MEAP IS EVERYBODY’S BUSINESS

1. MEAP IS EVERYBODY’S BUSINESS MEAP & Curriculum June 13, 2006 Carver K-8 Learning Community

2. TODAY YOU WILL RECEIVE: • Information on how to increase student achievement on standardized assessments • Learn how the Grade Level Content Expectations are addressed within the current curriculum materials • Information about developing a plan of action for the 2006 - 2007 school year

3. Agenda • Who Wants to Be a Mathematics Millionaire? • Review of the GLCEs • Upcoming Correlated Lessons • Sample Assessment Items • Support Documents • GLCE Action Plan • Wrap Up & Evaluation

4. Who Wants to Be a Mathematics Millionaire? How To Play: • Write your name at the top of your answer sheet • You must answer the question on your own, so you don’t have any life lines. • Write down the letter of your answer. • Turn in Your Answer Sheets • Find out who has become a Millionaire! Let’s Play Millionaire!

5. What are the Grade Level Content Expectations? • The Grade Level Content Expectations are designed to identify specific targets for state-wide assessment. • The GLCE objectives are aligned to DPS pacing charts and curricula. • GLCE intentionally do not imply how content should be taught, only what students should know. • GLCE identify end of year competencies for students.

6. Fall Test Set-Up • Five components: • Core assessment (up to 24 GLCE’s) • Extended core (other GLCE’s at each level) • Future core (GLCE’s formerly at higher grade levels) • Replacement items (to field test and replace above) • Linking items (from higher/lower grade) • Approximately 2 hours

7. Will every item count towards students scores? • Each expectation is designated as either - Core (currently taught at this grade level), - Extended Core (prerequisite to a core expectation), or - Future Core (new to this grade level) • Only the items that assess Core expectations on the Fall 2006 tests will count toward AYP • Items that assess Future Core and Extended Core expectations will NOT count toward AYP until 2009 - 2010 • After that time, all content in the GLCE will count for AYP.

8. Mapping from theMCF Standards and Benchmarks to the GLCEs Algebra Geometry Measurement Data & Probability Number & Ops Algebra Data & Probability Patterns, Relationships, & Functions Geometry & Measurement Data Analysis & Statistics Number Sense & Numeration Numerical & Algebraic Operations & Analytical Thinking Probability & Discrete Mathematics

9. Weeks 24 – 27 Grade 2 use decimal notations

10. Extension Suggestions – Grade 2 • The expectation requires that students read & write amounts of money using decimal notation. However, the lesson only requires that they figure out the amount of money without the decimal notation. • We suggest the following ideas for extensions.

11. Second Grade Suggested Practice Items How much money do you have? a) $1.70 b) $1.00 c) $1.35 My piggy bank has $3.40. I spent 50 cents. How much do I have left? a) $3.90 b) $2.90 c) $8.40

12. Weeks 21 – 24 Grade 3

13. Extension Suggestions - Grade 3 • The third grade curriculum guide contains several mini-lessons that meet the Grade Level Content Expectations. • Take a look at the Tangram lesson. • Are there any other lessons that help students meet this Grade Level Content Expectation?

14. Weeks 25-28 Grade 4

15. Extension Suggestions – Grade 4 • N.ME.04.20 requires that students understand fractions as parts of a set. We suggest doing some work with fractions of a set from the Scott Foresman Addison Wesley book for bell work. Use Example 2 from page 388 and numbers 1-2 on page 389. • N.MR.04.21 requires that students explain why equivalent fractions are equal. They can do some explanation in this investigation, but for more practice students should engage in activities like what is listed below: • Complete the number lines below and explain why 6/8 and ¾ are equivalent. • 0 1 2 0 1 2

17. Weeks 23-29 Grade 5

18. Extension Suggestions – Grade 5 • The expectation goes beyond what the lesson is actually teaching. We suggest providing practice converting units of length, weight, area, volume, and time. • Example: How many milliliters are in one liter?

20. Sample Assessment Items N.MR.02.08 Find missing values in open sentences, e.g., 42 + □ = 57; use relationship between addition and subtraction. Example: Tamiko wanted 100 trading cards. She had 55 cards. How many more cards did she need?

21. Sample Assessment Items N.MR.02.16 Given a simple situation involving groups of equal size or of sharing equally, represent with objects, words, and symbols; solve. Example: Each pack of gum has five sticks. How many sticks of gum are in three packs of gum?

22. Sample Assessment Items N.MR.03.14 Solve simple division problems involving remainders, viewing the remainder as the “number left over” (less than the divisor) Example: Lilo brings 40 pieces of candy to share with the class. There are 18 students in the class. If each student receives 2 pieces, how many pieces of candy are left over?

23. Sample Assessment Items M.TE.04.04 Measure surface area of cubes and rectangular prisms by covering and counting area of the faces. Example: John has a cube, 3 inches on each side. What is its surface area? 3 inches 3 inches

24. Sample Assessment Items N.FL.05.14 Add and subtract fractions with unlike denominators of 1,2 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 and 100, using the common denominator that is the product of the denominators of the 2 fractions. Example: Bobby bought 3 3/5 ice cream cones. Jose Miquel bought 5 1/3 ice cream cones. How many ice cream cones did they buy together?

25. Support Documents • Vocabulary Lists • Sample Assessment Items • Curriculum Guide • Mini-Lessons • Parent Guides

26. Helpful Websites • Michigan Department of Education www.michigan.gov/mde • Michigan Council of Teachers of Mathematics www.mictm.org • National Council of Teachers of Mathematics www.nctm.org

27. Grade Level Content Expectations Action Plan What resources do I have to use to better prepare my students? How will I review what has been taught the previous school year? What evidence do I have of mastery of the expectations?

28. Mathematics Expectations Action Plan

29. Mathematics Expectations Action Plan - SAMPLE

30. Professional Development Day Checklist □Curriculum Guide □Copy of your Grade Level Content Expectations □Vocabulary Lists □Sample Assessment Problems Materials given are to assist in completing the Building Level Action Plan.