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Integrated Mathematics
The missions of Bristol Tennessee City Schools is to achieve college and career readiness through academic excellence.
The Structure of the Math Standards
The Standards in K-8 are by grade level. The Standards in HS are by conceptual
category. Both contain: Domains, Clusters, and
Standards.
The High School Conceptual Categories
Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability
The Two Pathways at a Glance
The Traditional Pathway
The Integrated Pathway
What are the major differences?
In the integrated model, geometry is a part of each course instead of a separate course in the traditional pathway.
There will be different assessment options for each pathway.
High Level Analysis
High Level Analysis
ACT
Pre Algebra 23% Elementary Algebra 17% Intermediate Algebra 15% Coordinate Geometry 15% Plane Geometry 23% Trigonometry 7%
38%
Transition Plan
2014-15 2015-16
8th Grade MathIntegrated Math 1
9th Grade Math (Algebra I) Integrated Math 2
10th Grade Math (Geometry) Integrated Math 3
Important Considerations
Resources to support the transitionNiswonger Grant
Parent Information
EOC/ACT data
Research
Resources
Teachers are working together to create materials to ensure a mastery of all standards through rigorous instructional tasks and TNReady aligned assessments.
Parent Resources
A FAQ document was given to students during grade level registration meetings.
Additional information for parents is located on the Tennessee High School Guidance webpage.
Transfer Students
To reduce the gaps in learning, online modules will be created to assign to assist teachers and students in closing learning gaps.
Students entering Math II who took Algebra I on a traditional path will have 9 standards to master.
Students entering Math III who took Algebra I and Geometry on a traditional path will have 8 standards to master.
Research for EOC Data
Course Average Score Pass Rate
Integrated Math Students 157.87 83.72%
Algebra I Students 151.19 66.98%
Integrated math students had Algebra I EOC scores averaging 3.96 to 6.11 points higher than traditional Algebra I students.
Erin Krupa, North Carolina State University
Research
Integrated math was shown to be at least as effective as subject specific instruction for all students and to be more effective when used with students from high needs settings.
Erin Krupa, North Carolina State University
