effectively diagnose and address gaps in student content knowledge n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Effectively Diagnose and Address Gaps in Student Content Knowledge PowerPoint Presentation
Download Presentation
Effectively Diagnose and Address Gaps in Student Content Knowledge

Loading in 2 Seconds...

play fullscreen
1 / 13

Effectively Diagnose and Address Gaps in Student Content Knowledge - PowerPoint PPT Presentation


  • 105 Views
  • Uploaded on

Effectively Diagnose and Address Gaps in Student Content Knowledge. Brooke Monroe eLearning Specialist & Regional Manager 3P Learning / Mathletics www.3plearning.com. Implementation of CCSS for Math has created gaps in student mastery of foundational math concepts

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Effectively Diagnose and Address Gaps in Student Content Knowledge' - arlen


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
effectively diagnose and address gaps in student content knowledge

Effectively Diagnose and Address Gaps in Student Content Knowledge

Brooke Monroe

eLearning Specialist & Regional Manager

3P Learning / Mathletics

www.3plearning.com

slide2

Implementation of CCSS for Math has created gaps in student mastery of foundational math concepts

  • Knowledge gaps make it difficult for:
    • Students to meet expectations of the CCSS
    • Teachers to determine what range of content knowledge exists in any given classroom
relationship between ohio acs and ccss
Relationship between Ohio ACS and CCSS
  • K-8 Mathematics Comparative analysis
    • Summarizes the relationship between grades K-8 of the 2001 Ohio ACS for Mathematics and the 2010 CCSS (retrieved from education.ohio.gov)
      • Structure and organization of standards has changed
      • Formats of 2001 and 2010 standards are not parallel
      • Clear connections, yet significant differences
ohio academic content standards fractions
Ohio Academic Content Standards - Fractions
  • Grade 3
    • OH.3-4.N.B Recognize and generate equivalent representations for whole numbers, fractions and decimals.
    • OH.3-4.N.C Represent commonly used fractions and mixed numbers using words and physical models.
    • OH.3-4.N.D Use models, points of reference and equivalent forms of commonly used fractions to judge the size of fractions and to compare, describe and order them.
slide5

When matching to CCSS Grade 4 Number & Operations-Fractions, most of the Ohio ACS come from Grade 5

    • Students entering Grade 4 will not have the background to work effectively in Grade 4
slide6
CCSS Grade 4 Cluster

Ohio ACS

OH.3-4.N.M Add and subtract commonly used fractions with like denominators and decimals, using models and paper and pencil.

OH.5-7.N.I Use a variety of strategies, including proportional reasoning, to estimate, compute, solve and explain solutions to problems involving integers, fractions, decimals and percents.

  • Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
slide7
CCSS Grade 4 Cluster

Ohio ACS

OH.3-4.N.B Recognize and generate equivalent representations for whole numbers, fractions and decimals.

OH.5-7.N.BCompare, order and convert among fractions, decimals and percents.

OH.5-7.N.HUse and analyze the steps in standard and non-standard algorithms for computing with fractions, decimals and integers.

OH.5-7.N.I Use a variety of strategies, including proportional reasoning, to estimate, compute, solve and explain solutions to problems involving integers, fractions, decimals and percents.

  • Understand decimal notation for fractions, and compare decimal fractions
ccss grade 4 number and operations fractions
CCSS Grade 4 Number and Operations-Fractions
  • Comparison
    • Differences in the depth and difficulty
    • http://www.corestandards.org/Math/Content/4/NF
focused diagnostic tests
Focused Diagnostic Tests

Helps teachers pinpoint which students have not learned the foundational math concepts they will need to be successful math students

computer based diagnostic testing
Computer-Based Diagnostic Testing

By using computer-based diagnostic assessments within a program such as Mathletics, teachers can easily use the results and progressions built into the CCSS to teach the missing foundational skills

mathletics
Mathletics
  • Assessment Tool
      • Can assign standard benchmarking tests to your students
      • Reports provide useful diagnostic and analytic information
      • Key resource for tracking student improvement when used at regular intervals throughout the year
      • Enables you to easily identify areas of difficulty and give your students effective feedback
mathletics1
Mathletics
  • CCSS Pre-requisite Courses
      • Custom courses aligned to each CCSS domain for review of prior year’s prerequisite understandings
      • Domain review is built on CCSS progressions and clusters to provide adaptive practice necessary to fill knowledge gaps and to reach grade level proficiency
      • Will help to reduce teacher workload and provide ease of personalized learning pathways
mathletics2
Mathletics

Using the MathleticsAssessment Tool paired with targeted adaptive practice is an effective method for quickly closing knowledge gaps.

Let’s take a look…

www.mathletics.com

Video Tutorials

Training Guides