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Making Sense of Change VCTM Fall Academy October 1, 2010

(and managing it). Making Sense of Change VCTM Fall Academy October 1, 2010. Michael Bolling Mathematics Coordinator, VDOE. Slide Title. Deepwater Horizon Oil Spill. What “ I wonder… ” questions about the mathematics would kids (or adults) ask?

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Making Sense of Change VCTM Fall Academy October 1, 2010

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  1. (and managing it) • Making Sense of Change • VCTM Fall Academy • October 1, 2010 Michael Bolling Mathematics Coordinator, VDOE

  2. Slide Title

  3. Deepwater Horizon Oil Spill • What “I wonder…” questions about the mathematics would kids (or adults) ask? • What jobs related to the spill involve pertinent mathematics? • To which mathematics content could this disaster be connected?

  4. Highlighted SOL Changes • Awareness (curriculum and pacing guides, SOL Crosswalks, VDOE training institutes) • Understanding • Content (Curriculum Framework, technical assistance documents) • Connections (Enhanced Scope and Sequence lesson, vertical articulation of content)

  5. Exponents/Squares/Square Roots New from grade 8 6.5 investigate/ describe positive exponents, perfect squares 8.5 a) determine if a number is a perfect square b) find 2 whole numbers btwn which a square root lies 7.1a) investigate/ describe negative exponents b) determine scientific notation for numbers greater than 0 d) determine square roots

  6. Comparing and Ordering 4.2 a) comp/ order fractions 4.3 c) comp/ order decimals 5.2 b) compare/ order fractions and decimals 7.1 c) comp/ order fractions, decimals, percents, scientific notation 6.2 d) comp/order fractions, decimals, percents

  7. Expressions and Operations 5.7 Order of Operations 7.3 operations with integers 7.13 evaluate algebraic expressions 6.8 Order of Operations ( no { }, | | ) 8.1 simplify numerical expressions involving positive exponents, using rational numbers, order of operations, and properties to justify Alg1.1 represent verbal quantitative situations algebraically/evaluate expressions for given replacement values of variables New from grade 7 New from grade 7

  8. Modeling 3.3 b) model fractions 4.2 b) represent equiv fractions 4.3 d) write dec/fract from a model 6.2 b) identify fract, decimal, percent from a representation 6.4 represent multiplication and division of fractions 5.18 c) model solutions of one-step linear equations (+,-) 7.3 a) model operations (add/sub/mult/div) with integers New content New content

  9. Equations and Inequalities 7.15 a) solve one-step inequalities/ b) graph on number line 7.14 a) solve one- and two-step linear equations 6.20 graph inequalities on a number line 8.15 a) solve multistep linear equations 8.16 graph linear equations in two variables Alg1.4 solve multistep linear and quadratic equations (2 variables) Alg1.5 solve multistep linear inequalities (2 variables) Alg1.6 graph linear equations and inequalities New content

  10. What can you tell me?

  11. Technical Assistance Document for A.9 Published 5.16 Mean as Fair Share Alg2.11 Normal Distributions Alg1.9 Standard Deviation 6.15 Mean as Balance Point New content New content New content Technical Assistance Document for AII.11 October 2010 New content

  12. 6.17 identify/ extend geometric/ arithmetic sequences Alg2.2 investigate/ apply properties of arithmetic/ geometric sequences/ series to solve real world probs 7.2 describe/ represent arithmetic/ geometric sequences using variable expressions New content

  13. Each figure in the pattern below is made of hexagons that measure 1 centimeter on each side. NAEP Released Items – 2007 Grade 8 M7 #14 SCR Hard 29% If the pattern of adding one hexagon to each figure is continued, what will be the perimeter of the 25th figure in the pattern? Show how you found your answer.

  14. Perimeter Problem • In what situation would this task be used? • In which course/level would you use this task? • How would you adjust it for another course/level?

  15. Worthwhile task?Questions to ask yourself • Does the problem challenge students to use higher-level critical thinking skills? • Is the problem clearly connected to the targeted mathematics? • Are there multiple ways to solve this problem? • Is it accessible to all students?

  16. Worthwhile task?Questions to ask yourself • Does the problem promote mathematical communication? • What might students struggle with? • This would be an appropriate problem if you were studying… or if you have already studied…

  17. Where can I get worthwhile mathematical tasks? • NAEP released items http://nces.ed.gov/nationsreportcard/ • PISA released items http://nces.ed.gov/surveys/pisa/educators.asp • APEC Mathematics Assessment Database http://hrd.apec.org/index.php/Mathematics_Assessments • Heinemann Mathematics (not free, but cheap) http://books.heinemann.com/math/

  18. Assessing Higher-level Thinking Skills 8.11The student will solve practical area and perimeter problems involving composite plane figures. Find the area of the shaded region. FUTURE PAST

  19. Assessing Higher-level Thinking Skills 8.5 b) The student will find the two consecutive whole numbers between which a square root lies. Between which two whole numbers does lie? Between which two square roots does 5 lie? FUTURE PAST

  20. Assessing Higher-level Thinking Skills A.10 The student will compare and contrast multiple univariate data sets, using box-and-whisker plots. Which class had the most students scoring higher than 83? Class A has 30 students and Class B has 20 students. Which class has more students scoring above 83? PAST FUTURE

  21. Assessing Higher-level Thinking Skills • Increased levels of complexity in analysis • Increased levels of complexity in expressions and equations • Comparing and contrasting of functions during analysis

  22. New SOL Blueprints • Mega-categories combine reporting categories • Grade 6 – from 5 to 4 • Grade 7-8 – from 5 to 3 • Algebra I – from 4 to 3 • Geometry and Algebra II – from 5 to 3

  23. Note: Asterisk indicates that the SOL will be assessed in the non-calculator section.

  24. New Formula Sheets

  25. Technology Enhanced Items • Interactive questions • Hot-spots • Drag and drop • Creation of graphs • Short response • Practice ePAT available by February 2011 Beginning in Spring 2011

  26. New SOL Assessment Timeline • Spring 2011 • All SOL tests (live test items) based on 2001 SOL • Field test items will be based on the 2009 SOL • Technology enhanced items will be field tested in grades 6-8 and EOC SOL tests

  27. New SOL Assessment Timeline • Fall 2011 • EOC SOL tests will be based on 2009 SOL • Spring 2012 • All SOL tests will be based on 2009 SOL

  28. What is our goal as teachers of mathematics? • What will tomorrow’s jobs look like? • Teach kids how to use their critical thinking and reasoning skills to adapt and overcome in unfamiliar settings

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