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Incorporating the process standards into the daily rigor Incorporating the process standards into the daily rigor

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Student Lack of a Conceptual Understanding of Math Facts

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Match the correct answer to the appropriate statement Match the correct answer to the appropriate statement

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1.The % of ALL students on the Grade 3 Math SOL in 2011. 1.The % of ALL students Advanced on the Grade 3 Math SOL in 2011. 2.The % of ALL. 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 Virginias Public Schools: SOLUTIONS: 13, 31, 35, 51, 52, 55, 56, 82, 88 31 35

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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

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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.

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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.

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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.

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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.

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SOL 1.13The 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.

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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.

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Assessment The Evidence

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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

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

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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.

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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)?

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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

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quarters

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

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50 POINTS 50 POINTS50 POINTS 100 POINTS 200 POINTS Rigor Organizing Theme: Things that a teacher would say Relevance CollaborationCritical Thinking Formative Assessment Relationships STUDENT ACHIEVEMENT EDITION

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50 POINTS 50 POINTS50 POINTS 100 POINTS 200 POINTS Ruler Organizing Theme: Things that are used to measure with Analog Clock CalendarMeasuring Cup Digital Clock Balance Scales Measurement

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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)

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

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

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

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

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

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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

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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

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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---

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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)

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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

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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