Welcome to the Missouri Department of Elementary and Secondary Education (DESE) mathematics curriculum and instruction homepage. The goal of the mathematics department at DESE is to provide assistance to all stakeholders in the education of all Missouri students in mathematics. This page and the resources it contains were designed and developed specifically to assist educators as they prepare to reach the goal of all students graduating college and career ready. DESE supports Missouri school districts as they develop rigorous, coherent and focused standards based mathematics curriculum that continually improves classroom instruction. Please contact our office if you have comments or questions regarding this webpage.
Mathematics Item Specifications
In 2014 Missouri legislators passed House Bill 1490, mandating the development of the Missouri Learning Expectations. In April of 2016, these Missouri Learning Expectations were adopted by the State Board of Education. Groups of Missouri educators from across the state collaborated to create the documents necessary to support the implementation of these expectations.
One of the documents developed is the item specification document, which includes all Missouri grade level/course expectations arranged by domains/strands. It defines what could be measured on a variety of assessments. The document serves as the foundation of the assessment development process.
Although teachers may use this document to provide clarity to the expectations, these specifications are intended for summative, benchmark, and large‐scale assessment purposes.
Components of the item specifications include:
- Expectation Unwrapped breaks down a list of clearly delineated content and skills the students are expected to know and be able to do upon mastery of the Expectation.
- Depth of Knowledge (DOK) Ceiling indicates the highest level of cognitive complexity that would typically be assessed on a large scale assessment. The DOK ceiling is not intended to limit the complexity one might reach in classroom instruction.
- Item Format indicates the types of items used in large scale assessment. For each expectation, the item format specifies the type best suited for that particular expectation.
- Content Limits/Assessment Boundaries are parameters that item writers should consider when developing a large scale assessment. For example, some expectations should not be assessed on a large scale assessment but are better suited for local assessment.
- Sample stems are examples that address the specific elements of each expectation and address varying DOK levels. The sample stems provided in this document are in no way intended to limit the depth and breadth of possible item stems. The expectation should be assessed in a variety of ways.
- Calculator Designation indicates whether a calculator will be available for test questions written to a particular expectations on the large-scale assessment.
Kindergarten Grade 6 Grade 1 Grade 7 Grade 2 Grade 8 Grade 3 Algebra I Grade 4 Algebra II Grade 5 Geometry
Expanded Version of the Mathematics Grade- and Course-Level Expectations
The following documents, linked below, were created by Missouri educators to provide classroom teachers a more descriptive version of the mathematics Grade- and Course-Level Expectations (GLEs and CLEs). Much of this work came from the committees that developed the new expectations; however, many other educators have read and contributed to them. Please remember, these are curriculum development documents and are not designed as an assessment resource. Additionally, the examples and lists provided are not exhaustive and are not meant to place limits on the work being done in Missouri classrooms or on assessment development.
While all efforts were made by the committees to provide a clear expectation of student learning, at times it may be difficult to ascertain exactly what the committee intended. These documents will alleviate some of the questions that inevitably arise when new expectations are released.
In the example below, which illustrates how the documents are organized, the left-hand side lists the official GLE or CLE in order. The right-hand side is the expanded expectation.
Actual Expectation Wording
Compare and order fractions and/or decimals to the thousandths place using the symbols >, = or <, and justify the solution.
The expectation for the student is to compare and order fractions, or decimal numbers to the thousandths place, by reasoning about their size. Record the results of comparisons with symbols >, = or <, and justify the conclusions. (e.g., by using benchmarks, number lines, manipulatives or drawings)
The reader will find instances where both the original and expanded versions are the same. In these cases it was determined the expectation was clear and any additional description could be detrimental or limiting to the original intent of the committee.
These are working documents and the authors encourage the readers to develop their own examples and lists to bring these mathematics expectations to life in their classrooms. Also note that these curriculum development documents may be updated in the future to include more detail or clarification of the intended student learning.
- Kindergarten - Expanded Expectations PDF | Word
- Grade 1 - Expanded Expectations PDF | Word
- Grade 2 - Expanded Expectations PDF | Word
- Grade 3 - Expanded Expectations PDF | Word
- Grade 4 - Expanded Expectations PDF | Word
- Grade 5 - Expanded Expectations PDF | Word
- Grade 6 - Expanded Expectations PDF | Word
- Grade 7 - Expanded Expectations PDF | Word
- Grade 8 - Expanded Expectations PDF | Word
- Algebra 1 - Expanded Expectations PDF | Word
- Geometry - Expanded Expectations PDF | Word
- Algebra 2 - Expanded Expectations PDF | Word
Performance Level Descriptors (PLD)
Math Revised Standards:
Updates on the Implementation of the Mathematics Missouri Learning Standards
Summer 2017 Professional Learning Series Presentations
Mathematics Summer Professional Learning Series K-5
Mathematics Item Writing Project
Use rich quality items to prepare students for the state assessment! In this daylong session, participants will consider a process of reviewing and writing items to improve student understanding of mathematics. Teachers involved with writing items to be used on state assessments consistently comment on the richness of this type of professional development. To offer this opportunity for more teachers the Department of Elementary and Secondary Education is offering an Item Writing professional learning session at regional sites. The products generated will be shared as a resource available to all teachers. Lunch will be provided.
|September 21||NW - Maryville||http://calendar.nwmissouri.edu/?uc=127&d=2018-9-9|
|September 24||Greater Ozark CSD||https://greaterozarkscsd.org/professional-learning/|
|October 3||Heart of Missouri - Columbia||https://engagements.missouri.edu/engagements/heart-of-missouri-regional-...|
|October 8||Ed Plus – St. Louis||https://www.edplus.org/domain/109|
|October 26||South Central - Rolla||https://rpdc.mst.edu/|
|November 5||Central - Warrensburg||https://www.ucmo.edu/offices/central-regional-professional-development-c...|
|December 12||Southwest Center – Webb City||https://www.southwestcenter.org/|
|January 7||Agency Teach and Learn - Springfield||https://education.missouristate.edu/atll/|
|January 11||SEMO – Cape Girardeau||http://www.semo.edu/rpdc/|
|TBD||NE - Kirksville|
Enhanced Learning Maps (ELM)
Take advantage of a free professional development opportunity! The Missouri Department of Elementary and Secondary Education is recruiting interested teachers to participate in the Enhanced Learning Maps (ELM) project, an innovative program aimed at developing and implementing research-based instructional resources for English language arts and mathematics taught in grades 2-8. For more information, call the Office of College and Career Readiness/Curriculum and Assessment at 573-751-3545 or click this link: https://bit.ly/2q6Jy47
- Interface A (Grades K-6): February 21-23, 2019
- Interface B (Grades 7-12): February 24-26, 2019
- Contact Chip Sharp
It is vital for Missouri mathematics educators to be active life-long learners in the field of improving mathematics instruction. Two characteristics of being a life-long learner are an active engagement in professional organizations and networking with other professionals in your field. The following organizations, listed below, are available to support mathematics educators. Please consider becoming an active member in one or more of these groups. If you have questions please visit their websites or contact the individual listed for each group.
National Mathematics Organizations
National Council of Teachers of Mathematics (NCTM)
- Website: http://www.nctm.org/
- Membership: http://www.mathedleadership.org/join/join.html
- Missouri Team Leader: Marilyn Cannon firstname.lastname@example.org
State-Wide Mathematics Organizations
Missouri Council of Teachers of Mathematics (MCTM)
Missouri Council of Supervisors of Mathematics (MoCSM)
- Contact: Angela Dorsey, email@example.com
American Regions Mathematics League (ARML)
- Website: http://associations.missouristate.edu/moarml/default.htm
- Contact: Sonya Land, firstname.lastname@example.org
Missouri Mathematics Association for the Advancement of Teacher Training (MAT)2
Regional Mathematics Organizations
Central Missouri Mathematics Educators (CM2E)
- Website: http://www.ucmo.edu/math-cs/undergrad/mathed/educators.cfm
- Contact: Ann McCoy, email@example.com
Kansas City Area Teachers of Mathematics (KCATM)
Mathematics Educators of Greater St. Louis (MEGSL)
Mathematics Educators of South Central Missouri (MESCM)
- Contact: Jerry Trick, firstname.lastname@example.org
Southwest Missouri District Association of Mathematics Teachers (SWMDAMT)
- Website: http://associations.missouristate.edu/swmdamt/default.htm
- Contact: Jesse Hiett, email@example.com