Did they change 3rd grade advanced math?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here from back to school night. I do think the curriculum has changed (teacher said new math curriculum). She explained it that is taking things a step further, ie extensions. For example gen Ed does place value to the hundreds while AAP does place value to the thousands. All math tests are the same for Gen Ed and aap. This sounds distinctly different than what I was told last spring, that AAP would be accelerated at third grade math and half of fourth grade math.

Between this and the language arts curriculum changes- which sounded like extensions for aap would be available to do at home at the end of each unit- I am very underwhelmed.

FCPS believes they are advancing equity by lowering the bar and by diminishing the AAP program.

I doubt this will serve the kids well when they get out of the FCPS bubble and encounter students who have been taught to their ability/challenged in math. Only the ones whose parents devote the time and/or money will be prepared to compete in college and in the job market. It's better to include differentiated instruction in public school for the kids who can handle it than to only allow it where parents have the resources to make it happen. That seems the antithesis of equity.

You do realize that FCPS is one of the best school districts in the Country and people move here for the schools. There are not many places in the country where people have the chance to accelerate to Algebra 1 in 7th grade, seriously, most places have Algebra in 8th grade as the accelerated route. Internationally, there are not that many kids who are ahead of 7th grade Algebra. Yes, I know that there are some countries that accelerate math faster but that is a small percentage of the kids in that Country.Europe and Asian countries have tests for tracking in ES which limit the number of kids taking accelerated math.

There have been schools in FCPSs that don’t start Advanced Math until 5th grade and plenty of those kids end up in Algebra 1 H in 7th grade.

You all need to chill.

Parent of kid who deferred AAP, took Advanced Math, and is now in Algebra 1 H in 7th grade.

PP is trying to gaslight everyone. FCPS lowered the math standards this year.

The school board and Reid have consistently said their number one priority is not academics; their top priority is “equity.”

Right, and to those who tout FCPS providing a good education that is well respected, etc, that won't last for long if we travel down this path. Some families that are seeking a quality education will look elsewhere. To the extent possible, our family will supplement to try to make up for some of the decline, but that's easier said than done. Our kids spend most of their time in school following FCPS's program, and those hours after school are precious with lots of other activities competing for them (sports, music, family activities, playing with their friends, etc), so it can be challenging to make up for the education they aren't getting in school at home. Nor do we intend to send them to private school (too expensive and shouldn't be necessary if the schools were doing their job). Still hoping that things will turn around before they get much worse.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here from back to school night. I do think the curriculum has changed (teacher said new math curriculum). She explained it that is taking things a step further, ie extensions. For example gen Ed does place value to the hundreds while AAP does place value to the thousands. All math tests are the same for Gen Ed and aap. This sounds distinctly different than what I was told last spring, that AAP would be accelerated at third grade math and half of fourth grade math.

Between this and the language arts curriculum changes- which sounded like extensions for aap would be available to do at home at the end of each unit- I am very underwhelmed.

FCPS believes they are advancing equity by lowering the bar and by diminishing the AAP program.

I doubt this will serve the kids well when they get out of the FCPS bubble and encounter students who have been taught to their ability/challenged in math. Only the ones whose parents devote the time and/or money will be prepared to compete in college and in the job market. It's better to include differentiated instruction in public school for the kids who can handle it than to only allow it where parents have the resources to make it happen. That seems the antithesis of equity.

You do realize that FCPS is one of the best school districts in the Country and people move here for the schools. There are not many places in the country where people have the chance to accelerate to Algebra 1 in 7th grade, seriously, most places have Algebra in 8th grade as the accelerated route. Internationally, there are not that many kids who are ahead of 7th grade Algebra. Yes, I know that there are some countries that accelerate math faster but that is a small percentage of the kids in that Country.Europe and Asian countries have tests for tracking in ES which limit the number of kids taking accelerated math.

There have been schools in FCPSs that don’t start Advanced Math until 5th grade and plenty of those kids end up in Algebra 1 H in 7th grade.

You all need to chill.

Parent of kid who deferred AAP, took Advanced Math, and is now in Algebra 1 H in 7th grade.

PP is trying to gaslight everyone. FCPS lowered the math standards this year.

The school board and Reid have consistently said their number one priority is not academics; their top priority is “equity.”

Right, and to those who tout FCPS providing a good education that is well respected, etc, that won't last for long if we travel down this path. Some families that are seeking a quality education will look elsewhere. To the extent possible, our family will supplement to try to make up for some of the decline, but that's easier said than done. Our kids spend most of their time in school following FCPS's program, and those hours after school are precious with lots of other activities competing for them (sports, music, family activities, playing with their friends, etc), so it can be challenging to make up for the education they aren't getting in school at home. Nor do we intend to send them to private school (too expensive and shouldn't be necessary if the schools were doing their job). Still hoping that things will turn around before they get much worse.

We already left for private in large part over educational quality (though other reasons factored in to making it a better fit) and boy this thread is making me glad we did. Have a current 3rd grader who was accepted into level IV and it would have directly impacted her.

[Anonymous]

The communication I’ve received about the AAP program emphasizes providing depth, complexity, and acceleration. Based on the homework and worksheets from school, I agree that the program has delivered depth and complexity to the math units covered so far. While I can't directly compare to the regular curriculum, I suspect it’s a significant difference in both complexity and volume (10+ worksheets per week) compared to the work at the end of 2nd grade. Of course, this is just an anecdote from a center school with a strong pool of students.

In terms of pacing, during the back-to-school orientation, the teacher mentioned that the students will work on math concepts with the aim of completing the equivalent of half of the regular 4th-grade curriculum (1.5 years ahead per grade). I assume the teachers are still getting to know their students and will eventually identify who may need an extra push. The website specifically states, "Teacher teams may adjust the pacing or order of units to best meet the needs of students" so the official curriculum may become less relevant as the year progresses.

[Anonymous]

Anonymous wrote:The communication I’ve received about the AAP program emphasizes providing depth, complexity, and acceleration. Based on the homework and worksheets from school, I agree that the program has delivered depth and complexity to the math units covered so far. While I can't directly compare to the regular curriculum, I suspect it’s a significant difference in both complexity and volume (10+ worksheets per week) compared to the work at the end of 2nd grade. Of course, this is just an anecdote from a center school with a strong pool of students.

In terms of pacing, during the back-to-school orientation, the teacher mentioned that the students will work on math concepts with the aim of completing the equivalent of half of the regular 4th-grade curriculum (1.5 years ahead per grade). I assume the teachers are still getting to know their students and will eventually identify who may need an extra push. The website specifically states, "Teacher teams may adjust the pacing or order of units to best meet the needs of students" so the official curriculum may become less relevant as the year progresses.

It's your center. We were at a decently "good" center and only the 3rd grade teachers gave anything like more complexity and volume of work. One of my friends was just celebrating that now that her (in AAP) kid is in middle school she finally gets math homework again.

[Anonymous]

Anonymous wrote:

Anonymous wrote:E3 math may be rolling out. This removes much of the compaction of grades 3 and 4 in advanced math, but advanced just a bit the gened math.

E3 Math stands for “Equity Cubed.”

I don't like E3, but that's not what it stands for. It's Engaging, Enhanced, and Extended Mathematics (E3) Network.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The communication I’ve received about the AAP program emphasizes providing depth, complexity, and acceleration. Based on the homework and worksheets from school, I agree that the program has delivered depth and complexity to the math units covered so far. While I can't directly compare to the regular curriculum, I suspect it’s a significant difference in both complexity and volume (10+ worksheets per week) compared to the work at the end of 2nd grade. Of course, this is just an anecdote from a center school with a strong pool of students.

In terms of pacing, during the back-to-school orientation, the teacher mentioned that the students will work on math concepts with the aim of completing the equivalent of half of the regular 4th-grade curriculum (1.5 years ahead per grade). I assume the teachers are still getting to know their students and will eventually identify who may need an extra push. The website specifically states, "Teacher teams may adjust the pacing or order of units to best meet the needs of students" so the official curriculum may become less relevant as the year progresses.

It's your center. We were at a decently "good" center and only the 3rd grade teachers gave anything like more complexity and volume of work. One of my friends was just celebrating that now that her (in AAP) kid is in middle school she finally gets math homework again.

OP here. We are also at a center. I specifically recall the AART saying last year the math pacing is all of third grade and half of fourth. But that is clearly no longer the case- the giveaway was when the teacher mentioned the entire 3rd grade takes the same end of unit assessments. I'm really disappointed someone thought they could just slide in this change without telling anybody.

[Anonymous]

OP feel free to bubble up questions and concerns to you principal and association superintendent for your region, as well as possibly the below.

School board: https://www.fcps.edu/about-fcps/contact-us/school-board

AAP advisory committee: https://www.fcps.edu/about-fcps/contact-us/advanced-academic-programs-advisory-committee

[Anonymous]

So is the acceleration happening more in 4th 5th and 6th vs 3rd? Looking at topics covered in 4th for advanced vs regular, it seems like there are more differences, then even more diffs in 5th. So the acceleration to algebra in 7th (which I took back in the 90s ha) is still happening, it’s just kicking off more in 4th vs 3rd? Or in 5th?

When I took algebra in 7th back in the day, we didn’t differentiate until 6th grade. I still remember my old “transition math” text from 6th grade good times. I probably could have benefited from taking things slower, but I think my kids could handle it.

[Anonymous]

Studies have shown that a focus on pacing, as seen in some private schools, often leads to gaps in understanding and a tendency to struggle in higher-level grades / courses. My child will benefit more from complexity and depth—seeing problems from different perspectives, solving them collaboratively, and applying their knowledge to real-life scenarios—even if the material serves as more of a review.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here from back to school night. I do think the curriculum has changed (teacher said new math curriculum). She explained it that is taking things a step further, ie extensions. For example gen Ed does place value to the hundreds while AAP does place value to the thousands. All math tests are the same for Gen Ed and aap. This sounds distinctly different than what I was told last spring, that AAP would be accelerated at third grade math and half of fourth grade math.

Between this and the language arts curriculum changes- which sounded like extensions for aap would be available to do at home at the end of each unit- I am very underwhelmed.

FCPS believes they are advancing equity by lowering the bar and by diminishing the AAP program.

I doubt this will serve the kids well when they get out of the FCPS bubble and encounter students who have been taught to their ability/challenged in math. Only the ones whose parents devote the time and/or money will be prepared to compete in college and in the job market. It's better to include differentiated instruction in public school for the kids who can handle it than to only allow it where parents have the resources to make it happen. That seems the antithesis of equity.

Europe and Asian countries have tests for tracking in ES which limit the number of kids taking accelerated math.

There have been schools in FCPSs that don’t start Advanced Math until 5th grade and plenty of those kids end up in Algebra 1 H in 7th grade.

FCPS also has tests for tracking which limits the number of kids taking accelerated math. And trying to cover all of prealgebra in 5th and 6th is more stressful and less effective than spreading those essential concepts over more years. The kids testing into algebra 1 in 7th nonetheless likely had outside enrichment.

[Anonymous]

Anonymous wrote:Teacher here. The pacing guide for 3rd advanced did change. They took a lot out.

Thanks for not gaslighting. I'm not sure why some people are motivated to blatantly lie on this issue

Old: https://web.archive.org/web/20230317044852/https://www.fcps.edu/academics/elementary/third-grade/year-at-a-glance/advanced-math#unit-7-fractions-part-2

New: https://www.fcps.edu/academics/elementary/third-grade/year-at-a-glance/advanced-math#unit-10-fractions-part-2

Given a model, write the decimal and fraction equivalents.

Add and subtract fractions and mixed numbers having like and unlike denominators.

Solve single-step practical problems involving addition and subtraction with fractions and mixed numbers.

Identify, describe, create, and extend patterns found in objects, pictures, numbers, and tables (numerical).

Recognize and demonstrate the meaning of equality in an equation.

Compare a fraction, less than or equal to one, to the benchmarks of 0, 1/2, and 1 using area/region models, length models, and without models.

Compare two fractions (proper or improper) and/or mixed numbers with like numerators of 2, 3, 4, 5, 6, 8, and 10 (for example, 2/3 > 2/8) using words (greater than, less than, equal to) and/or symbols (>, <, =), using area/region models, length models, and without models.

Compare two fractions (proper or improper) and/or mixed numbers with like denominators of 2, 3, 4, 5, 6, 8, and 10 (for example, 3/6 < 4/6) using words (greater than, less than, equal to) and/or symbols (>, <, =), using area/region models, length models, and without models.
Show equivalent fractions with denominators of 2, 3, 4, 5, 6, 8, or 10 using region/area models and length models.

Create a real-life situation that involves comparing two fractions (proper, improper, or mixed numbers) and explain why the solution makes sense by showing the numbers in a visual, verbal, and/or symbolic form. In your explanation, use the relative size of each fractional part in relation to the whole.

Can anyone guess which is which?

[Anonymous]

At BTSN, my kid’s teacher said they cover 3rd grade and 1/4 of 4th grade (AAP center). Not sure of exact pacing after that, but 6th graders still get to test into Alg I, so I think it’s fine. I generally think acceleration (vs going deeper) is a race to nowhere.

[Anonymous]

This change in the pacing guide is part of the regular, periodic every-seven-years update for the subject, correct?

Does that mean the curriculum change is from Gatehouse or from Richmond?

[Anonymous]

Anonymous wrote:This change in the pacing guide is part of the regular, periodic every-seven-years update for the subject, correct?

Does that mean the curriculum change is from Gatehouse or from Richmond?

Oh good point! It is possible VDOE made some changes? https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction/mathematics

But what is in accelerated math above and beyond what VDOE did would be on FCPS. Unless it just means that VDOE watered down regular math 7 so much?

[Anonymous]

Anonymous wrote:At BTSN, my kid’s teacher said they cover 3rd grade and 1/4 of 4th grade (AAP center). Not sure of exact pacing after that, but 6th graders still get to test into Alg I, so I think it’s fine. I generally think acceleration (vs going deeper) is a race to nowhere.

Up through last year it was 1/2 of 4th grade, so that by 5th grade they were fully learning 6th grade math and took the math 6 SOL. Is that planned to change?

"Going deeper" is often a euphemism for "making gifted kids teach their classmates" or "making gifted kids infer how to work a problem from a few examples" rather than doing the kind of going deeper that AOPS or Singapore Math or the like would do. The problem is not actually with going deeper, but that overburdened teachers don't really do that. Acceleration ensures that advanced kids can be at least somewhat challenged simply by the nature of the pace. I think so many people prefer it because it provides a bare minimum standard to be met that is at least a little (depending on your kid and their skillset) interesting. "Going deeper" is too fuzzy without a solid curriculum behind it, and heavens knows VDOE and FCPS haven't put out a solid curriculum for math in decades. Back in 2000 Virginia was held up as a state on the right side of the math wars, but it's been going downhill since.