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Finding Success in the Math Classroom

Finding Success in the Math Classroom. Incorporating the process standards into the daily rigor. Student Lack of a Conceptual Understanding of Math Facts. HUNT for SOLUTIONS. Match the correct answer to the appropriate statement. In Virginia’s Public Schools:.

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Finding Success in the Math Classroom

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  1. Finding Success in the Math Classroom Incorporating the process standards into the daily rigor

  2. Student Lack of a Conceptual Understanding of Math Facts

  3. HUNT for SOLUTIONS Match the correct answer to the appropriate statement

  4. In Virginia’s Public Schools: • 1. The % of ALL students Advancedon the Grade 3 Math SOL in 2011. • 2. The % of ALL students Advanced on the Grade 3 Math SOL in 2012. • 3. According to the Silent Epidemic, the % of U.S. dropouts who felt they were ‘too far behind’ by the end of elementary school. • 4. The % of POVERTY students Passing the Grade 4 Math SOL in 2011. • The % of POVERTY students Passing the Grade 4 Math SOL in 2012. • The % decrease of SWDPassing the Grade 5 Math SOL from 2011 to 2012. • 7. The % of SWDPassing the Grade 5 Math SOL in 2012. • The total % of African-American students Passing ALL Math SOL in 2012. 55 13 51 82 56 31 35 52 SOLUTIONS: 13, 31, 35, 51, 52, 55, 56, 82, 88

  5. Changes to the Mathematics Standards of Learning Content • Increased rigor • Moved content to improve the vertical progression • Removed content from grade levels/subjects • Removed content repeated among grade levels • Added new content

  6. Instruction, Assessment, and Backwards Design • Identify content (Analyze SOL and Curriculum Framework – What students should be able to do?) • 2.Determine acceptable evidence (assessment). • 3. Plan and develop learning experiences & instructional resources/lesson plans.

  7. Instruction, Assessment, and Backwards Design • Identify content (Analyze SOL and Curriculum Framework – What students should be able to do?) • Determine acceptable evidence (assessment). • Plan and develop learning experiences & instructional resources/lesson plans.

  8. SOL 5.4 The student will create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers. •Create single-step and multistep problems involving the operations of addition, subtraction, multiplication, and division with and without remainders of whole numbers, using practical situations. •Solve single-step and multistep problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers, using paper and pencil, mental computation, and calculators in which – sums, differences, and products will not exceed five digits; – multipliers will not exceed two digits; – divisors will not exceed two digits; or – dividends will not exceed four digits.

  9. SOL 2.8 The student will create and solve one- and two-step addition and subtraction problems, using data from simple tables, picture graphs, and bar graphs. • •Identify the appropriate data and the operation needed to solve an addition or subtraction problem where the data are presented in a simple table, picture graph, or bar graph. • Solve addition and subtraction problems requiring a one- or two-stepsolution, using data from simple tables, picture graphs, bar graphs, and everyday life situations. • Create a one- or two-step addition or subtraction problem using data from simple tables, picture graphs, and bar graphs whose sum is 99 or less.

  10. SOL 1.13 The student will construct, model, and describe objects in the environment as geometric shapes (triangle, rectangle, square, and circle) and explain the reasonableness of each choice. • Construct plane geometric figures. • Identify models of representations of circles, squares, rectangles, and triangles in the environment at school and home and tell why they represent those figures. • Describe representations of circles, squares, rectangles, and triangles in the environment and explain the reasonableness of the choice.

  11. Instruction, Assessment, and Backwards Design • Identify content (Analyze SOL and Curriculum Framework – What students should be able to do?) • Determine acceptable evidence (assessment). • Plan and develop learning experiences & instructional resources/lesson plans.

  12. Assessment – The Evidence

  13. Types of Assessments • Formative • Assessment FOR learning • Diagnostic in nature – informs instruction • Questions (verbal), homework, classwork, quizzes, benchmark tests • Observations, checklists, interviews, journals, checklists, reflection activities, self-assessment • Includes a lot of student feedback

  14. Types of Assessment • Summative • Assessment OF learning • Provides a numeric evaluation • Tests, projects, simulation tests • Less feedback

  15. Instruction, Assessment, and Backwards Design • Identify content (Analyze SOL and Curriculum Framework – What students should be able to do?) • Determine acceptable evidence (assessment). • Plan and develop learning experiences & instructional resources/lesson plans.

  16. Instruction • What learning experiences and instructional strategies will promote the desired understanding, knowledge and skills? • How will you best promote the deepening of insight and interest? • How will you prepare students for the assessment(s)?

  17. Process Goals for Students Students will… • Become mathematical problem solvers that • communicate mathematically; • reason mathematically; • make mathematical connections; and • Use mathematical representations to model and interpret practice situation

  18. Virginia Math Process Skills

  19. Questioning Strategies Aligned with Math Process Skills

  20. quarters quarters quarters

  21. Prime numbers 2 5 7 13 23 Prime numbers 4 6 9 12 25 Prime numbers 21 3 11 8 16

  22. 1 4 Team Turn 2 3

  23. 1 4 Team Turn 2 3

  24. Organizing Theme: Things that a teacher would say… STUDENT ACHIEVEMENT EDITION Trivia Triangle Relationships 200 POINTS Formative Assessment Relevance 100 POINTS 100 POINTS Critical Thinking Collaboration Rigor 50 POINTS 50 POINTS 50 POINTS

  25. Organizing Theme: Things that are used to measure with… Measurement Trivia Triangle Balance Scales 200 POINTS Digital Clock Analog Clock 100 POINTS 100 POINTS Measuring Cup Calendar Ruler 50 POINTS 50 POINTS 50 POINTS

  26. Changes to the SOL Assessments Technology Enhanced Items (TEI) • Fill-in-the-Blank • Creation of bar graphs/histograms • Drag and Drop (Click and drag) • Hot-spots (Click on the box): Select one of more “zones/spots” to respond (multiple answers)

  27. Technological Enhanced Items Type 1: Type in your answer (FILL IN THE BLANK) Algebra I Math 7

  28. Technological Enhanced Items Type 2: Click to create a graph or plot a point. (GRAPHS) Algebra I Math 6

  29. Technological Enhanced Items Type 3: Click and Drag (DRAG AND DROP) Math 7 Grade 4

  30. Technological Enhanced Items Type 4a: Click on a box (HOT SPOTS)– unspecified amount of solutions Algebra I Math 6

  31. Technological Enhanced Items Type 4b: Click on a box (HOT SPOTS) – specified amount of solutions Algebra I Algebra 2

  32. “TEI-Like” Items in the Classroom Drag and Drop (Click and drag) • Use of a paper cut out, index card, sticky note, that can be manipulated to answer a question (sort and categorize, order, label, pull from word bank, etc.) • Any matching item or activity

  33. Drag and Drop examples: • Complete sentences or phrases with text • Match a figure to a description (ray, line, line segment, point) • Create change with money • Complete the pattern with a missing figure • Match algebraic properties to examples • Match statement to greater than, less than, equal to

  34. Hot Spot: • “Circle all of these that are ---” • “Circle the two of these that show---” • “Plot the points that---” • “Shade the part of the model that---”

  35. Hot Spot examples: (Select or plot) • Select all fractions that are equivalent to a given number • Select all set of coins equal to a certain value • Circle all values or expressions that are equal to a certain value (greater than or less than) • Select two names that describe a figure • Select the two equivalent values (the decimal and fraction equivalents)

  36. Hot Spot examples: (Select or plot) • Shade sections of a whole to represent a fraction or decimal • Shade a section of a Venn diagram • Shade the figure that represents a rotation of a figure on a coordinate plane • Select all that are true • Plot values on a number line • Plot the probability of an event

  37. Farmer Fred

  38. How can you find success? • Instruction, Assessment, and Backwards Design • Focus on the Process Standards • Emulate TEI strategies • Create enriched tasks that have critical thinking opportunities for students

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