day to day. <From the ɬ�﷬ Gateway - About webpage>

For more information visit the .

ESTAR / MSTAR

The purpose of the ESTAR/MSTAR US are to help guide instructional decisions in relation to students’ readiness for algebra. The results, which are reported using the Response to Intervention tiers, can be used to help teachers determine if students are on track or at risk for meeting curricular expectations in algebra and for algebra readiness. Results also help teachers determine the intensity of the instructional support students need if they have been identified as at risk for not meeting curricular expectations in algebra and for algebra readiness. Teachers are able to monitor students’ risk status by administering comparable forms of the ESTAR/MSTAR US in fall, winter, and early spring. <This paragraph is from the ɬ�﷬ Gateway for example purposes only>

To learn more, visit������on the ɬ�﷬ Gateway

K - 2 Rapid Assessment

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Educators now have several new K-2-math diagnostic tools. ��ɬ�﷬ A&M University and national early childhood math expert Dr. Herb Ginsberg of Columbia University have developed two types of diagnostic tools for K-2 teachers: ��A rapid assessment tool and a flexible interview assessment.

The rapid assessment offers a quick gauge of student ability. ��The flexible interview technique offers a deeper understanding of student cognitive ability based on underlying research in the area of questioning strategy. ��Together these tools add to teacher capabilities at the important early grades and allow educators to more effectively measure a student’s grasp of key math concepts.

For more information, please visit .

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Related ɬ�﷬ Materials

The following links provide support from the Student Assessment Division.

• ɬ�﷬ Resources
• Calculator Policy
• Student Assessment Division
• Assessments for Students with Disabilities

For questions regarding these resources, please contact the Student Assessment Division vis their .

Several statewide mathematics professional development courses are currently available face-to-face at your ESC and online through the ɬ�﷬ Math Support Center. New courses will be available soon. For details on available courses and how to access them, contact your ESC, visit the website, or visit .

The resources below address various topics related to teacher assignments, the standards, and instructional materials.

• Teacher Certification Assignment Chart
• Mathematics Achievement��Academies
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Revised Math TEKS Videos

Teachers who need assistance may contact the help desk at txgateway@tea.texas.gov.
The Revised Math TEKS (2012): ��The goals for participation are to become familiar with the supporting documents, to examine how to use the documents to improve overall mathematics instruction, and to explore vertical alignment of mathematical concepts and processes within the revised math TE KS. Links are provided below so teachers may enroll in the following courses:��

• The Revised Math TEKS (2012) with Supporting Documents�� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� (outside source)
• The Revised Math TEKS (2012): Applying the Mathematical Process Standards���� (outside source)
• The Revised Math TEKS (2012): Completing the Gap Analysis�� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� ����(outside source)
• The Revised Math TEKS (2012): Achieving Fluency and Proficiency�� �� �� �� �� �� �� �� �� �� �� ���� (outside source)