Transcript Sparking Students to Think and Talk like STAAR!

Sparking
Students to
Think and Talk
like STAARs!
Amelia Hicks Moya, 3rd Grade
Teacher
Lake Travis Elementary, Lake Travis ISD
and Vice President, Elementary, Texas Council of Teachers of Mathematics
Integrating process TEKS
into any lesson using
question stems and
extension activities
We all
agree.
Successfully teaching
process skills for STAAR is
really hard.
The Process TEKS, Spring 2014
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Identify the mathematics in everyday situations.
Solve problems that incorporate understanding the problem, making a
plan, carrying out the plan, and evaluating the solution for
reasonableness.
Select or develop an appropriate problem-solving plan or strategy,
including drawing a picture, looking for a pattern, systematic guessing
and checking, acting it out, making a table, working a simpler problem,
or working backwards to solve a problem.
Use tools such as real objects, manipulatives, & technology to solve
problems.
Explain and record observations using objects, words, pictures, numbers,
and technology.
Relate informal language to mathematical language and symbols.
Make generalizations from patterns or sets of examples and nonexamples.
Justify why an answer is reasonable and explain the solution process.
How does the state
clarify student
expectations?
How have process skills been assessed?
Apply mathematics to problems arising
in everyday situations,society, and the
workplace.
(formally 3.14 a, 4.14a, 5.14a, 6.11a, 7.13a, and 8.13a)
These problems have no
common thread other than the
scenario is a real life context.
Use a problem-solving model that
incorporates analyzing given information,
formulating a plan or strategy, determining a
solution, justifying the solution, and evaluating
the problem-solving process and the
reasonableness of the solution.
(formally 3.14bc, 4.14bc, 5.14bc, 6.11bc, 7.13bc, 8.13bc)
These problems usually have a given context or criteria that
answer choices must be judged against as reasonable. For
most of these solutions, the student tests answer choices
against the given criteria.
Only in the upper grades (6-9), do students apply the criteria
to solve for the answer in past released questions.
Select tools, including real objects,
manipulatives, paper and pencil, and
technology as appropriate, and techniques,
including mental math, estimation, and
number sense as appropriate, to solve
problems.
(formally 3.14d, 4.14d, 5.14d, 6.11d, 7.13d, 8.13d)
3rd grade questions were tied to measurement tools.
No questions in 4th or 5th cited this process skill.
In the upper grades (6-8), nearly every question had a model
that was interpreted before determining best answer choice.
These included area, perimeter, circumference, coordinate
graphs, and slope.
Communicate mathematical ideas,
reasoning, and their implications using
multiple representations, including
symbols, diagrams, graphs, and
language as appropriate.
(formerly 3.15a, 4.15a, 5.15a, 6.12a, 7.14a, 8.14a)
The TEKS has not been assessed in 3rd or 4th.
In 5th grade, students are given a scenario and asked to
determine which statement is true.
In upper grades (6-8), the student is determining which formula
is used to create a given model.
Create and use representations to
organize, record, and communicate
mathematical ideas.
(formerly 3.15b, 4.15b, 5.15b, 6.12b, 7.14b, 8.14b)
In the grades 3-5, students are given a problem
and asked to determine which formula (in
words or numbers) would be used to solve it.
In grades 6-8, this TEKS was not assessed.
Analyze mathematical relationships to
connect and communicate
mathematical ideas.
(formerly 3.16a, 4.16a, 5.16a, 6.13a, 7.15a, and 8.15a)
In grades 3-6, these questions often involve extending a pattern, naming a
pattern, or finding an example given example and non-example sets. Answers
are often sentences that are found to be true or false given the pattern modeled.
In grades 7-8, the old TEKS was not assessed.
Display, explain, and justify
mathematical ideas and arguments
using precise mathematical language
in written and oral communiction.
(formerly 3.16b, 4.16b, 5.16b, 6.13b, 7.15b, and 8.15b)
In grades 3-5, the old TEKS was never tested.
In grades 6-8, student answer choices were accompanied by a reason for that
solution. The reasoning could be a formula used to solve or a sentence
explaining why the answer was most reasonable.
Occasionally students were asked to determine which statement was true.
It would be so
much easier if we
didn’t have to
take a STAAR test!
So what will you choose…
Keep on resenting it
OR
Embrace the opportunity!
How does this
change our
classroom
instruction?
In kindergarten
through Grade 8,
students need to…
 Encounter real world
problems
 Analyze information
 Justify and prove
answers in sentences
 Communicate
solutions in multiple
representations
 TALK MATH!
SENTENCE STEM IDEAS FOR KINDERGARTEN
A. What are things that come in (quantity)?
B. How can we show (quantity) using things in our classroom?
How are we sure that these equal (quantity)?
Do you see other number groups in (quantity)?
Can (quantity) made by putting other number groups together?
C. What can we find in the room that comes in (quantity)?
Let’s put these numbers in order from least to greatest.
Which number is closest to one? Which is closest to ten?
D. Activities that involve matching groups of objects to digits to picture
models, etc.
E. Activities that involve writing numbers and mathematical ideas being
modeled such as finger paint dots next to a written quantity.
F. What makes four different from three?
What makes four different from seven? Etc.
G. How do I know that this groups of objects aren’t the same as…
SENTENCE STEM IDEAS FOR 1st and 2nd GRADE
A.
What are things that come in (quantity)?
Can you think of a time when you combined things? Tell me. Show me.
Can you think of a time when you compared what you had to what a
friend has? Tell me. Show me.
Have you ever had to share something fairly with your brother or sister?
Tell me. Show me.
B.
(provide any word problem)
What are we trying to find out in this problem?
What numbers do we know in the problem?
What do the numbers mean? What do they look like?
How do we use these numbers to solve our problem?
What are some other ways we could show our solution?
C.
Which of these numbers is closest to one? Which is closest to twenty?
To fifty? How do we know?
Activities where the student estimates before counting, adding, or
subtracting.
Activities where the student self-selects objects or drawings to represent
solutions, then pair-shares to compare strategy with peer.
SENTENCE STEM IDEAS FOR 1st and 2nd GRADE
D.
Activities that involve matching groups of objects to digits to
picture models, etc. Activities where students match data to graphs
or pictorial representations.
E.
Table lessons where student matches invented solution to a
solution sentence, including related facts other than the
traditional solution to provoke discussions.
EXAMPLE: Josue has fourteen bottle caps and Maria has twenty bottle
caps. How many more bottle caps does Maria have than Josue?
Traditional solution (do not give as answer option): 20 – 14 = 6
Possible answer options given: 20 – 6 = 14, 6 + 14 = 20, 14 + 6 = 20
F.
What makes twenty-two different from twenty -three?
What makes fourteen different from seventeen? Etc.
Activities such as daily number to brainstorm related facts and
multistep problems.
G.
How do I know that this groups of objects aren’t the same as …
Math journal – representing word problems in multiple ways such as
solution sentence, picture, number line, base ten blocks, etc.
And now for the
upper grades
A model using a
.basic perimeter
worksheet.
Tell me what you
see….
.
Show me what
this could look
like!
Suggested Guidelines:
1. Only layer one or two
additional tasks to any
lesson.
2. Consider using some
extensions as a center
or partner task. Others
are best suited for small
group work. You are the
expert on what is best
for your students.
.
Follow
assignments
with questions
and extension
projects to
incorporate
more process
skills.
Show me what
this could look
like!
See
.
Handout
When students finish
work, they get an
card and read
complete the task
before going to
stations.
Then, once all are done
or at the start of next
day, use cards to play
quiz-quiz-trade to
determine which
statements are truths
and which are lies.
Also makes a great exit
card!
Use Schoology or other sites to
create an online task.
Access Code 86QQC-BRKV5
Amelia Hicks Moya
Lake Travis Elementary School
Lake Travis Independent School District
email: [email protected]
campus phone: 512.533.6300
Texas Council of Teachers of Mathematics
Vice President, Elementary
www.tctmonline.org