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Facilitators: Claude Cox
3 – 5 Math STAAR Basics
ObjectivesParticipants will:•Gain fundamental knowledge on grades 3-5 math STAAR™ test design
•Have an opportunity to practice research-based learning activities and strategies that prepare all students for success on STAAR™
•Review and apply accountability measures
Focus Objective3-5 Math STAAR Design
“Knowledge is power only if man knows what facts not to bother with.”
- Robert Staughton Lynd
DO NOW: Readiness Standards
(in-depth, broad and deep – concept)
Supporting Standards
This Year, Next Year
Process Standards
Tools to Know, Ways to Show
Sorting Activity
Def
initi
onIn
stru
ctio
nal I
mpl
icat
ions
Readiness vs. Supporting vs. ProcessReadiness Standards
(in-depth, broad and deep – concept)
Essential for success in the current grade. Important for
preparedness for the next grade. Support College
and Career Readiness
Necessitate in-depth instructionAddress Broad and deep ideas
Supporting Standards
This Year, Next Year
Introduced in the current grade or
course but emphasized in a subsequent year. Reinforced in the current grade or
courseAddress narrowly
defined ideas
Process Standards
Tools to Know, Ways to Show[Students
expectations related to the
skills of a content area]
Tools to know: Represent the strategies and structures a
student uses to access learning Ways to Show: Represent the way a student demonstrates
understanding/communicates knowledge
Def
initi
on
Readiness Standards
(in-depth, broad and deep – concept)
Supporting Standards
This Year, Next Year
Process Standards
Tools to Know, Ways to Show
Sorting Activity
Def
initi
onIn
stru
ctio
nal I
mpl
icat
ions
Readiness vs. Supporting vs. Process
Readiness Standards
(in-depth, broad and deep – concept)
More Items on the test
Transfer of learning
Students may over-rely on
samplesRepresent
starting point for next year teacher
Pacing must allow enough time to teach
Supporting Standards
This Year, Next Year
Part of the learning scaffold for a readiness
standardMay be starting
point for intervention
May be a part of multiyear concept
developmentOften taught in
context with other standards
Process Standards
Tools to Know, Ways to Show
Assessed in context
Varied across units of
instructionMay be best matched with
certain readiness or supporting
standards Inst
ruct
iona
l Im
plic
atio
nsReadiness vs. Supporting vs. Process
Instructional Considerations
Overarching Ideas
• Readiness Standards tested multiple times (3-4 per SE)• Process Standards are everywhere• Concept behind the content• New math TEKS
9
Lead4ward Snapshot • Add %
Elementary Mathematics Curriculum
Grade Level Total Number of Student
Expectations
Assessed on STAAR
Ineligible Standards
3rd Grade
4th Grade
5th Grade
Ineligible 3rd Grade Standards
3.9(C) identify the costs and benefits of planned and unplanned spending decisions
3.9(F) identify decisions involving income, spending, saving credit and charitable givings
4.5(C) use models to determine the formulas for the perimeter of a rectangle (l+w+l+w or 2l+2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w)
4.7(A) illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is “cut out” by the rays of the angle. Angle measures are limited to whole numbers
4.7(B) illustrate degrees as the units used to measure an angle, where 1/360 of any circle is 1 degree and an angle that “cuts” n/360 out of any circle whose center is at the angle’s vertex has a measure of n degrees. Angle measures are limited to whole numbers
4.10(C) compare the advantages and disadvantages of various savings options
4.10(D) describe how to allocate weekly allowance among spending, saving, including for college; and sharing
Ineligible 4th Grade Standards
5.4(G) use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form for a cube (V=l x w x h, V= s x s x s, and V=Bh)
5.10(C) identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments
5.10(D) develop a system for keeping and using financial records
Ineligible 5th Grade Standards
Do the Math!
• Insert Lead4ward Word problem here
• TDS Models Word Problem using strategies
• 2 problems • Standards, is it dual
STAAR• Take 2 minutes to discuss the following
question:
How will this STAAR design information drive your instruction?
Be prepared to share.
Focus ObjectiveSTAAR Problem Solving Activity
“Give them a sense of power and responsibility and teach them that what they think and do matters. They are much more committed and have a sense of pride in what they are doing.”
-unknown
Do the Math!
• Insert Lead4ward Word problem here
• Teachers solve then teach back Word Problem using strategies aligned to process standards and effective strategies.
Think – Dance – Share Based on your own understanding of
problem solving, our group discussion, and the modeled problem…How can you support students with thinking through a word problem?
Focus ObjectiveTransfer Activity
Transfer is the ability to extend what one has learned in one context to new contexts. In some sense, the whole point of school learning is to be able to transfer what is learned to a wide variety of contexts outside of school.
Self-Test Do I do it?• Take 2 minutes to list all the ways you
teach for transfer and application. Record your answers in the participation guide.
• Now, take a look at the list provided.
• At your table, compare and contrast similarities and differences in the lists.
Random Number Generator Problem Solving Activity• Work with a partner. • Read the problem and answer choices. • Roll the Random Number Generator, if
1 = Show the answer using a pictorial representation.2 = Describe Problem Solving Model/Strategy you used.3 = Select a Wrong Answer – WHY is it wrong?4 = Create a New Problem based on same context. 5 = What is your best estimate? WHY is this reasonable?6 = Free Choice
Provide teachers with word problems from released items or DLAs that have already been solved (some correct; some incorrect)
The Word Problem
Wrap Up: Transfer and Application
At your table, discuss the following: • How can you use or modify the “Random
Number Generator Problem Solving” activity to increase transfer and application upon your return to campus?
• What are some other activities you could use to support your students’ transfer and application?
Be ready to share
Focus ObjectiveIntervening for students
misconceptions“Education should prepare our minds to use its own powers of reason and conception rather than filling it with the accumulated misconceptions of the past.”
Types of Student Errors• Procedural Errors
– Students cannot complete content specific procedures accurately.
• Application Errors– Students cannot apply learning to a specific task or
stop too early in problem solving. • Conceptual Errors
– Students have misunderstanding about the underlying concepts behind the learning.
Learning from Mistakes
Procedural ErrorsStudents cannot complete
content specific procedures accurately.
• Math• Puts decimal
point in the wrong place
• Makes addition error
Application ErrorsStudents cannot apply
learning to a specific task or stop too early in problem
solving.
• Math• Stops too early
in the problem solving
• Doesn’t know how to start
Conceptual ErrorsStudents have
misunderstanding about the underlying concepts behind
the learning.
• Math• Doesn’t
understand why division of proper fraction yields a larger quantity
Learning from Mistakes
Procedural Errors
• Puts decimal point in the wrong place
Instructional Adjustments
• Using base 10 blocks to represent numbers concretely, pictorially and abstractly.
• Review decimal to the… using place value chart
Your Turn
Procedural Errors
• Math
Application Errors
• Math
Conceptual Errors
• Math
1 2 3groups of 3 or 4 groups of 3 or 4 groups of 3 or 4
ObjectivesParticipants will gain a better understanding of:
• the design of the STAAR math assessment. • problem solving.• teaching for transfer and application. • intervening for students who have misconceptions.
• quality vs. quantity.
Today’s Focus Quality vs. Quantity
Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction and skillful execution; it represents the wise choice of many alternatives.
7 STAAR Success Tips• Have more cognitively complex questions • Have more questions that have multiple steps • Have more questions that have application context• Have more open-ended (griddable) questions• Include questions that are asked in a reverse
manner (e.g., “NOT” questions)• Include questions where the answer could be “Not
here”, “None of the above”, or “All of the above”• Include questions that assess content and
incorporate process skills (grades 3-8)
Accountability Provide Lead4ward Accountability TEA memo Big IdeasIndex Info Raw ScoresPassing PercentEVAAS
Resources • HISD Unit planning guides • The HUB• HMH Go Math • ExamView • Edmodo • SuperSource• Thinking through Math
Survey• You will be receiving an electronic survey
in 1-2 weeks.
• Please provide us with feedback so we can better support you and your campuses.
Who Wants to be a STAAR Millionaire?
Exit Ticket & Thank you • Facilitator 1: Name
• Facilitator 2: Name – Email
• Facilitator 3: Name – Email
Thank you
Date: 00/00/2014Presenter:First and last nameTitle