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

M I C H E L L E W H I T E , E X E C U T I V E D I R E C T O RD E P A R T M E N T O F M A T H E M A T 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 A T 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

If you had a magic wand, what would you change?

Icebreaker:

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

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%

MAFS.912.S-ID.1.3 5% 45.98%

MAFS.912.S-ID.2.5 7% 43.83%

% Assessed on the Algebra 1 Mid-Year: 40%

Not Assessed on MYA

Standard % on MYA % Correct on MYA

MAFS.912.G-CO.1.1 6% 54.20%

MAFS.912.G-CO.1.2 10% 43.30%

MAFS.912.G-CO.1.4 6% 29.75%

MAFS.912.G-CO.1.5 6% 42.47%

MAFS.912.G-CO.1.3 6% 33.70%

MAFS.912.G-CO.2.6 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%

% Assessed on the Geometry Mid-Year: 39%

Not Assessed on MYA

Standard % on MYA % Correct on MYAMAFS.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% MAFS.912.A-CED.1.3 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%

% Assessed on the Algebra 2 Mid-Year: 35%

Not Assessed 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 is graphed with its end points at and . If is dilated by a scale factor of 2 with 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 , where represents the vertical displacement above or below a support bar (in meters), and 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 between and . Which function could represent ?

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 where 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 in the equation where and are 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

What strategies can we implement school-wide to reach our intended outcomes?

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)

Unsatisfactory (<69%)

Satisfactory (>=69% ) Resources Edgenuity Benchmark Review

District Topic Tests

Mathematics Formative Assessment System (MFAS)

Algebra Nation – Just for Algebra 1

Aday, Silvia 22.81%

Booth, Seely 31.58%

Campitelli, Maria Jose 38.58%

Casares, Isis 43.86%

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%

ThinkGate Reports

Limited (High Red)

Algebra 1 <69% and >= 45%

Geometry <69% and >= 50%

Algebra 2 <69% and >= 45%

https://learn.education2020.com/student/

Edgenuity Username: MA and Student ID (Ex: MA1234567)Edgenuity Password: Student ID (Ex: 1234567)

Algebra 1MAFS.912.A-CED.1.1 ReviewMAFS.912.A-CED.1.3 ReviewMAFS.912.A-CED.1.4 ReviewMAFS.912.A-REI.1.1 ReviewMAFS.912.A-REI.2.3 ReviewMAFS.912.A-SSE.1.1 ReviewMAFS.912.N-Q.1.1 ReviewMAFS.912.N-Q.1.2 ReviewMAFS.912.N-Q.1.3 ReviewMAFS.912.N-RN.1.1 ReviewMAFS.912.N-RN.1.2 ReviewMAFS.912.N-RN.2.3 ReviewMAFS.912.S-ID.1.1 ReviewMAFS.912.S-ID.1.2 ReviewMAFS.912.S-ID.1.3 ReviewMAFS.912.S-ID.2.5 Review

Algebra 2MAFS.912.A-CED.1.1 ReviewMAFS.912.A-CED.1.2 ReviewMAFS.912.A-CED.1.3 ReviewMAFS.912.A-CED.1.4 ReviewMAFS.912.A-REI.1.1 ReviewMAFS.912.A-REI.2.4 ReviewMAFS.912.A-REI.3.6 ReviewMAFS.912.A-REI.3.7 ReviewMAFS.912.A-REI.4.11 ReviewMAFS.912.A-SSE.1.1 ReviewMAFS.912.A-SSE.2.3.a ReviewMAFS.912.A-SSE.2.3.b ReviewMAFS.912.F-BF.1.1.a ReviewMAFS.912.F-BF.2.3 ReviewMAFS.912.F-IF.3.7.a ReviewMAFS.912.F-IF.3.7.b ReviewMAFS.912.F-IF.3.8 ReviewMAFS.912.G-GPE.1.2 ReviewMAFS.912.N-CN.1.1 ReviewMAFS.912.N-CN.1.2 ReviewMAFS.912.N-CN.3.7 Review

GeometryMAFS.912.G-CO.1.1 ReviewMAFS.912.G-CO.1.2 ReviewMAFS.912.G-CO.1.3 ReviewMAFS.912.G-CO.1.4 ReviewMAFS.912.G-CO.1.5 ReviewMAFS.912.G-CO.3.9 ReviewMAFS.912.G-CO.4.12 ReviewMAFS.912.G-GPE.2.5 ReviewMAFS.912.G-GPE.2.6 ReviewMAFS.912.G-GPE.2.7 Review

1st Nine Weeks

District Topic Tests Geometry

District Topic Tests Algebra 1

District Topic Tests Algebra 2

Mathematics Formative Assessment System (MFAS)

Tasks or problems that teachers can implement with their students.

Rubrics are available to help the teacher interpret students' responses.

Based on the students’ responses teachers can differentiate instruction based on students' strategies.

The objective is to understand student thinking so that teaching can be adapted to improve student achievement of mathematical goals related to the standards.

MFAS is a process rather than a test.

Students are asked to explain their reasoning, and justify their solutions.

INSTRUCTIONAL TOOLS

Formative Assessments:

Name Description

MAFS.912.A-SSE.2.3 Population Drop:

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.

College Costs: 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

Air Cannon: 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.

Estimating the Average Rate of Change:

Students are asked to estimate the average rate of change for a nonlinear function over two different intervals given its graph.

MAFS.912.F-IF.3.8

Exponential Functions 1: Students are asked to identify the percent rate of change of a given exponential function.

Exponential Functions 2: Students are asked to identify the percent rate of change of a given exponential function.

MAFS.912.F-LE.1.1

Linear or Exponential?: Students are given four verbal descriptions of functions and asked to identify each as either linear or exponential and to justify their choices.

Prove Exponential: Students are asked to prove that an exponential function grows by equal factors over equal intervals.

How Does Your Garden Grow?: 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 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 From a Description:

Students are asked to write an exponential function from a written description of an exponential relationship.

Writing an Exponential Function From a Table:

Students are asked to write an exponential function represented by a table of values.

What Is the Function Rule?: Students are asked to write function rules for sequences given tables of values.

Writing an Exponential Function From Its Graph:

Students are asked to write an exponential function given 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.

MFAS

Algebra 1&

Geometry

Algebra Nation Algebra 1

TI-30Xa Solar SE TI-30Xa

Texas Instruments

Vince O’ConnellEducational Technology Consultant-ETC

(AL, FL, MS)Texas Instruments, Inc.

972-207-0909 voconnell@ti.com

http://education.ti.com

CASIO

Iliana GonzalezMarket Development Manager-Southeast

Education DivisionCasio America, Inc.

Phone: 305.316.9282e-mail: igonzalez@casio.com

www.casio.com | www.casioeducation.comEducation Hotline: 1.800.582.2763

fx – 260 Solar

Thank You!