Transcript Purposeful Planning by Backward Design

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?
Dianne Shaver
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
(concepts)
•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
(presently they are taking TAKS TEST which includes
many of the Middle School TEKS…8th grade in particular.)
Marzano did a meta-analysis of in-school
factors that affect student achievement.
Coming in at the top-first place- is what
gets taught… what he calls a “guaranteed
and viable curriculum.”
“the impact of the actual,
taught curriculum on school
quality, on student learning, is
indescribably important.”
What do we need to do and/or
know as teachers to facilitate
success for our students?
: Do the verbs in the
student expectation match the steps in thinking
required for answering the questions you are
asking the students?
: Does the noun the in SE
match the concepts tested in the question?
: Does the
mathematics vocabulary you are using for
instruction and assessment match the vocabulary
in the SE, and..
Is the context of the instruction on the
concept the same as the context stated in the
TEK?
Target the TEKS…not the Topics.
TEK 6.3B Represent ratios and
percents with concrete models,
fractions, and percents
VERB: represent
Noun:
ratios /percents
Context: concrete models
fractions/percents
Facilitates discovery of
solutions
Applies prior knowledge
Helps students make their
“own meaning” and/or
understanding of the
concept.
 Ideas for scaffolding or retooling a question so that
word problems require a thoughtful analysis to
devise a new strategy or to use existing strategies
in new ways.
 Ask for multiple representations
 Ask questions that require qualitative reasoning.
 Ask for generalizations
 Ask for an explanation, written or oral
 Ask for examples or counter-examples
 Ask for a prediction
 Invert the problem
1. Percent is based on what whole
number?
2. What percent is half of a
number? …three fourths of a
number?
3. Is 65% more or less than half?
4. Which fraction answer choice is
closest to representing half?
5. What fraction choice is closest to
one whole? Closest to zero?
6. Which fraction represents more
than one whole?
7. Is $7 more or less than half of
$20?
8. Give a fraction that could
reasonably close to 65%.
They key to success is purposeful
planning that targets the TEKS.
Backward Design Process
Look at the ARRC: At-a-Glance and Timelines
Study and understand the specificity of the
TEKS
Create essential questions
Consult testing history of that TEK
Create your assessment
Plan your instruction
Study the concepts (TEKS) from the
viewpoint of assessment history. (How
has it been interpreted and tested?)
Teach the formula chart – the relationship of
the formulas and SE’s taught.
Once your assessment has been:
 formulated according to the ARRC and the
specificity of the TEKS
let this information purposefully drive the
planning of your instruction.
As teachers,
we must
remember:
ESC Region 9 -all of the released TAKS
questions per TEK and/or TAKS Objective.
(one stop shop for basic math instructional
resources.)