So Now What? Using Data for Purposeful Conversations and Planning


 Loraine Richards
 1 years ago
 Views:
Transcription
1 So Now What? Using Data for Purposeful Conversations and Planning Jill Rhodes Educational Specialist, School Support
2 As a campus instructional leader, why do you ask your teachers to review their student data?
3 GOALS Understand the importance of data management and analysis to your role as an instructional leader Analyze STAAR data related to reporting categories and areas of emphasis Review STAAR Released Test question(s) to determine the depth of knowledge related to readiness, supporting, and process standards Discuss challenges related to lowscoring TEKS Determine what data teachers should review regularly to positively impact teaching and learning Develop an understanding of the Unwrapping the TEKS process in order to guide teachers to improve lesson development and instructional delivery
4 Let s Practice Juanita covered the outside of a gift box shaped like a rectangular prism with paper. The box is 3.2 feet long, 2.1 feet wide, and 2.7 feet high. Which of the following is closest to the total surface area of this box? A 34 ft 2 B 42 ft 2 C 30 ft 2 D 18 ft 2 Surface Area Lateral Total Prism S = Ph S = Ph + 2B
5 Challenging SEs
6 STAAR Math Standards Analysis
7 Regional Mathematics Mastery
8 Challenging SEs Things to consider: Content: Big Ideas, Specificity, Examples Process Skills Challenges Essential Questions Instructional Strategies Transfer of Knowledge Formative AssessmentMASTERY!
9 We Have the Data So Now What? Let s reflect. What does our data tell us about: o Students? o Teaching? o The test? Let s unwrap o Develop a complete understanding of the TEKS through study and analysis o Plan for instruction that meets the cognitive and content rigor of the standards
10 Transfer of Knowledge WE NEED TO.. Help students reason (think) Help students work together Promote problem solving Help students make connections Encourage reflection and conjecturing
11 Unwrapping the TEKS Grade Level and Content Area: % Mastery: % Mastery: Knowledge and Skill Statement: Student Expectation(s) include Content and/or Process Skills: Content: Process: This template is used to unwrap each standard, which leads to a deeper understanding of the TEKS. What is CHALLENGING and why? HOW WILL STUDENTS REACH MASTERY? Essential Questions: Instructional Strategies: How will the knowledge be TRANSFERRED? (What will students be DOING, SAYING, and/or WRITING?) Formative Assessments: HOW WILL WE KNOW STUDENTS HAVE REACHED MASTERY?
12 Bloom s Taxonomy One step in the unwrapping process involves identifying the cognitive rigor. For this purpose, we refer to the revised Bloom s Taxonomy. HOTS Higher Order Thinking Skills LOTS Lower Order Thinking Skills
13 Bloom s Taxonomy
14 Grade Level and Content Area: % Mastery: % Mastery: Knowledge and Skill Statement: Student Expectation(s) include Content and/or Process Skills: What is CHALLENGING and why? 8th Grade, Math The student uses procedures to determine measures of threedimensional figures. 8.8C Students will estimate measurements and use formulas to solve application problems involving lateral and total surface area and volume. 8.14B Students will use a problem solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. Content: Region 20 = 36% measurements formulas application problems lateral and total surface area and volume problemsolving model problem plan solution for reasonableness Process: LOTS use making incorporates carrying out HOTS estimate solve evaluating HOW WILL STUDENTS REACH MASTERY? Essential Questions: Instructional Strategies: How will the knowledge be TRANSFERRED? (What will students be DOING, SAYING, and/or WRITING?) Formative Assessments: HOW WILL WE KNOW STUDENTS HAVE REACHED MASTERY?
15 Effective Questioning in Science/Mathematics How did you get your answer? Does your answer seem reasonable? Why or why not? Can you describe your method to us all? Can you explain why it works? What if you had started with rather than? What if you could only use? What have you learned or found out today? Did you use or learn any new words today? What did they mean? How do you spell them? What are the key points or big ideas in this lesson?
16 Instructional Strategies
17 Grade Level and Content Area: % Mastery: % Mastery: Knowledge and Skill Statement: Student Expectation(s) include Content and/or Process Skills: What is CHALLENGING and why? 8th Grade, Math The student uses procedures to determine measures of threedimensional figures. 8.8C Students will estimate measurements and use formulas to solve application problems involving lateral and total surface area and volume. 8.14B Students will use a problem solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. Content: measurements formulas application problems lateral and total surface area volume problemsolving model problem plan solution for reasonableness Region 20 = 36% Process: LOTS use making incorporates carrying out HOTS estimate solve evaluating Formative Assessments: HOW WILL STUDENTS REACH MASTERY? Essential Questions: What is the relationship between lateral Instructional Strategies: Use of manipulatives geometry nets How will the knowledge be TRANSFERRED? (What will students be DOING, SAYING, and/or WRITING?) surface area and total surface area? DOING manipulating nets; measuring; calculating Visual representation drawing of two solutions on paper and calculator What is the relationship between surface and threedimensional figures SAYING using academic vocabulary to describe area and volume? measurements and compare surface area and Guided and independent practice volume Does the shape of the object matter in calculating surface area and volume WRITING explanation of how to complete the terms of volume versus surface area? problems, including accurate solutions; comparison of surface area and volume Completed nets with properly labeled measurements HOW WILL WE KNOW STUDENTS HAVE REACHED MASTERY?
18 What is the difference between Knowing & Understanding? Understanding Characterized by the kinds of relationships or connections that have been constructed between ideas, facts, procedures, etc. Requires two key cognitive process o o Reflection Communication Knowing Regurgitating facts Memorization with conceptual knowledge of content How do we use data to determine whether students merely know or actually understand the material?
19 Help Your Teachers Engage in Purposeful Planning Collect and Analyze Data on TEKS & SEs Review Curriculum Calendar/Scope & Sequence Consider District or TCMPC Curriculum Tools Use Unwrapping Document to Plan Lessons Collect and Analyze Data to Evaluate Teaching & Learning Make Necessary Adjustments
20 Other So Now What? Sessions Session 1 10:30 11:30 Session 1 10:30 11:30 Session 2 1:00 2:00 Session 2 1:00 2:00 Session 3 2:15 3:15 Session 3 2:15 3:15 Session 4 10:30 11:30 Session 4 10:30 11:30 Day 1 So Now What? How Do My Numbers Drive My Instruction in a K5 Social Studies Classroom? So Now What? How Do My Numbers Drive My Instruction in a 612 Science Classroom? So Now What? How Do My Numbers Drive My Instruction in a 612 Social Studies Classroom? So Now What? How Do My Numbers Drive My Instruction in a K5 ELAR Classroom? So Now What? How Do My Numbers Drive My Instruction in a K5 Science Classroom? So Now What? How Do My Numbers Drive My Instruction in a 612 Math Classroom? Day 2 So Now What? How Do My Numbers Drive My Instruction in a 612 ELAR Classroom? So Now What? How Do My Numbers Drive My Instruction in a K5 Math Classroom?
LID: THE NEW LIFE SKILLS PROGRAM: CONNECTING TEKS CURRICULUM, STANDARDSBASED IEPS, AND STAAR
LID: THE NEW LIFE SKILLS PROGRAM: CONNECTING TEKS CURRICULUM, STANDARDSBASED IEPS, AND STAAR Emily Morlandt Educational Specialist, ESC 20 Assistive Technology Low Incidence Disabilities (210) 3705496
More informationPerimeter, Area and Volume What Do Units Tell You About What Is Being Measured? Overview
Perimeter, Area and Volume What Do Units Tell You About What Is Being Measured? Overview Summary of Lessons: This set of lessons was designed to develop conceptual understanding of the unique attributes
More informationGeometry: A Better Understanding of Area
Geometry: A Better Understanding of Area 6G1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other
More information6.3. Surface Area of Solids The Gift Box. My Notes ACTIVITY
Surface Area of Solids SUGGESTED LEARNING STRATEGIES: Activating Prior Knowledge J.T. is the creative director for a paper products company. The company is introducing a new line of gift boxes, called
More informationProgram Overview. Before you begin, make sure you have registered for a SuccessNet Plus teacher account.
Program Overview Introduction This guide explores the digits Texas middle school math program. It also explores MATHdashboard the online teacher s portal where you can log in to your SuccessNet Plus account
More information1. Tell the volume of each solid figure made of 1inch cubes. Specify the correct unit of measure.
NYS COMMON CORE MATHEMATICS CURRICULUM MidModule Assessment TaskLesson 5 5 Name Date 1. Tell the volume of each solid figure made of 1inch cubes. Specify the correct unit of measure. a. b. 2. Jack found
More informationPolygons and Area. Overview. Grade 6 Mathematics, Quarter 4, Unit 4.1. Number of instructional days: 12 (1 day = minutes)
Grade 6 Mathematics, Quarter 4, Unit 4.1 Polygons and Area Overview Number of instructional days: 12 (1 day = 45 60 minutes) Content to be learned Calculate the area of polygons by composing into rectangles
More informationModule 3 Congruency can be used to solve realworld problems. What happens when you apply more than one transformation to
Transforming and Congruence *CISD Safety Net Standards: G.3C, G.4C Title Big Ideas/Enduring Understandings Module 1 Tools of geometry can be used to solve realworld problems. Variety of representations
More informationGrade 5 Work Sta on Perimeter, Area, Volume
Grade 5 Work Sta on Perimeter, Area, Volume #ThankATeacher #TeacherDay #TeacherApprecia onweek 6. 12. Folder tab label: RC 3 TEKS 5(4)(H) Perimeter, Area, and Volume Cover: Reporting Category 3 Geometry
More informationUnit Plan Components. Appropriate Length of Time. Unit Name: Addition and Subtraction to 20. Common Core Standards
Unit Plan Components Big Goal Standards Big Ideas Unpacked Standards Scaffolded Learning Resources Appropriate Length of Time Aligned Assessment Comments This unit plan identifies a big goal for the overall
More informationSummer 2015 Humble ISD Professional Development Plan Elementary Title Campuses
In order to provide a comprehensive catalog of offerings to meet the diverse and unique needs of each of our employees, the following courses will be available to all Humble ISD employees this summer.
More information10 Geometry: Understanding Area and Volume
10 Geometry: Understanding Area and Volume Chapter Pacing Guide Please note that this pacing guide is based upon completing the entire text in 165 classes, approximately 50 minutes each. More time can
More informationGrade 7 PreAP Math Unit 1. Numbers and Operations *CISD Safety Net Standards: 7.3B. Suggested Time Frame. 1 st Six Weeks 15 Days
Numbers and Operations *CISD Safety Net Standards: 7.3B 7.3B Title Big Ideas/Enduring Understandings Problems can be solved easier when using variety of equivalent forms. All numbers fall within the real
More informationCoin Match. Objective: Active listening and participation in coin counting
Dusty Rhodes Olson Coin Match Objective: Active listening and participation in coin counting TEKS: Mathematics 1.1 (A) Mathematics 1.1 (C) Mathematics 1.11 (A) English, Language Arts, Reading 1.27 (A)
More information12 Geometry: Finding Volume and Surface Area
12 Geometry: Finding Volume and Surface Area Chapter Pacing Guide Please note that this pacing guide is based upon completing the entire text in 165 classes, approximately 50 minutes each. More time can
More informationSuggested Time Frame Time Frame: 4 th Six Weeks Suggested Duration: 13 days. Vertical Alignment Expectations
Title Scatterplots and Data Analysis Big Ideas/Enduring Understandings The student will understand how patterns are used when comparing two quantities. Suggested Time Frame Time Frame: 4 th Six Weeks Suggested
More informationGeometry. Unit 1. Transforming and Congruence. Suggested Time Frame 1 st Six Weeks 22 Days
Geometry Unit 1 Transforming and Congruence Title Suggested Time Frame 1 st Six Weeks 22 Days Big Ideas/Enduring Understandings Module 1 Tools of geometry can be used to solve realworld problems. Variety
More informationSurface Area of Irregular Solids
CHAPTER 11 D Surface Area of Irregular Solids You will need a calculator c GOAL Calculate surface area and lateral area of figures created by combining right prisms, right pyramids, and right cylinders.
More informationI. School Wide DL Components
AISD Guidelines for Implementation of the Gómez and Gómez Dual Language Enrichment Model These PK 5 guidelines are designed to promote fidelity in the implementation of the Gómez and Gómez Dual Language
More informationFALL 2015 & SPRING 2016 SOCIAL STUDIES PROFESSIONAL DEVELOPMENT
FALL 2015 & SPRING 2016 SOCIAL STUDIES PROFESSIONAL DEVELOPMENT NEW TEACHER SUPPORT HISTORY 1: New Social Studies Teacher Institute: SD# SD150919M60 Honing in on Instructional Strategies & Teaching Opportunities
More informationVOLUME of Rectangular Prisms Volume is the measure of occupied by a solid region.
Math 6 NOTES 7.5 Name VOLUME of Rectangular Prisms Volume is the measure of occupied by a solid region. **The formula for the volume of a rectangular prism is:** l = length w = width h = height Study Tip:
More informationUnderstanding Your Child s First Grade Report Card
Understanding Your Child s First Grade Report Card Santa MonicaMalibu Unified School District is now using the Common Core State Standards (CCSS) in English language arts and mathematics. Your child s
More informationGrade 7 Mathematics, Quarter 4, Unit 4.1. Probability. Overview
Grade 7 Mathematics, Quarter 4, Unit 4.1 Probability Overview Number of instructional days: 8 (1 day = 45 minutes) Content to be learned Understand how to use counting techniques to solve problems involving
More informationBlended Instructional Design
Blended Instructional Design Introduction Before We Get Started This guide explains how to teach lesson with Prentice Hall Algebra 1, Geometry, and Algebra 2 the new Prentice Hall High School Math series.
More informationStreatham Wells Primary School. Mathematics Policy
Streatham Wells Primary School Mathematics Policy Mission Statement We believe that children will be most successful at Mathematics when they enjoy what they are doing, when they are motivated to achieve
More informationMastery approaches to mathematics and the new national curriculum
October 2014 Mastery approaches to mathematics and the new national curriculum Mastery in high performing countries The content and principles underpinning the 2014 mathematics curriculum reflect those
More informationELEMENTARY MATH GRADE 1
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 1 Length of Course: Term Elective / Required: Required Schools: Elementary Student Eligibility: Grade 1 Credit
More informationMacmillan/McGrawHill Texas Mathematics
The Research for Macmillan/McGrawHill Texas Mathematics DataDriven Decisions: Achieving Exemplary Performance and Equity for All Students in Mathematics White Paper Margaret Kilgo, Educational Consultant,
More informationOverview. Essential Questions. Grade 8 Mathematics, Quarter 4, Unit 4.3 Finding Volume of Cones, Cylinders, and Spheres
Cylinders, and Spheres Number of instruction days: 6 8 Overview Content to Be Learned Evaluate the cube root of small perfect cubes. Simplify problems using the formulas for the volumes of cones, cylinders,
More informationRubric for Evaluating Colorado Teachers
50 COLORADO STATE MODEL EVALUATION SYSTEM FOR TEACHERS Rubric for Evaluating Colorado Teachers Effective teachers in the state of Colorado have the knowledge, skills and commitments needed to provide excellent
More informationAn RtI Tier 3 Core Replacement ResearchBased Curriculum
An RtI Tier 3 Core Replacement ResearchBased Curriculum A look at the current recommendations on the What Works Clearinghouse from the U.S. Department of Education and the Institute of Education Sciences
More informationExploring Threedimensional Shapes Using StudentCentred Approaches
Exploring Threedimensional Shapes Using StudentCentred Approaches by Susan dl Oribiana Bunga Elementary School, Laguna, Philippines Introduction Mathematics education is currently undergoing a paradigm
More informationDescribing and Solving for Area and Perimeter
Grade 3 Mathematics, Quarter 2,Unit 2.2 Describing and Solving for Area and Perimeter Overview Number of instruction days: 810 (1 day = 90 minutes) Content to Be Learned Distinguish between linear and
More informationMinnesota Academic Standards
A Correlation of to the Minnesota Academic Standards Grades K6 G/M204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
More informationBack to School Night Third Grade Room 16. Welcome to Back to School Night for Room 16!
Welcome to Back to School Night for Room 16! Lesson objectives Teachers' notes My Philosophy to Teach Third Grade Students  Each student learns at his or her own pace ~ Brains mature at different rates
More informationK12 Mathematics Framework
DRAFT IN PROCESS San Diego City Schools Institute for Learning MATHEMATICS DEPARTMENT K12 Mathematics Framework Introduction Mathematics Content Mathematics Processes Note: The content in this document
More informationLesson 13: The Formulas for Volume
Student Outcomes Students develop, understand, and apply formulas for finding the volume of right rectangular prisms and cubes. Lesson Notes This lesson is a continuation of Lessons 11, 12, and Module
More informationMeasuring Prisms and Cylinders. Suggested Time: 5 Weeks
Measuring Prisms and Cylinders Suggested Time: 5 Weeks Unit Overview Focus and Context In this unit, students will use twodimensional nets to create threedimensional solids. They will begin to calculate
More informationMath, Grades 68 TEKS and TAKS Alignment
111.22. Mathematics, Grade 6. 111.23. Mathematics, Grade 7. 111.24. Mathematics, Grade 8. (a) Introduction. (1) Within a wellbalanced mathematics curriculum, the primary focal points are using ratios
More informationMarie has a winter hat made from a circle, a rectangular strip and eight trapezoid shaped pieces. y inches. 3 inches
Winter Hat This problem gives you the chance to: calculate the dimensions of material needed for a hat use circle, circumference and area, trapezoid and rectangle Marie has a winter hat made from a circle,
More informationContent standard focus: 5.MD Understand concepts of volume and relate volume to multiplication and addition.
MP3, Grade 5 Task: Filling Boxes Practice standard focus: Mathematically proficient students at the elementary grades construct mathematical arguments that is, explain the reasoning underlying a strategy,
More informationA STATISTICS COURSE FOR ELEMENTARY AND MIDDLE SCHOOL TEACHERS. Gary Kader and Mike Perry Appalachian State University USA
A STATISTICS COURSE FOR ELEMENTARY AND MIDDLE SCHOOL TEACHERS Gary Kader and Mike Perry Appalachian State University USA This paper will describe a contentpedagogy course designed to prepare elementary
More informationParent Q&A Session about STAAR
Parent Q&A Session about STAAR On February 23, 2012, from 6:00 to 8:00 PM, members of the DSISD community attended a Q&A session led by Christina Wiswell, Ed. D., DSISD Assessment Coordinator. Dr. Wiswell
More informationPlanning Guide for Explicit Instruction
Explicit Instruction: Development and Practice Tasks The following is a process that may be followed when planning a cycle of explicit instruction lessons: Note: Complete steps 1 8 before instruction begins;
More informationTEA UPDATE ON THE STAAR MATHEMATICS PROGRAM. Julie Guthrie, Director of Math & Science Assessments Student Assessment Division Texas Education Agency
TEA UPDATE ON THE STAAR MATHEMATICS PROGRAM Julie Guthrie, Director of Math & Science Assessments Conference for the Advancement of Mathematics Teaching AGENDA Overview of the STAAR program STAAR testing
More informationNEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT
NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT Description of Classroom: Background: Content Objective(s): Language Objective(s): Common Core State Standards (Math & ELA Content) and/or
More informationMathematics. Parent Information
Mathematics Parent Information What is Maths? Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history s most intriguing
More informationOverview. Essential Questions. Grade 4 Mathematics, Quarter 3, Unit 3.3 Multiplying Fractions by a Whole Number
Multiplying Fractions by a Whole Number Overview Number of instruction days: 8 10 (1 day = 90 minutes) Content to Be Learned Understand that a fraction can be written as a multiple of unit fractions with
More information(Advanced Preparation)
1 NCTM CAEP Standards (2012) Elementary Mathematics Specialist (Advanced Preparation) Standard 1: Content Knowledge Effective elementary mathematics specialists demonstrate and apply knowledge of major
More informationArea, Perimeter, Surface Area and Change Overview
Area, Perimeter, Surface Area and Change Overview Enduring Understanding: (5)ME01: Demonstrate understanding of the concept of area (5)ME02: Demonstrate understanding of the differences between length
More informationFrom TAKS to STAAR. Grades 36 Parent Information April 2012
From TAKS to STAAR Grades 36 Parent Information April 2012 What is STAAR? State of Texas Assessments of Academic Readiness Replaces the Texas Assessment of Knowledge and Skills (TAKS) Will assess the
More informationCONSTRUCTIVISM & STUDENT CENTERED LEARNING 9. BLOOM S TAXONOMY
CONSTRUCTIVISM & STUDENT CENTERED LEARNING 9. BLOOM S TAXONOMY 9.1. History of Bloom s Taxonomy Bloom s Taxonomy was created, in 1948, by psychologist Benjamin Bloom and several colleagues. Originally
More informationTEAM PLANNING AND REPORTING
Chapter 10 TEAM PLANNING AND REPORTING TOOLS: Tool 10.1 Tool 10.2 Tool 10.3 Tool 10.4 Tool 10.5 Sample team plan. 3 pages Team planning template. 3 pages Alternative team planning template. 1 page Team
More informationTo ensure students achieve success, educators must take an
Online Teacher Resource and Assessment Community Product Training and Professional Development Introduction To ensure students achieve success, educators must take an active role in their continuous learning,
More informationSyracuse City School District Teaching and Learning Framework
Syracuse ity School District Teaching and Learning Framework Executive Summary The SSD Teaching and Learning Framework and Rubric are intended to serve as tools to aid in the observation, coaching, development
More informationWho s Who in Index 2?
Who s Who in Index 2? To receive a progress measure in Index 2 a student must meet ALL of the following criteria within the same content area: Have a valid score from the prior year and current year. Have
More informationUnit (Section 3) Define and describe the following: education, psychology, educational psychology
Curriculum: Educational Psychology Curricular Unit: History of Educational Psychology Instructional Unit: A. Describe the development of Educational Psychology from a historical perspective and the application
More information6/13/2014. CCSSM Student Math Practices. Smarter Balanced Math Claims. Principles to Actions: Ensuring Mathematical Success for All
Principles to Actions: Ensuring Mathematical Success for All Mark Freed Mathematics Specialist Oregon Department of Education COSA Seaside Conference June 19, 2014 CCSSM Student Math Practices 1. Making
More informationMathematics Education Master of Education Degree Program PROFESSIONAL PORTFOLIO RUBRIC Candidate: ID#: Date: Evaluator:
Mathematics Education Master of Education Degree Program PROFESSIONAL PORTFOLIO RUBRIC Candidate: ID#: Date: Evaluator: Recommendations: Evaluator Signature: Grade: PASS FAIL Developing Acceptable Optimum
More informationSUPPORTING INFORMATION GRADE 1. Texas Education Agency
SUPPORTING INFORMATION GRADE 1 Texas Education Agency The materials are copyrighted (c) and trademarked (tm) as the property of the Texas Education Agency (TEA) and may not be reproduced without the express
More informationUpdated Question and Answers about the Illinois Common Core Standards
Updated 11 22 13 Question and Answers about the Illinois Common Core Standards Information Regarding the Illinois Common Core English Language Arts Standards The Illinois Learning Standards, based on the
More informationMiddletown Public Schools Mathematics Unit Planning Organizer Subject Grade Unit 1 Duration Big Idea Essential Question
Middletown Public Schools Mathematics Unit Planning Organizer Subject Mathematics  Geometry Grade Kindergarten Unit 1 Identify and Describe 2D and 3D Shapes Duration 15 Instructional Days (+ 5 Reteaching/Extension
More informationDepth of Knowledge in the 21st Century
11/20/2009 21st century learning GERLINDE OLVERA, M.ED., JENNIFER ELKINS and JoHN.R.WALkUP, PH.D. Depth of Knowledge in the 21st Century As a principal of (fictitious) Memorial Junior High, and an observer
More informationDAIRY BARN TARGET COMMON CORE STATE STANDARD(S) IN MATHEMATICS A.CED.2
This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National
More informationKnocking Out STAAR Scores One Student at a Time. Manual
Knocking Out STAAR Scores One Student at a Time Manual Table of Contents Knockout Math Overview                                                     
More information4th GRADE CURRICULUM GUIDE SCHOOL DISTRICT OF MENOMONEE FALLS
4th GRADE CURRICULUM GUIDE SCHOOL DISTRICT OF MENOMONEE FALLS 20132014 PURPOSE of the Curriculum Guide: The School District of Menomonee Falls is committed to developing a partnership between school and
More informationOverview. Essential Questions. Grade 7 Mathematics, Quarter 3, Unit 3.3 Area and Circumference of Circles. Number of instruction days: 3 5
Area and Circumference of Circles Number of instruction days: 3 5 Overview Content to Be Learned Develop an understanding of the formulas for the area and circumference of a circle. Explore the relationship
More informationState Board of Education Update
Mathematics Standards State Board of Education Update April 2, 2015 Consistent Process Utilize Nebraska Educators K16 Expertise Large Writing Group Smaller Editing Committee Call Upon Postsecondary Institutions
More informationNCLB Math Institute Summer 2011
NCLB Math Institute Summer 2011 Faculty Name: Glenda LollisHawkins School: Cypress Park Elementary Grade Level: 4 1. Teaching Objective(s): Analyze and describe the similarities and differences between
More informationGeometry and Spatial Reasoning
Mathematics TEKS Refinement 2006 68 Tarleton State University Geometry and Spatial Reasoning Activity: TEKS: Creating Venn Diagrams with Quadrilaterals (6.6) Geometry and spatial reasoning. The student
More informationGeometry and Measurement
Geometry and Measurement (Developmentally Appropriate Lessons for K5 Students) Amanda Anderson Title I Teacher Lincoln Elementary aanderson@bemidji.k12.mn.us Executive Summary This 10day unit plan is
More informationNJ ASK PREP. Investigation: Mathematics. Paper Airplanes & Measurement. Grade 3 Benchmark 3 Geometry & Measurement
S E C T I O N 4 NJ ASK PREP Mathematics Investigation: Paper Airplanes & Measurement Grade 3 Benchmark 3 Geometry & Measurement This work is licensed under the Creative Commons AttributionNonCommercialNoDerivs
More information0.75 75% ! 3 40% 0.65 65% Percent Cards. This problem gives you the chance to: relate fractions, decimals and percents
Percent Cards This problem gives you the chance to: relate fractions, decimals and percents Mrs. Lopez makes sets of cards for her math class. All the cards in a set have the same value. Set A 3 4 0.75
More informationOverview. Essential Questions. Grade 4 Mathematics, Quarter 1, Unit 1.1 Applying Place Value Up to the 100,000s Place
to the 100,000s Place Overview Number of instruction days: 8 10 (1 day = 90 minutes) Content to Be Learned Compare whole numbers within 1,000,000 using >,
More informationSimilar Triangles Grade Seven
Ohio Standards Connection Geometry and Spatial Sense Benchmark E Use proportions to express relationships among corresponding parts of similar figures. Indicator 1 Use proportional reasoning to describe
More informationK 3 Mathematics Core Course Objectives
K 3 Mathematics Core Course Objectives The Massachusetts Department of Elementary and Secondary Education (ESE) partnered with WestEd to convene panels of expert educators to review and develop statements
More informationAlignment, Depth of Knowledge, & Change Norman L. Webb Wisconsin Center for Education Research http://facstaff.wcer.wisc.
Alignment, Depth of Knowledge, & Change Norman L. Webb Wisconsin Center for Education Research http://facstaff.wcer.wisc.edu/normw/ Florida Educational Research Association 50 th Annual Meeting Miami,
More informationMathematics Curricular Guide SIXTH GRADE SCHOOL YEAR. Updated: Thursday, December 02, 2010
Mathematics Curricular Guide SIXTH GRADE 20102011 SCHOOL YEAR 1 MATHEMATICS SCOPE & SEQUENCE Unit Title Dates Page 1. CMP 2 Bits and Pieces I... 3 2. How Likely Is It? (Probability)... 6 3. CMP 2 Bits
More informationSingapore Maths. Stillness Junior School. Stillness Junior School
Singapore Maths Stillness Junior School Stillness Junior School Rationale of Singapore Maths The Singapore method of teaching mathematics develops pupils mathematical skills and confidence without having
More informationGary School Community Corporation Mathematics Department Unit Document. Unit Number: 8 Grade: 2
Gary School Community Corporation Mathematics Department Unit Document Unit Number: 8 Grade: 2 Unit Name: YOU SEE IT!!! (2D & 3D Shapes) Duration of Unit: 18 days UNIT FOCUS Students describe and analyze
More informationLESSON PLAN: Rounding off
LESSON PLAN: Rounding off Subject Mathematics Content Area Numbers, operations and relationships Topic Rounding off Concept Rounding off to the nearest ten Educator Sharon Morgan School Irene Primary School
More informationREACH/E2: Warren Township s Enrichment and Gifted and Talented Program
REACH/E2: Warren Township s Enrichment and Gifted and Talented Program Reach/E2 Staff Dr. Susan Cooper, Warren Middle School PJ Jones, Woodland School Dr. Susan Kline, Angelo L. Tomaso School Wendy Piller,
More informationArea and Circumference of Circles
Teacher Created Materials 21208 Focused Mathematics Student Guided Practice Book of Circles Learning Objectives Geometry Know the formulas for the area and circumference of a circle and use them to solve
More informationPA Academic Standards. 2.4. Mathematical Reasoning and Connections 2.5. Mathematical Problem Solving and Communication
Curriculum Category Shift Standard Areas Grades K8 and High School PA Academic Standards 2.4. Mathematical Reasoning and Connections 2.5. Mathematical Problem Solving and Communication PA Common Core
More informationCreating the Science Notebook: A Tool for Evaluating Student Work
Creating the Science Notebook: A Tool for Evaluating Student Work Elementary 2012, TESCCC Table of Contents Designing the Science Notebook for Grades 25... 3 The Primary (K1) Science Notebook 6 Possible
More informationShow that when a circle is inscribed inside a square the diameter of the circle is the same length as the side of the square.
Week & Day Week 6 Day 1 Concept/Skill Perimeter of a square when given the radius of an inscribed circle Standard 7.MG:2.1 Use formulas routinely for finding the perimeter and area of basic twodimensional
More informationOpenEnded ProblemSolving Projections
MATHEMATICS OpenEnded ProblemSolving Projections Organized by TEKS Categories TEKSING TOWARD STAAR 2014 GRADE 7 PROJECTION MASTERS for PROBLEMSOLVING OVERVIEW The Projection Masters for ProblemSolving
More informationPreparing Our Students for STAAR English EOC Success. Connie Lindsey ESC 15 Back to School 2011
Preparing Our Students for STAAR English EOC Success Connie Lindsey ESC 15 Back to School 2011 STAAR will test knowledge and skills in a deeper way. Tests will contain a greater number of items that have
More informationState of Texas Assessments of Academic Readiness (STAAR) Frequently Asked Questions For Parents and Students
State of Texas Assessments of Academic Readiness (STAAR) Frequently Asked Questions For Parents and Students Table of Contents STAAR GENERAL QUESTIONS... 2 STAAR ENDOFCOURSE (EOC) TESTS FOR HIGH SCHOOL
More informationComposing and Decomposing Whole Numbers
Grade 2 Mathematics, Quarter 1, Unit 1.1 Composing and Decomposing Whole Numbers Overview Number of instructional days: 10 (1 day = 45 60 minutes) Content to be learned Demonstrate understanding of mathematical
More informationCity Schools Curriculum & Instructional Supports: SY 20132014
City Schools & Instructional Supports: SY 20132014 A guide to City Schools curriculum, assessments, materials, and professional development expectations in Literacy and Mathematics for the 20132014 school
More informationElementary Math Methods Syllabus
Elementary Math Methods Syllabus Course Description This course is designed to support both new and experienced elementary math educators in refining and focusing their instructional skills. Close examination
More informationWhat Is Singapore Math?
What Is Singapore Math? You may be wondering what Singapore Math is all about, and with good reason. This is a totally new kind of math for you and your child. What you may not know is that Singapore has
More informationNumbers and Operations
Grade 7 MATH Unit Number 1 Numbers and Operations Title Big Ideas/Enduring Understandings Problems can be solved easier when using variety of equivalent forms. All numbers fall within the real number system.
More informationMathematics. Curriculum Content for Elementary School Mathematics. Fulton County Schools Curriculum Guide for Elementary Schools
Mathematics Philosophy Mathematics permeates all sectors of life and occupies a wellestablished position in curriculum and instruction. Schools must assume responsibility for empowering students with
More informationGRADE 6 MATH: SHARE MY CANDY
GRADE 6 MATH: SHARE MY CANDY UNIT OVERVIEW The length of this unit is approximately 23 weeks. Students will develop an understanding of dividing fractions by fractions by building upon the conceptual
More informationNational Council of Teachers of Mathematics (NCTM)
National Council of Teachers of Mathematics (NCTM) SPA Standards: Standard 1. Knowledge of Problem Solving. Candidates know, understand and apply the process of mathematical problem solving. 1.1 Apply
More informationExploring the Principles to Actions Effective Mathematics Teaching Practices in High School
Exploring the Principles to Actions Effective Mathematics Teaching Practices in High School Michael D. Steele University of WisconsinMilwaukee Mathematics Proficiency for Every Student Conference Oconomowoc
More informationAssessing Without Levels at Belmont Primary School. Thursday 12 th November 2015 Mrs Aucott
Assessing Without Levels at Belmont Primary School Thursday 12 th November 2015 Mrs Aucott In September 2014 a new National Curriculum was introduced to schools. From September the Government made a huge
More information