1 / 42

API Meeting

API Meeting. October 10, 2013. The ACT Mathematics Test. Format Facts: 60 MC questions, 60 minutes Most items individual, but some in sets based on same graph, table, chart, etc. No extensive computation or memorization of complex formulas required (no calculator required, but most allowed).

tasha-blackwell
Download Presentation

API Meeting

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. API Meeting October 10, 2013

  2. The ACT Mathematics Test Format Facts: 60 MC questions, 60 minutes Most items individual, but some in sets based on same graph, table, chart, etc. No extensive computation or memorization of complex formulas required (no calculator required, but most allowed)

  3. The ACT Mathematics Test Types of Questions: Knowledge & Skills (50% of test) Direct Application (28% of test) Understanding Concepts and Integrating Conceptual Understanding (22 %)

  4. The ACT Mathematics Test Math II Middle School Math Math I Math III Breakdown of Content:

  5. The ACT Mathematics Test Middle School Math Math I Math II Math III Breakdown of Content:

  6. Let’s review a little . . . ACT Overview Sonya Stephens Data and Accountability September 12, 2013

  7. The ACT Measures • Participation: Number of students in the 11th grade (March Data Collection) and comparing it to the number of scored assessments. • Performance: Based on the current year total number of students meeting the UNC minimum composite of 17 divided by the number of students who have a composite score.

  8. ACT’s Definition of College Readiness College Readiness is the level of preparation a student needs to be equipped to enroll andsucceed – without remediation – in a credit-bearing, first-year course at a two-year or four-year institution, trade school, or technical school. www.act.org/commoncore

  9. ACT’s College Readiness Benchmarks 22 23 • Empirically derived • 50% likelihood of achieving a B or higher or about a 75% likelihood of achieving a C or higher in the corresponding credit-bearing college course

  10. 14 vs. 20% 32 vs. 40%

  11. Roster 3: Need for Assistance • Roster 3: Students who expressed a need for help in a particular area • Educational/career planning • Improving writing skills • Improving reading speed and comprehension • Improving study skills • Improving mathematical skills • Improving computer skills • Improving public speaking This roster can help you identify instructional needs, design intervention strategies, and assist students with reaching their academic and career goals.

  12. The Need for Thinking Skills The ACT Connecting College Readiness Standards to the Classroom, For Mathematics Teachers, p.19 Classroom teachers are integrally involved in preparing today’s students for their futures. Such preparation must include the development of thinking skills such as problem solving, decision making, and inferential and evaluative thinking. These are, in fact, the types of skills and understandings that underlie the test questions on the ACT.

  13. Lessons Learned from the PSAT Remember the ACT question types:

  14. 49% 56% 30% 40% 58%

  15. WHAT DOES RESEARCH SAY ABOUTHOW MATHEMATICS INSTRUCTIONSHOULD BE CONDUCTED? A variety of instructional methods should be used in classrooms to cultivate students’ abilities to investigate, make sense of, and construct meanings from new situations; to make and provide arguments for conjectures; and to use a flexible set of strategies to solve problems from both within and outside mathematics. In addition to traditional teacher demonstrations and teacher-led discussions, greater opportunities should be provided for small-group work, individual explorations, peer instruction, and whole-class discussions in which the teacher serves as a moderator. (NCTM, 1989, pp. 125, 128)

  16. To sum it up . . . Teachers need to support students in engaging in Mathematical Discourse.

  17. Experience the Common Core Math Classroom

  18. Investigation 1: Physics and Business at Five Star Amusement Park How is the stretch of a bungee cord related to the weight of the bungee jumper? How are number of customers and income for a bungee jump related to price charged for a jump? How can data tables, graphs, and rules relating variables be used to answer questions about such relationships between variables?

  19. Collaborative Group Norms Each member contributes to the group’s work. Each member of the group is responsible for listening carefully when another group member is talking. Each member of the group has the responsibility and the right to ask questions. Each group member should help others in the group when asked. Each member of the group should be considerate and encouraging. Work together until everyone in the group understands and can explain the group’s results.

  20. Group Roles

  21. N = 50 – p

  22. Formative Assessment of Conceptual Understanding

  23. Formative Assessment of Collaboration Skills

  24. On Your Own Applications Connections Reflections Extensions Review

  25. Reflection Reflect on your experience with this math lesson. What kinds of math discourse did you participate in? What levels of DOK did you access? How does this lesson compare with what you typically observe in your math classrooms?

  26. Walkthrough Tool

  27. The 5-E Model in a Core Plus Lesson

More Related