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Kaplan Advantage: SAT Mathematics

Kaplan Advantage: SAT Mathematics. 1. Warm-Up: Math. If r is an even integer and s is an odd integer, which of the following must be true? I. r ( r + s ) is even II. s 2 – r is odd III. 3 r + 2 s is odd. (A) None (B) I and II only (C) I and III only

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Kaplan Advantage: SAT Mathematics

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  1. Kaplan Advantage: SAT Mathematics 1

  2. Warm-Up: Math • If r is an even integer and s is an odd integer, which of the following must be true? • I. r(r + s) is even • II. s2 – r is odd • III. 3r + 2s is odd (A) None (B) I and II only (C) I and III only (D) II and III only (E) I, II, and III

  3. Performance Knowledge It’s not what students know—it’s what they show!

  4. What causes the gap?Pieces of the Puzzle A broad range of content High stakes Rigidly timed No partial credit on multiple choice 4

  5. Performance Knowledge How do we bridge that gap?

  6. applicationof content knowledge to the test instruction of conceptsand skills Foundations of Test Readiness Know the STRATEGIES Know the TEST Know the CONTENT

  7. Agenda • Understanding the SAT • Program Structure • Student Introduction • Assessments • Appendix • Lesson Structure • Critical Thinking for Test Readiness • The 4-Step Method for Problem Solving • Test-Taking Strategies

  8. SAT Format http://www.collegeboard.com/newsat/

  9. How the SAT is Scored Raw Score • Students receive 1 point for every correct answer. • For every incorrect answer to a MC question, they lose 1/4 point. • There is no guessing penalty for grid-in questions. Scaled Score • Each section is scored 200-800. (Critical Reading, Writing, Mathematics) • The maximum score is 2400. • The average score is 1500.

  10. Result: no gain, no loss. Guessing: Can it work? What happens if a student guesses on five questions? But if we could eliminate a few answers each time…

  11. The SAT is Standardized • norm-referenced vs. criterion-referenced

  12. The Bell Curve 200 400 500 600 800

  13. Sample SAT Problems • Turn to page 3 in your session guide. • Complete the sample SAT mathematics problems.

  14. Program Organization: Mathematics • Each lesson can be delivered in 45-60 minutes.

  15. Student Introduction

  16. Assessments

  17. Appendix: SAT Math in a Nutshell

  18. Unit Introduction • Objectives identified for each lesson in the unit Explanations of strategies students will learn

  19. Advantage SAT: Lesson Structure

  20. Thinking KAP

  21. Instruction

  22. Student Supports Hints that support working with the content Provides helpful information about the SAT Opportunity to apply strategies

  23. Independent Practice • 6-8 questions in each section • Hints provided for each question

  24. Reviewing Independent Practice As Students Work: Redirect students as needed by asking effective questions. To Review: Focus on students’ solutions, not their answers. Look out for classic traps.

  25. KAP Wrap Purpose: To apply, review, and reflect on strategies Complete: For homework, for a journal entry, with a partner, or alone

  26. Content Background boxes provide content tips as needed. Teacher’s Notes provide tips from mentor teachers. Hazard symbols alert you to common student errors. Instructional Support

  27. Activity: Teacher and Student Roles • In each section of the lesson, what does the teacher do? • What does the student do? • What would you do differently?

  28. Unit 2, Lesson 1 • Thinking KAP, session guide page 17 • Instruction, session guide pages 18-21 • Independent Practice, session guide pages 22-23 • KAP Wrap, session guide page 24

  29. Critical Thinking:Knowing what to do NEXT! But how do we teach it?

  30. Kaplan’s programs meet the challenges with two key approaches: 2. A toolbox of strategies 1. An approach for every question type Step 1. Step 2. Step 3. Step 4. Meeting the Challenges

  31. STEP 1:Understand the problem. STEP 2:Analyze important information. STEP 3:Plan and solve. STEP 4:Check your work. Systematic Thinking: The 4-Step Method for Problem Solving This method… • standardizes the language of problem solving. • helps teachers model “expert” problem solving. • provides students with a systematic approach.

  32. Using the 4-Step Method • Mark buys a set of 3 tennis balls. The tennis balls are packaged in a cylindrical container. The container has a height of 10 inches and the top of the container has a diameter of 6 inches. How much space is inside the container? • A 30 cubic inches • B 60 cubic inches • C 60 cubic inches • D 90 cubic inches

  33. STEP 1: Understand the problem. • Mark buys a set of 3 tennis balls. The tennis balls are packaged in a cylindrical container. The container has a height of 10 inches and the top of the container has a diameter of 6 inches. How much space is inside the container? • Scan the problem; what is it basically about? This problem is about the volume of a cylinder. • Restate the question in your own words. • What is the volume of a cylinder with a height of 10 inches and a diameter of 6 inches?

  34. 6 in. 3 in. 10 in. STEP 2: Analyze important information. • Mark buys a set of 3 tennis balls. The tennis balls are packaged in a cylindrical container. The container has a height of 10 inches and the top of the container has a diameter of 6 inches. How much space is inside the container? • Underline the clues. • Rewrite the important information in a helpful way. I can draw it.

  35. STEP 3: Plan and solve. My work: V r2h   (3)2(10)   (9)(10)  90in2 I know the dimensions of the cylinder. I need to figure out the volume of the canister. I will use the formula V r2h and substitute the correct values.

  36. STEP 4: Check your work. • Did you answer the right question? • Yes, I figured out the volume of the cylinder. • Is your answer reasonable? • Yes. 90is about 270. That’s a reasonable volume. • Can you solve the problem another way? • Yes, I can use a chart instead.

  37. Try It Out! • The Environmental Club receives a certain amount of money from the school to host a teach-in. They budget 40% of the funds for a guest speaker, 25% for books, 20% for use of the auditorium, and the remainder for lunch. If the club plans to spend $90 on lunch for the participants, how much do they plan to spend on the guest speaker? $40 $120 $150 $240 $600

  38. STEP 1: Understand the problem. STEP 2: Analyze important information. STEP 3: Plan and solve. STEP 4: Check your work. 4-Step Method for Problem Solving

  39. Activity: Strategy Synopsis Using your assigned strategy: • Model the strategy with the provided question in your session guide. (pp. 27-31) • Present your strategy to the group in a 5-minute presentation.

  40. Sort of Know Don’tHave a Clue Don’t Have a Clue Sort of Know Strategy:Knowing vs. Knowing Know for Sure!

  41. How will you implement Advantage? • When will you start the program? When will you need to end the program? • How many days a week will you devote? How many minutes of each day will you devote? • 2007-2008 SAT Test Dates • March 1, 2008 • May 3, 2008 • June 7, 2008

  42. Implementation Tips

  43. Planning a Lesson • Activity: Using the planning guide on pages 34 and 35 in your session guide, plan a lesson that you will use with your class. • Review the sample lesson on pages 32 and 33 in your session guide. • Use the implementation tips from the Teacher’s Introduction. • Use the guiding questions on your lesson planning guide.

  44. Kaplan K12 Mission Statement • We partner with schools to provide high-quality instructional programs that improve results and help all students achieve. If you have questions, please contact us at:advantage@kaplan.com

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