ELEMENTARY MATHEMATICS February Scaled Leadership PD sessions.

ELEMENTARY MATHEMATICS

February Scaled Leadership PD sessions

Agenda

◦ My MYA Learning

◦ Overview of district MYA results~ Instructional Implications

◦ Differentiated Instruction Addressing critical standards as per MYA results

◦ Additional Resources for FSA Practice

A CLOSER LOOK AT

OUTCOMES. . .

1. Goals: What outcomes do we want for our students in our district, in our schools?

2. Knowledge: What do we want to know and what guidance can we gain from our school data results?

3. Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student?

4. Outcome Assessment: How far do we need to go to reach our goals and outcomes?

5. Core Instruction: What are the critical components that need to be in place to reach our goals?

6. Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?

My Learning Goals

1. Goals: What outcomes do we want for our students in our district, in our schools?

2. Knowledge: What do we want to know and what guidance can we gain from our school data results?

Keep Moving . . .

• Core Instruction: What are the critical components that need to be in place to reach our goals?

• Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?

Grade/Course

District MYA 2014Average Percent Correct

Grade 3 Math 63Grade 4 Math 61Grade 5 Math 60

2014 – 2015 MYA

1. Goals: What outcomes do we want for our students in our district, in our schools?

2. Knowledge: What do we want to know and what guidance can we gain from our school data results?

3. Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student?

4. Outcome Assessment: How far do we need to go to reach our goals and outcomes?

5. Core Instruction: What are the critical components that need to be in place to reach our goals?

6. Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?

My MYA Learning

≥ 70

60% ≤ % correct < 70%

< 60%

3. Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student?

4. Outcome Assessment: How far do we need to go to reach our goals and outcomes?

5. Core Instruction: What are the critical components that need to be in place to reach our goals?

6. Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?

DI Models &

Resources

My MYA Learning

≥ 70

60% ≤ % correct < 70%

< 60%

Levels DI Model Resources

•Push-in • HMH Go Math Preparing Students for Florida Assessments (“Form C”)

• Item Specs Samples

•Push-in Standard-based support:• HMH, RtI Tier 1 DI Activity in TE• HMH, ELL Language Support Strategy

Activity in TE• HMH Go Math Preparing Students for

Florida Assessments (“Form C”)• Item Specs Samples

•Computer•Pull-out

• i-Ready Learning PathTLC (MYA Focus): • HMH, RtI Tier 2 DI Activity in TE• HMH, RtI Tier 1 DI Activity in TE• HMH, ELL Language Support Strategy

Activity in TE• HMH Go Math Preparing Students for

Florida Assessments (“Form C”)• Item Specs Samples

≥ 70

60% ≤ % correct < 70%

< 60%

16. Elizabeth found a red dress that cost $96. The red dress costs 3 times as much as the blue coat that Elizabeth likes. If Elizabeth buys the red dress and the blue dress, what is the total amount she will spend?

F. $128

G. $192

H. $288

I. $384

Grade 4

MAFS.4.OA.1.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

Only 21.71% answered correctly

4790 1596 11929 3530

21. Julia has 473 stickers in her sticker book. How many tens of stickers does Julia have?

A. 7

B. 40

C. 47

D. 70

Grade 4

MAFS.4.NBT.1.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.

For example, recognize that

700 ÷ 70 = 10 by applying concepts of place value and division.

Only 37.19% answered correctly

3498 2081 8208 8060

25. Which number is a prime number?

A. 38

B. 41

C. 57

D. 63

Grade 4

MAFS.4.OA.2.4c Determine whether a given whole number in the range 1—100 is prime or composite.

Only 42.71% answered correctly

5386 9426 4469 2552

37. Which is the product of the prime numbers between 4 and 10?

A. 35

B. 45

C. 48

D. 63

Grade 4

MAFS.4.OA.2.4c Determine whether a given whole number in the range 1—100 is

prime or composite.

Only 30.7% answered correctly

6775 6477 5464 3084

27. Which statement is true about the digit 8 in the whole numbers 1,825 and 8,367 ?

A. The 8 in 8,367 represents 1 times the 8 in 1,825

B. The 8 in 8,367 represents 10 times the 8 in 1,825

C. The 8 in 8,367 represents 100 times the 8 in 1,825

D. The 8 in 8,367 represents 1000 times the 8 in 1,825

Grade 4MAFS.4.NBT.1.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example,

recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

e value and division.

Only 36.97% answered correctly

3694 8158 4471 5604

51. Mr. Jeffrey has 147 folders. He wants to divide them so that each of 8 students get the same number of folders. How many folders will be left over after Mr. Jeffrey gives each student the greatest number of folders possible?

A. 3

B. 5

C. 11

D. 18

Grade 4MAFS.4.NBT.2.6

Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Only 36.96% answered correctly

8157 2392 3901 7416

My MYA Learning

My MYA Learning

HMH Go Math~ Teacher’s Edition

Assessment & Re-

teaching Tools

Think Central

Access via Employee Portal~

Single Sign-on“FORM C”

“Form C”

Sample Items

Item Specs

Sample Item

i-Ready Implementation Plan

Option 3:

Differentiated Instruction

It is important to remember that differentiated mathematics instruction is most successful when teachers:

• Believe that all students have the capacity to succeed at learning;

• Recognize that diverse thinking is an essential and valued resource;

• Know and understand mathematics and are confident in their ability to teach mathematical ideas;

• Are intentional about curricular choices• Develop strong learning communities in their

classrooms;• Focus assessment; and• Support each other in their efforts.

“In the end, all learners need your energy, your heart, and your mind.

They have that in common because they are young humans.

How they need you, however, differs. Unless we understand and respond to those differences, we fail many learners.”

~ Carol Ann Tomlinson

Department of Mathematics1501 N.E. 2nd Avenue, Suite 326

Miami, Fl 33132Office: 305-995-1939Fax: 305-995-4188

Florida Department of Educationhttp://www.flstandards.org/home.aspx