Transcript Document

High School Mathematics
February Scaled Leadership PD sessions
S I L V I A A D A Y, D I S T R I C T I N S T R U C T I O N A L S U P E R V I S O R
MICHELLE WHITE, EXECUTIVE DIRECTOR
D E PA R T M E N T O F M AT H E M AT I C S
O F F I C E O F A C A D E M I C S A N D T R A N S F O R M AT I O N
Today’s Goals:
1. Progress Monitoring: Mid-Year Assessment: What is our current level of performance
as a district? As a school? What guidance can we gain from our school and district data
results?
2. School-Wide Strategies: What strategies can we implement school-wide to reach our
intended outcomes?
3. Classroom Strategies-A Focus on Differentiated Instruction: What instructional
adjustments need to be made in the core classes to reach our intended outcomes?
“Without data, all anyone has are opinions. Data
elevates the probability that you’ll make the right
decision.”
-W.
Edwards Deming
Icebreaker:
If you had a magic wand, what would you change?
Pass the magic wand to the person next to you.
Looking Back….
District Trends:
Mid-Year Assessment
School’s average % correct vs.
District’s average % correct
% Assessed on the Algebra 1 Mid-Year: 40%
Standard
% on MYA
% Correct on MYA
MAFS.912.A-CED.1.1
11%
28.75%
MAFS.912.A-REI.2.3
7%
42.27%
MAFS.912.A-CED.1.4
9%
22.21%
MAFS.912.A-CED.1.3
7%
30.67%
MAFS.912.A-REI.1.1
9%
42.85%
MAFS.912.A-SSE.1.1.a
5%
34.85%
MAFS.912.F-IF.1.2
5%
24.95%
MAFS.912.F-IF.1.1
5%
36.07%
MAFS.912.N-RN.1.2
5%
28.92%
MAFS.912.N-RN.1.1
7%
30.57%
MAFS.912.N-RN.2.3
5%
30.63%
MAFS.912.S-ID.1.1
7%
58.64%
MAFS.912.S-ID.1.2
5%
23.14%
5%
45.98%
7%
43.83%
MAFS.912.S-ID.1.3
Not Assessed on MYA
MAFS.912.S-ID.2.5
% Assessed on the Geometry Mid-Year: 39%
Standard
% Correct on MYA
MAFS.912.G-CO.1.1
6%
54.20%
MAFS.912.G-CO.1.2
10%
43.30%
6%
29.75%
6%
42.47%
6%
33.70%
6%
42.71%
MAFS.912.G-CO.2.7
10%
61.97%
MAFS.912.G-CO.2.8
5%
54.07%
MAFS.912.G-CO.3.9
10%
45.02%
MAFS.912.G-CO.3.10
8%
40.40%
MAFS.912.G-CO.4.12
6%
34.66%
MAFS.912.G-SRT.1.1.a
2%
17.56%
MAFS.912.G-SRT.1.1.b
4%
26.88%
MAFS.912.G-GPE.2.7
8%
33.05%
MAFS.912.G-CO.1.4
MAFS.912.G-CO.1.5
MAFS.912.G-CO.1.3
MAFS.912.G-CO.2.6
Not Assessed on MYA
% on MYA
% Assessed on the Algebra 2 Mid-Year: 35%
Standard
MAFS.912.A-APR.1.1
6%
34.87%
MAFS.912.A-CED.1.1
6%
33.81%
MAFS.912.A-CED.1.2
6%
38.40%
4%
45.37%
MAFS.912.A-REI.3.6
4%
49.81%
MAFS.912.A-REI.3.7
6%
44.67%
MAFS.912.A-REI.1.1
6%
34.37%
MAFS.912.A-SSE.2.3.a
2%
35.73%
MAFS.912.A-SSE.2.3.b
4%
30.99%
MAFS.912.A-SSE.1.2
4%
29.07%
MAFS.912.N-CN.3.7
6%
25.01%
MAFS.912.A-REI.2.4.a
2%
30.92%
MAFS.912.A-REI.2.4.b
2%
42.78%
MAFS.912.G-GPE.1.2
6%
29.53%
MAFS.912.F-BF.2.3
6%
27.58%
MAFS.912.F-IF.2.4
6%
24.85%
MAFS.912.F-IF.2.5
4%
27.37%
MAFS.912.F-LE.2.5
4%
38.04%
MAFS.912.F-IF.3.8.a
4%
27.04%
MAFS.912.F-IF.2.6
4%
29.50%
MAFS.912.F-IF.3.7.a
2%
27.31%
MAFS.912.F-IF.3.7.b
4%
45.36%
MAFS.912.A-CED.1.3
Not Assessed on MYA
% on MYA % Correct on MYA
The student council is selling rolls of gift wrap and ribbon for the holiday season. The council charges $10 for a
roll of gift wrap and $3.50 for a roll of ribbon.
The student council will receive, as profit, 60% of the total sales. The student council has a fundraising goal of at
least $1,500.
Let g equal the number of rolls of gift wrap sold and let r equal the number of rolls of ribbon sold.
Which inequality represents the student council meeting its fundraising goal?
MAFS.912.A-CED.1.3
% Correct 10.55%
A Answers
7,187
B Answers
12,530
C Answers
3,466
D Answers
2,795
Algebra 1 MYA
Four groups of people were surveyed regarding their heights. The results of the surveys were displayed in the
histograms below. Which histogram represents the group with the lowest median height?
MAFS.912.S-ID.1.2
% Correct 11.24%
A Answers
2,365
B Answers
3,130
C Answers
2,979
D Answers
17,333
Algebra 1 MYA
The period of a pendulum T, in seconds, is the time it takes for a pendulum of length L to
make a complete swing back and forth and is given by the formula
where g is the
acceleration of gravity. What will be the length L’, of a pendulum that has a period of T’
seconds?
MAFS.912.A-CED.1.4
% Correct 14.49%
A Answers
3841
B Answers
8782
C Answers
6738
D Answers
6257
Algebra 1 MYA
Line segment 𝑅𝑆 is graphed with its end points at (1,3) and 7,11 . If 𝑅𝑆 is dilated by a scale factor of 2 with
(4,7) as the center of dilation, what is the combined length of the original line segment and its dilated image?
MAFS.912.G-SRT.1.1.b
% Correct 16.72%
A Answers
3,917
B Answers
9,355
C Answers
9,510
D Answers
4,637
Geometry MYA
Which statement is NOT correct?
MAFS.912.G-SRT.1.1.a
% Correct 17.54%
A Answers
4,865
B Answers
9,550
C Answers
7,995
D Answers
5,075
Geometry MYA
Which step must be completed when using a compass and straightedge to construct a line through a given
point, parallel to a given line?
MAFS.912.G-CO.4.12
% Correct 17.89%
A Answers
4,962
B Answers
7,164
C Answers
6,378
D Answers
9,114
Geometry MYA
The path of a roller coaster over a particular length of track can be represented by a quadratic function 𝑓,
where 𝑓(𝑥) represents the vertical displacement above or below a support bar (in meters), and 𝑥 represents
the horizontal displacement to the left or right of a flagpole (in meters). The roller coaster dips below the
support bar for values of 𝑥 between −2 and 1. Which function could represent 𝑓 ?
MAFS.912.F-IF.3.8.a
% Correct 16.33%
A Answers
4,671
B Answers
5,918
C Answers
8,586
D Answers
3,799
Algebra 2 MYA
The height, in feet, of an arrow shot from a bow in an upwards direction, is modeled by the function
𝑓 𝑡 = −16𝑡 2 + 96𝑡 + 5, where 𝑡 represents the time in minutes. During which interval is the arrow going
up?
MAFS.912.F-IF.2.4
% Correct 17.28%
A Answers
4,021
B Answers
6,654
C Answers
6,493
D Answers
5,506
Algebra 2 MYA
A student is finding the value of the variable 𝑥 in the equation
𝑝
𝑞
𝑎
𝑏
= 𝑥+
𝑟
, where 𝑎, 𝑏, 𝑝, 𝑞, 𝑟, and 𝑠 are
𝑠
integer constants, none of which are 0. Which statement describes and justifies steps the student can take to
find the value of the variable?
MAFS.912.A-REI.1.1
% Correct 17.61%
A Answers
4,097
B Answers
6,472
C Answers
6,657
D Answers
5,215
Algebra 2 MYA
School-Wide Strategies
• Implement Push-In/Pull-Out Interventions
• Develop grade-level, course-alike Instructional Focus Calendars
infusing Secondary, Data-Driven Standards
• Differentiated Instruction during Mathematics Classes (i.e. DI day)
• Before School/After School/Saturday Tutoring
• Homeroom Remediation (for schools with Extended Homeroom)
ThinkGate Reports
Satisfactory (>=69% )
Resources
Unsatisfactory (<69%)
Aday, Silvia
22.81%
Booth, Seely
31.58%
Campitelli, Maria Jose
38.58%
Algebra 1 <69% and >= 45%
Casares, Isis
43.86%
Geometry <69% and >= 50%
Cooper, Sheldon
19.3%
Diaz-Gonzalez, Maria Teresa
64.91%
Dixon, Daryl
45.61%
Garcia, Penelope
42.11%
Grimes, Rick
31.58%
Jackson, Michael
28.07%
Jareau, Jennifer
14.04%
Michonne
21.05%
Moore, Shemar
19.3%
Montenegro, Angela
21.05%
Sawyer, Tom
54.39%
Smith, Will
12.28%
White, Michelle
75.28%
Limited (High Red)
 Edgenuity Benchmark Review
 District Topic Tests
Algebra 2 <69% and >= 45%
 Mathematics Formative
Assessment System (MFAS)
 Algebra Nation – Just for
Algebra 1
1st Nine Weeks
Algebra 1
MAFS.912.A-CED.1.1 Review
MAFS.912.A-CED.1.3 Review
MAFS.912.A-CED.1.4 Review
MAFS.912.A-REI.1.1 Review
MAFS.912.A-REI.2.3 Review
MAFS.912.A-SSE.1.1 Review
MAFS.912.N-Q.1.1 Review
MAFS.912.N-Q.1.2 Review
MAFS.912.N-Q.1.3 Review
MAFS.912.N-RN.1.1 Review
MAFS.912.N-RN.1.2 Review
MAFS.912.N-RN.2.3 Review
MAFS.912.S-ID.1.1 Review
MAFS.912.S-ID.1.2 Review
MAFS.912.S-ID.1.3 Review
MAFS.912.S-ID.2.5 Review
Geometry
MAFS.912.G-CO.1.1 Review
MAFS.912.G-CO.1.2 Review
MAFS.912.G-CO.1.3 Review
MAFS.912.G-CO.1.4 Review
MAFS.912.G-CO.1.5 Review
MAFS.912.G-CO.3.9 Review
MAFS.912.G-CO.4.12 Review
MAFS.912.G-GPE.2.5 Review
MAFS.912.G-GPE.2.6 Review
MAFS.912.G-GPE.2.7 Review
https://learn.education2020.com/student/
Edgenuity Username: MA and Student ID
(Ex: MA1234567)
Edgenuity Password: Student ID
(Ex: 1234567)
Algebra 2
MAFS.912.A-CED.1.1 Review
MAFS.912.A-CED.1.2 Review
MAFS.912.A-CED.1.3 Review
MAFS.912.A-CED.1.4 Review
MAFS.912.A-REI.1.1 Review
MAFS.912.A-REI.2.4 Review
MAFS.912.A-REI.3.6 Review
MAFS.912.A-REI.3.7 Review
MAFS.912.A-REI.4.11 Review
MAFS.912.A-SSE.1.1 Review
MAFS.912.A-SSE.2.3.a Review
MAFS.912.A-SSE.2.3.b Review
MAFS.912.F-BF.1.1.a Review
MAFS.912.F-BF.2.3 Review
MAFS.912.F-IF.3.7.a Review
MAFS.912.F-IF.3.7.b Review
MAFS.912.F-IF.3.8 Review
MAFS.912.G-GPE.1.2 Review
MAFS.912.N-CN.1.1 Review
MAFS.912.N-CN.1.2 Review
MAFS.912.N-CN.3.7 Review
District Topic Tests
Geometry
District Topic Tests
Algebra 1
District Topic Tests
Algebra 2
Mathematics Formative Assessment System (MFAS)
The objective is to understand student thinking so that teaching can be adapted to improve
student achievement of mathematical goals related to the standards.
 Tasks or problems that teachers can implement with their students.
 Students are asked to explain their reasoning, and justify their solutions.
 Rubrics are available to help the teacher interpret students' responses.
 Based on the students’ responses teachers can differentiate instruction based on students'
strategies.
MFAS is a process rather than a test.
INSTRUCTIONAL TOOLS
M
F
A
S
Formative Assessments:
Name
Description
MAFS.912.A-SSE.2.3
Population Drop:
College Costs:
Students are asked to use the properties of exponents to show that two expressions are equivalent and compare the two functions in terms of what each reveals.
Students are asked to transform an exponential expression so that the rate of change corresponds to a different time interval.
MAFS.912.F-BF.2.3
Comparing Functions Exponential:
Students are asked to use technology to graph exponential functions and then to describe the effect on the graph of changing the parameters of the function.
MAFS.912.F-IF.2.6
Students are given a graph of an exponential function and are asked to calculate and compare the average rate of change over two different intervals of time.
Air Cannon:
Estimating the Average Rate of
Students are asked to estimate the average rate of change for a nonlinear function over two different intervals given its graph.
Change:
MAFS.912.F-IF.3.8
Exponential Functions 1:
Exponential Functions 2:
Students are asked to identify the percent rate of change of a given exponential function.
Students are asked to identify the percent rate of change of a given exponential function.
MAFS.912.F-LE.1.1
Algebra 1
&
Geometry
Linear or Exponential?:
Prove Exponential:
Students are given four verbal descriptions of functions and asked to identify each as either linear or exponential and to justify their choices.
Students are asked to prove that an exponential function grows by equal factors over equal intervals.
Students are given a linear and an exponential function, one represented verbally and the other by a table. Then students are asked to compare the rate of change
How Does Your Garden Grow?: in each in the context of the problem.
Exponential Growth:
Students will describe situations where one quantity changes at a constant rate per unit interval as compared to another.
MAFS.912.F-LE.1.2
Writing an Exponential Function
Students are asked to write an exponential function from a written description of an exponential relationship.
From a Description:
Writing an Exponential Function
Students are asked to write an exponential function represented by a table of values.
From a Table:
What Is the Function Rule?:
Students are asked to write function rules for sequences given tables of values.
Writing an Exponential Function
Students are asked to write an exponential function given its graph.
From Its Graph:
MAFS.912.F-LE.1.3
Compare Linear and
Exponential Functions:
Students are asked to compare a linear function and an exponential function in context.
Algebra Nation
Algebra 1
Texas Instruments
TI-30Xa
TI-30Xa Solar SE
Vince O’Connell
Educational Technology Consultant-ETC
(AL, FL, MS)
Texas Instruments, Inc.
972-207-0909
CASIO
fx – 260 Solar
Iliana Gonzalez
Market Development Manager-Southeast
Education Division
Casio America, Inc.
Phone:
e-mail:
Education Hotline:
Thank You!