3 – 5 Math STAAR Basics

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

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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

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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

– Email

• Facilitator 2: Name – Email

• Facilitator 3: Name – Email

Thank you

Date: 00/00/2014Presenter:First and last nameTitle