Finding Success in the Math Classroom
description
Transcript of Finding Success in the Math Classroom
![Page 1: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/1.jpg)
Finding Success in the Math Classroom
Incorporating the process standards into the daily rigor
![Page 2: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/2.jpg)
Student Lack of a Conceptual Understanding of Math Facts
![Page 3: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/3.jpg)
HUNT for SOLUTIONS
Match the correct answer to the appropriate statement
![Page 4: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/4.jpg)
1. The % of ALL students Advanced on 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.
5. The % of POVERTY students Passing the Grade 4 Math SOL in 2012.
6. The % decrease of SWD Passing the Grade 5 Math SOL from 2011 to 2012.
7. The % of SWD Passing the Grade 5 Math SOL in 2012.
8. The total % of African-American students Passing ALL Math SOL in 2012.
55
13
51
82
56
52
In Virginia’s Public Schools:
SOLUTIONS: 13, 31, 35, 51, 52, 55, 56, 82, 88
31
35
![Page 5: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/5.jpg)
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
![Page 6: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/6.jpg)
Instruction, Assessment, and Backwards Design
1. 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.
![Page 7: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/7.jpg)
Instruction, Assessment, and Backwards Design
1. 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.
![Page 8: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/8.jpg)
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.
![Page 9: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/9.jpg)
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-step solution, 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.
![Page 10: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/10.jpg)
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.
![Page 11: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/11.jpg)
Instruction, Assessment, and Backwards Design
1. 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.
![Page 12: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/12.jpg)
Assessment – The Evidence
![Page 13: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/13.jpg)
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
![Page 14: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/14.jpg)
Types of Assessment
• Summative–Assessment OF learning–Provides a numeric evaluation–Tests, projects, simulation tests–Less feedback
![Page 15: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/15.jpg)
Instruction, Assessment, and Backwards Design
1. 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.
![Page 16: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/16.jpg)
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)?
![Page 17: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/17.jpg)
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
![Page 18: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/18.jpg)
Virginia Math Process Skills
![Page 19: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/19.jpg)
Questioning StrategiesAligned with Math Process Skills
![Page 20: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/20.jpg)
![Page 21: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/21.jpg)
quarters
quarters
quarters
![Page 22: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/22.jpg)
Prime numbers
2 5 7 13 23
Prime numbers
4 6 9 12 25
Prime numbers
21 3 11 8 16
![Page 23: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/23.jpg)
Select a number less than 10.
Write the addition fact related to the model.
Select another number less than 10.
Draw a model adding the two numbers.
![Page 24: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/24.jpg)
Create a value for the numerator of a
fraction.
Convert the fraction to decimal form.
Create a value for the denominator of a
fraction.
Write the fraction in simplest form.
![Page 25: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/25.jpg)
![Page 26: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/26.jpg)
![Page 27: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/27.jpg)
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Rigor
Organizing Theme:Things that a teacher would say…
Relevance
CollaborationCritical Thinking
Formative Assessment
Relationships
STUDENT ACHIEVEMENT
EDITION
![Page 28: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/28.jpg)
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Ruler
Organizing Theme:Things that are used to measure with…
Analog Clock
CalendarMeasuring Cup
Digital Clock
Balance Scales
Measurement
![Page 29: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/29.jpg)
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)
![Page 30: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/30.jpg)
Technological Enhanced ItemsType 1: Type in your answer (FILL IN THE BLANK)
Algebra I
Math 7
![Page 31: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/31.jpg)
Technological Enhanced ItemsType 2: Click to create a graph or plot a point. (GRAPHS)
Algebra I
Math 6
![Page 32: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/32.jpg)
Technological Enhanced ItemsType 3: Click and Drag (DRAG AND DROP)
Math 7
Grade 4
![Page 33: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/33.jpg)
Technological Enhanced ItemsType 4a: Click on a box (HOT SPOTS)– unspecified amount of solutions
Math 6
Algebra I
![Page 34: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/34.jpg)
Technological Enhanced ItemsType 4b: Click on a box (HOT SPOTS) – specified amount of solutions
Algebra I
Algebra 2
![Page 35: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/35.jpg)
“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
![Page 36: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/36.jpg)
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
![Page 37: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/37.jpg)
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---”
![Page 38: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/38.jpg)
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)
![Page 39: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/39.jpg)
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
![Page 40: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/40.jpg)
Farmer Fred
![Page 41: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/41.jpg)
![Page 42: Finding Success in the Math Classroom](https://reader036.fdocuments.net/reader036/viewer/2022062501/568161c1550346895dd1a52e/html5/thumbnails/42.jpg)
How can you find success?
• Instruction, Assessment, and Backwards Design
• Focus on the Process Standards• Emulate TEI strategies • Create enriched tasksthat have critical thinking opportunities for students