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

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

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

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.

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.

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.

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.

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.

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.

Assessment – The Evidence

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

Types of Assessment

• Summative–Assessment OF learning–Provides a numeric evaluation–Tests, projects, simulation tests–Less feedback

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.

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)?

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

Virginia Math Process Skills

Questioning StrategiesAligned with Math Process Skills

quarters

quarters

quarters

Prime numbers

2 5 7 13 23

Prime numbers

4 6 9 12 25

Prime numbers

21 3 11 8 16

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.

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.

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

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

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)

Technological Enhanced ItemsType 1: Type in your answer (FILL IN THE BLANK)

Algebra I

Math 7

Technological Enhanced ItemsType 2: Click to create a graph or plot a point. (GRAPHS)

Algebra I

Math 6

Technological Enhanced ItemsType 3: Click and Drag (DRAG AND DROP)

Math 7

Grade 4

Technological Enhanced ItemsType 4a: Click on a box (HOT SPOTS)– unspecified amount of solutions

Math 6

Algebra I

Technological Enhanced ItemsType 4b: Click on a box (HOT SPOTS) – specified amount of solutions

Algebra I

Algebra 2

“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

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

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---”

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)

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

Farmer Fred

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