Transcript Purposeful Planning by Backward Design

Purposeful Planning
by
Backward Design
and
Targeting the TEKS
7th GRADE
Wendy Curtner
Math Instructional Team
Ice Breaker: Math Trivia…
1. A woman gives a beggar 50 cents; the woman is the beggar's sister, but the
beggar is not the woman's brother. How come?
2. Why can't a man living in the USA be buried in Canada?
3. How many outs are there in an inning?
4. Is it legal for a man in California to marry his widow's sister? Why?
5. Two men play five games of checkers. Each man wins the same number of
games. There are no ties. Explain this.
6. Divide 30 by 1/2 and add 10. What is the answer?
7. If there are 3 apples and you take away 2, how many do you have?
8. A doctor gives you three pills telling you to take one every half hour. How long
would the pills last?
9. A clerk in the butcher shop is 5' 10'' tall. What does he weigh?
10. How many two cent stamps are there in a dozen?
11. What was the President's name in 1950?
Things that we know:
•Our state curriculum is 100% aligned to the NCTM
standards
•1992-2005 94% of the SAT was over grade 8 TEKS
•2005-2008 69% of the SAT is now over grade 8 TEKS
•21st year Texas gave state criterion referenced test
• Texas is 43rd in the nation out of 50 in math on SAT
results
•This year’s 8th graders will be the first to take EOC
Marzano did an analysis of in-school
factors that affect student achievement.
Guess what he found?
Coming in at first place!
What gets taught… he calls this a
“guaranteed and viable curriculum.”
“The impact of the actual, taught
curriculum on school quality, on
student learning, is
indescribably important.” Marzano
Backward Design Process:
•Look at the ARRC: At-a-Glance and Timelines
•Study and understand TEKS
•Create Essential Questions
•Consult Kilgo testing history
•Create your assessment
•Plan your instruction
Math Planning Binders, your tool…
•ARRC timelines
•TEKS booklets
•Kilgo – TAKS testing history
Coming soon to Print Shop:
Newly released TAKS testing history
Aligned Round Rock Curriculum…
Cognitive alignment: Do the verbs in the SE match the
steps in thinking required for answering the questions you
are asking the students?
Concept Alignment : Does the noun in the SE match the
concepts tested in the question?
Context Alignment: Is the context of the instruction on
the concept the same as the context stated in the TEKS?
One more thought…Content Vocabulary: Does the
mathematic vocabulary you are using for instruction and
assessment match the vocabulary in the SE?
Target the TEKS…not the Topics.
7.2A Represent multiplication and division
situations involving fractions and decimals
with models, including concrete objects,
pictures, words, and numbers.
VERB:
Noun:
represent
multiplication and division situations
(fractions/decimals)
Context: concrete models (objects, pictures,
words, and numbers.)
Do your instruction and assessment use
this verb, noun, and context?
Let’s Try it…
Verb: ________________
Noun: _______________
Context: _____________
Essential Questions…
Under
Construction…
Coming to a grade
level meeting near
you!
Facilitates discovery of solutions
Models the thinking you wish students
to do when solving the problem
Applies prior knowledge
References formula chart
Creates pictures, charts or diagrams
Helps students create their “own
understanding” of the concept.
Scaffolding…
1. Draw a picture of a rope
representing the total length
of the rope. (6.5m)
2. Cut the picture into a diagram
representing the parts of that
rope (0.2m)
3. Which operation goes with
cutting a rope?
4. Write an expression that
models your picture.
Let’s Try Scaffolding…
As a group,
come up with
3 to 4
questions that
break down
(scaffold) this
question…
Let’s Try Scaffolding again…
As a group, take
off the answer
choices and
come up with 3
to 4 questions
that break down
(scaffold) this
question…
More Ideas for Scaffolding…
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Take off multiple choice answers on occasion
Ask for multiple representations
Reference formulas and use the formula chart daily
Ask for generalizations
Ask for an explanation, written or oral
Ask for examples or non-examples
Ask for a prediction
Invert the problem
Have students create charts and graphs
as well as interpret them
The key to student success is
purposeful planning that
Targets the TEKS and the
alignment of instruction and
assessment to the TEKS
A Resource to make your
planning easier…
Math Wiki
(one stop shop for math instruction resources)
•Region 9 – word documents of all questions by
TEKS and objectives
•Pre-Created assessments by unit
•Pre-Created activities
•Much, much, more…