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Reflections on Implementation of the 2009 Mathematics SOL BRCTM Spring Conference March 14, 2011

Reflections on Implementation of the 2009 Mathematics SOL BRCTM Spring Conference March 14, 2011. Michael Bolling, Mathematics Coordinator Michael.Bolling@doe.virginia.gov. Earthquakes.

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Reflections on Implementation of the 2009 Mathematics SOL BRCTM Spring Conference March 14, 2011

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  1. Reflections on Implementation of the 2009 Mathematics SOL BRCTM Spring Conference March 14, 2011 Michael Bolling, Mathematics Coordinator Michael.Bolling@doe.virginia.gov

  2. Earthquakes • The Richter scale measurements are logarithmic base 10, which means that an earthquake of magnitude 9.0 would be 10 times as strong as an earthquake of magnitude 8.0.  Similarly, an earthquake of magnitude 9.0 would be 104 times as powerful as an earthquake that measured 5.0. • The recent earthquake in Japan measured 8.9 on the Richter scale.

  3. Tsunamis • The speed of a tsunami is a function of ocean depth: SPEED = g = acceleration due to gravity (9.81 m/s2) d = depth of the ocean in meters • Understanding the speed of tsunamis • is useful in issuing warnings to coastal • regions. Knowing the speed can help • predict when the tsunami will arrive at a • particular location.

  4. Topics • 2009 SOL and vertical articulation of content • Assessment of the new SOL • “Recent” VDOE resources • Common Core State Standards and Virginia • College and Career Readiness Initiative

  5. Accountability and NCLB • Each state has a different accountability model • All have 100% passing by 2014 • 85% will be the math AMO for 2010-2011

  6. Reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA) • NCLB is the current reauthorization of the ESEA • The political push for reauthorization is increasing

  7. 2009 Mathematics Standards of Learning • Rigor has been increased • Repetition has been decreased • Retention and application of content from previous years required • Vertical alignment has been improved

  8. Vertical Articulation Documents Click here for documents

  9. Vertical Articulation of Content • Consistency • Connections • Relevance Why is it important knowledge to have? All these lead to deeper understanding and long-term retention of content

  10. Multiplication and Area (Grade 3) Connection to area Concept of multiplication 2 x 3 2 groups of 3 2 3 2 x 3 = 6 Area is 6 square units

  11. Multiplication and Area (Grade 3 and 4) Multiplying whole numbers – progression of complexity 8 12 10 23 8 x 10 8 groups of 10

  12. Multiplication and Area (Grade 3 and 4) Multiplying whole numbers 23 3 20 10 12 2 “Partial Products”

  13. Multiplication and Area (Algebra I) Connection to Algebra I x 3 x 2 This will work for more than multiplying binomials! (unlike FOIL). This model is directly linked to use of algebra tiles.

  14. Multiplication and Area (Algebra I/Geometry Application) x 3 The sides of a square warehouse are increased by 2m and 3m as shown. The area of the extended warehouse is 156 m2. What was the side length of the original warehouse? original warehouse x 2 New Zealand Level 1 Algebra 1 Asia-Pacific Economic Cooperation – Mathematics Assessment Database

  15. Multiplication and Area (Algebra I/Geometry Application) 30 x The original warehouse measured 30m by 50m. The owner would like to know the smallest length by which she would need to extend each side in order to have a total area of 2500 m2. original warehouse 50 x New Zealand Level 1 Algebra 1 (modified) Asia-Pacific Economic Cooperation – Mathematics Assessment Database

  16. March Madness Search for “ESPN sports science bracketology”

  17. Equations and Functions(equality and properties) 1.18 demonstrate equality using equal signs 3.20 a) identity/commutative properties for add/mult 4.16 b) associative property for add/mult 5.19 distributive property of multiplication over addition 2.22 demonstrate an understanding of equality using = and ≠

  18. Equations and Functions(solving) 5.18 variables/ writing open sentence and problem/ model one-step equations 8.15 solve multi-step linear (variable on one or both sides) 7.14 solve one- and two-step equations/ practical problems in one variable 6.18 solve one-step equations

  19. Equations and Functions(representations) 7.12 represent relationships (tables, graphs, rules, words) 8.14 make connections between any two representations (tables, graphs, rules, words)

  20. Equations and Functions (Analysis) 23

  21. Frank Jacobs’ Strange Maps

  22. http://www.GasBuddy.com

  23. Reflections on Engagement and Motivation

  24. Mathematics Standards of Learning Implementation Timeline *Grade 3 assessment will become a grade level assessment in spring 2012 27

  25. Mathematics Standards of Learning Implementation Timeline 28

  26. New SOL Assessments • “Revised” versus “new” • New content • Increased rigor (higher-level) questions • Technology enhanced items (TEI)

  27. Technology Enhanced Items (TEI) Format: Fill in the blank Drag and drop Hot-spots: Select one or more answer options, placing points on coordinate planes Creation of graphs 30

  28. SOL Practice Test Questions • Will be posted in late March • Approximately 10 questions for each grade level, 3-8 and in Algebra I, Geometry, and Algebra II • Highlight new content, increased rigor, and TEI

  29. Technology Enhanced Items (TEI)

  30. Recent VDOE Resources • Technical Assistance Documents for SOL A.9 and SOL AII.11 • Mathematics InstitutesTraining/instructional resources for K-Algebra II available through the Tidewater Team at William and Mary Website

  31. Enhanced Scope and Sequence Lesson Plans • Revised and redeveloped • New layout • Provides differentiation strategies for all types of learners • Anticipated by Summer 2011

  32. Common Core State Standards (CCSS) www.corestandards.org

  33. Comparison of the CCSS for Mathematics with the 2009 Mathematics SOL • Both are rigorous sets of expectations for student learning • Virginia’s SOL are aligned with the CCSS for Mathematics • Differences • learning progressions • philosophy

  34. Comparison of the CCSS for Mathematics with the 2009 Mathematics SOL • Remember that quality is not just about standards…it’s about systems that support standards…including Curriculum Framework, assessment, professional development, and instructional practices

  35. College and Career Readiness Initiative (CCRI) Website • Defining College and Career Ready Mathematics Performance Expectations (MPE) • Developing elective "capstone courses” • Providing technical assistance and professional development to educators • Adding quantitative indicators of achievement aligned with the MPE • Identifying accountability measures and incentives for MPEPE achievement

  36. College Board Standards for College Success Common Core State Standards 2009 Standards of Learning ACT’s College Readiness Standards ADP Benchmarks College and Career Readiness Virginia’s College and Career Ready Mathematics Performance Expectations (MPE)

  37. CCRI Capstone Course for Mathematics • Integrate college and career-ready performance expectations into an applied setting of mathematical investigation • Require high-interest, high-level problem solving, decision making, analysis, and critical thinking, and evaluation in content and applied contexts

  38. CCRI Capstone Course for Mathematics • Designed for 12th grade students • Pilot year 2011-12

  39. Questions?

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