Follow our AZ Math Professional Development Calendar
(Adopted December 2016)
The Arizona Mathematics Standards define the knowledge, understanding, and skills that need to be taught and learned so all students are ready to succeed in credit-bearing, college-entry courses, and/or in the workplace. The Arizona Mathematics Standards are the foundation to guide the construction and evaluation of mathematics programs in Arizona K-12 schools and the broader Arizona community. These standards were adopted by the Arizona State Board of Education in December of 2016.
Thank you to the East Valley Mathematics Leaders Group for completing the Arizona 6-Algebra 2 Mathematics Progression Documents. The East Valley Math Leaders met throughout the 2018-2019 year to complete the work on the K-5 progression documents.
The Arizona Mathematics Progression Documents are in first draft! These progressions are living documents and will be updated when feedback from the field has been reviewed and agreed upon. The Arizona Mathematics Progression Documents will be updated each year with different extended resources and extensions as indicated by feedback from the field and through needs determined by Math Specialists across the state. Feedback would be greatly appreciated! Please send feedback to [email protected].
(Please contact Eboney McKinney if you would like a screen reader compatible version.)
The Arizona Mathematics Progression Documents are a great place to start with curriculum mapping and scope and sequence. Please also reference the major and supporting content emphasis documents. These documents provide information that will assist you in how much instructional time you should spend on different clusters of math content and each grade or in each high school course.
Even though the Arizona Mathematics Standards have been reviewed and revised in 2016, it is suggested that you still utilized Common Core math support documents to assist with planning, curriculum design and professional development. Please make sure that you are analyzing the Arizona Mathematics Standards for alignment to the Common Core Math Standards. There are some differences between the Common Core and the Arizona Mathematics Standards. But support materials are still beneficial in planning and in getting to know the content standards.
Here are additional reliable and valid progression documents to assist your planning.
Progression Documents for the Common Core Math Standards The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels informed both by research on children's cognitive development and by the logical structure of mathematics. These documents were spliced together and then sliced into grade-level standards. Progression documents can explain why standards are sequenced the way they are, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly tricky areas of the mathematics. Progression documents should be useful in teacher preparation and professional development, organizing curriculum, and writing textbooks. Progressions documents also provide a transmission mechanism between mathematics education research and standards. Research about learning progressions produces knowledge that can be transmitted through the progressions document to the standards revision process; questions and demands on standards writing can be transmitted back the other way into research questions.
A Graph of the Common Core Standards The original graph of the Common Core Standards was released by Jason Zimba, one of the writers of the Common Core Standards. Driven by popular demand, the Common Core Team and Andrew Chen at EduTron added the pop-up text so if you mouse over each box, the corresponding Standards will be displayed. This graph shows connections between math content standards. The graph also communicates a sense of flow and planning from kindergarten to high school. This graph also shows major and supporting clusters by highlighted colors. Please check to make sure there is a correlation between the Common Core major and supporting clusters and the Arizona major and supporting clusters. Most are the same, but some have been changed by Arizona Educators.
Achieve the Core Achieve the Core has a Coherence Map for mathematics from kindergarten through Algebra 2. Standards relate to one another, both within and across grades. The Coherence Map is an interactive website that illustrates the coherent structure of the Common Core State Standards for Mathematics K–High School. This site provides one representation of how the standards are connected to each other and is derived from this wiring diagram. A great video is linked to the site that illustrates the importance of coherence in mathematics. The Coherence Map shows the connections between common core state standards for mathematics.
6-Algebra 2 AZ Mathematics Progression Documents Thank you to the East Valley Mathematics Leaders Group and the Peoria District Math Team for completing the Arizona K-5 Mathematics Progression Documents. The East Valley Math Leaders met throughout the 2018-2019 year to complete the work on the 6-Algebra 2 progression documents.
The Arizona 6-Algebra 2 Progression Documents are in first draft! These progressions are living documents and will be updated when feedback from the field has been reviewed and agreed upon. The Arizona 6-Algebra 2 progression documents are one way to look at the progression of standards across grade levels and courses. The specific pathway that was utilized in these progressions is a progression around and through Number sense. Number Sense is the “big idea” across all the progressions. Number Sense then has pathways into Statistics, Expressions and Equations and Proportional Reasoning. Proportional Reasoning is giant and has pathways into Functions, Probability and Congruence/Similarity.
Please open the Progression document then click the link on each of the progressions to see how content progresses from 6th grade all the way through to Algebra 2.
Mathematics Content Emphasis Documents
The Arizona Department of Education K-12 Standards Section is providing planning guidance regarding the major and supporting clusters found within the Arizona Mathematics Standards, Adopted 2016. The Math Workgroup has made changes to the content emphasis documents based on what we have learned since 2010. Please consider the following designations when planning an instructional scope for the school year. The ADE is suggesting instructional time encompass 70% for Major Clusters at each grade level/course.
The Arizona Department of Education, with support from schools and districts, offers some exemplar curriculum maps for mathematics. We are truly thankful to the districts that have provided their maps as resources for others to learn from and ask questions about. Please consider contacting one of the district contacts if you have any questions about why certain content was given the amount of time it was or what was the rationale around the content sequence across the scope of the year.
**When creating math standards documents make sure to use the content emphasis documents to align instructional time with major and supporting math content across the scope of the school year.
Scottsdale Unified School District – Kindergarten – 5th-grade curriculum maps
Each year, Scottsdale Unified School District works collaboratively with teachers and leaders across its district to revisit and revise, if necessary, its standards maps. The K-5 files linked below align to the Arizona Mathematics Standards adopted in 2016. Planning guides have also been developed for each unit of students at each grade level. If you would like additional information on the standards maps or the process that Scottsdale Unified utilized to develop their resources, please contact their elementary lead.
The development of the fourth credit guidance and standards began in January 2017 under the guidance of the Arizona Department of Education. A statewide committee of high school mathematics teachers, district Mathematics Specialists and Professors and Mathematicians from Institutes of Higher Education reviewed research and other state standards to create the general guidance and standards related to fourth-credit mathematics. The Quantitative Reasoning and Precalculus Standards are also aligned to the high school Plus Standards. Standards outline what a student needs to know, understand, and be able to do by the end of each grade. Standards build across grade levels in a progression of increasing understanding and through a range of cognitive demand levels. Standards are adopted at the state level by the State Board of Education (A.R.S. §§15-701 and 15-701.01). Arizona retains authority to approve and modify academic standards; there is no federal law requiring the adoption of specific standards. The fourth-credit standards for Quantitative Reasoning and Precalculus are not board adopted since fourth credit mathematics courses are a local control decision.
These documents represent guidance only for schools and districts. It is a local control decision what courses are offered in a four-credit mathematics pathway.
Focused in coherent progressions across grades K-12
Aligned with college and workforce expectations.
Inclusive of rigorous content and applications of knowledge through higher-order thinking.
Research and evidence-based. 15-708 Provisions of this Law: Instructs LEAs to provide notice by the first half of the second quarter of the school year to parents of students in grades 6-8 who have not demonstrated proficiency in mathematics on the statewide assessment from the previous school year.
House Bill 2477
Notify Parents if students were not proficient on AzMERIT Math HB 2477 requires LEAs to provide parents with written notice that includes:
1. What the student's mathematics deficiencies were on the spring 2019 AzMERIT Math exam and;
2. How those deficiencies are being addressed through services provided to the student which could include supplemental instruction and any supporting programs designed to address the student’s specific mathematics deficiencies.
LEAs are required to provide notice to parents regarding the Spring 2019 AzMERIT results by the first half of the second quarter of this school year if students scored in the minimally proficient or partially proficient range on AzMERIT Math assessment. LEA’s can identify how below mastery on the scoring category is being addressed through Tier 1 (first instruction), Tier 2 (supplemental instruction), and possibly through supporting programs which could include but is not limited to after school tutoring.
The ADE Assessment and K-12 Standards Team have created a sample letter that you can customize with your school letterhead and site-specific supplemental instruction and/or supporting programs specific to the individual student. Understanding in Mathematics When a student understands a mathematical concept, they move fluidly between the concrete and abstract. There is evidence they are able to make sense of and justify mathematical connections. Evidence of understanding includes connections among:
♦Verbal or written reasoning ♦Pictorial representations ♦Real-world application ♦Procedures/Computation