Transcript Teacher Training for the Redesigned SAT: Passport to Advanced

P R O F E S S I O N AL
DEVELOPMENT
MODULE
5
The Redesigned SAT
Math that Matters Most:
Professional Development
Modules for the Redesigned SAT
Module 1
Key Changes
Module 2
Words in Context and Command of Evidence
Module 3
Expression of Ideas and Standard English Conventions
Module 4
Math that Matters Most:
Heart of Algebra
Problem Solving and Data Analysis
Module 5
Math that Matters Most:
Module 6
Using Scores and Reporting to Inform Instruction
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CHAPTER
1
What is the Purpose of
Module 5?
► Review the content assessed for two math domains:
-
-
► Connect Passport to Advanced Math and Additional Topics in Math with
classroom instruction in math and other subjects
Score Reporting on the
Redesigned SAT
4
Scores and Score Ranges
Across the SAT Suite of Assessments
5
CHAPTER
2
Overview of the SAT Math Test
SAT Math Test Domains
Four Math Domains:
1.
2.
3.
4.
Heart of Algebra
a.
Linear equations
b.
Fluency
Problem Solving and Data Analysis
a.
Ratios, rates, proportions
b.
Interpreting and synthesizing data
a.
b.
Procedural skill and fluency
(Questions under Additional Topics in Math contribute
to the total Math Test score but do not contribute
to a Subscore within the Math Test)
a.
Module 5
Essential geometric and trigonometric concepts
7
SAT Math Test Information
►
The overall aim of the SAT Math Test is to assess fluency with, understanding of,
and ability to apply the mathematical concepts that are most strongly prerequisite
for and useful across a wide range of college majors and careers.
►
The Math Test has two portions:
►
-
Calculator Portion (38 questions)
55 minutes
-
No-Calculator Portion (20 questions)
25 minutes
Total Questions on the Math Test: 58 questions
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Multiple Choice (45 questions)
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Student-Produced Response (13 questions)
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Calculator and No-Calculator Portions
►
The Calculator portion:
-
gives insight into students’ capacity to use appropriate tools strategically.
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includes more complex modeling and reasoning questions to allow students to
make computations more efficiently.
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includes questions in which the calculator could be a deterrent to expedience,
•
►
students who make use of structure or their ability to reason will reach the solution
more rapidly than students who get bogged down using a calculator.
The No-Calculator portion:
-
allows the redesigned SAT to assess fluencies valued by postsecondary
instructors and includes conceptual questions for which a calculator will not be
9
Student-Produced Response
Questions
Student-produced response questions,
or grid-ins:
►
The answer to each studentproduced response question is a
number (fraction, decimal, or
positive integer) that will be entered
on the answer sheet into a grid such
as the one shown here.
►
Students may also enter a fraction
line or a decimal point.
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SAT Math Test Specifications
SAT Math Test Question Types
Total Questions
58 questions
45 questions
Student-Produced Responses (Student Produced
Response or grid-ins)
13 questions
Contribution of Questions to Total Scores
Heart of Algebra
19 questions
Problem Solving and Data Analysis
17 questions
16 questions
6 questions
Contribution of Questions to Cross-Test Scores
Analysis in Science
8 questions
Analysis in Social Studies
8 questions
*Questions under Additional Topics in Math contribute to the total Math Test score but do not contribute to a
subscore within the Math Test.
11
SAT Math Test Domains Activity
What are the top 3-5 things everyone needs to know in the SAT Math
Test Domains?
12
How Does The Math Test Relate to
Instruction in Science, Social Studies,
and Career-Related Courses?
►
Math questions contribute to cross-test scores, which will include a score for
Analysis in Science and Analysis in History/Social Studies. The Math Test will
have eight questions that contribute to each of these cross-test scores.
-
Question content, tables, graphs, and data on the Math Test will relate to topics in
science, social studies, and career.
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On the Reading Test and Writing and Language Test, students will be asked to
analyze data, graphs, and tables (no mathematical computation required.)
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CHAPTER
3
Connecting the SAT Math Test
with Classroom Instruction
General Instructional
Strategies for SAT Math Test
►
Ensure that students practice solving multi-step problems.
►
Organize students into small working groups. Ask them to discuss how to
arrive at solutions.
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Assign students math problems or create classroom-based assessments that
do not allow the use of a calculator.
►
Encourage students to express quantitative relationships in meaningful
words and sentences to support their arguments and conjectures.
►
problems and enter their answers in grids provided on an answer sheet on
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Skill-Building Strategies
Brainstorming Exercise
►
Use the Skill-Building Strategies Brainstorming Activity to brainstorm ways to
instruct and assess Passport to Advanced Math and Additional Topics in Math.
16
17
What is ‘Passport to Advanced Math?’
►
Problems in Passport to Advanced Math will cover topics that have great
relevance and utility for college and career work.
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Understand the structure of expressions
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Analyze, manipulate, and rewrite expressions
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Reasoning with more complex equations
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Interpret and build functions
18
Assessed Skills
►
Create and solve quadratic and exponential problems
►
Create and solve radical and rational equations
►
Solve systems of equations
►
Understand the relationship between zeros and factors of polynomials
19
Sample Question
7. The function f is defined by f (x) = 2x³ + 3x² + cx + 8, where c is a constant. In the
1
xy-plane, the graph of f intersects the x-axis at the three points (−4, 0), ( , 0 ), and
2
( p, 0). What is the value of c?
A) –18
B) –2
C) 2
D) 10
20
Choice A is correct. The given zeros can be used to set up an equation to solve for c.
Substituting –4 for x and 0 for y yields –4c = 72, or c = –18.
1
2
Alternatively, since –4, , and p are zeros of the polynomial function
f (x) = 2x³ + 3x² + cx + 8, it follows that f (x) = (2x − 1)(x + 4)(x − p).
Were this polynomial multiplied out, the constant term would be
(−1)(4)(− p) = 4 p. (We can see this without performing the full expansion.)
Since it is given that this value is 8, it goes that 4p = 8 or rather, p = 2. Substituting 2 for p
in the polynomial function yields
f (x) = (2x − 1)(x + 4)(x − 2),
and after multiplying the factors one finds that the coefficient of the x term, or the value of
c, is –18.
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What is ‘Additional Topics in Math?’
The SAT will require the geometric and trigonometric knowledge most relevant to
postsecondary education and careers.
►
►
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Geometry
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Analysis
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Problem solving
Trigonometry
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Sine
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Cosine
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Tangent
Pythagorean Theorem
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Assessed Skills
►
Solve problems using volume formulas
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Solve problems involving right triangles
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Solve problems about lines, angles, and triangles
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Question (Calculator)
An architect drew the sketch below while designing a house roof. The dimensions
shown are for the interior of the triangle.
What is the value of cos x?
NOTE: This question is a “Student-produced response question” which asks the
students to write in the correct answer rather than selecting one of the given
answers. About 20% of the Math Test will be Student-produced response questions.
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What is the value of cos x?
This problem requires students to make use of properties of triangles to solve a
problem.
Because the triangle is isosceles, constructing a perpendicular from the top vertex
to the opposite side will bisect the base and create two smaller right triangles. In a
right triangle, the cosine of an acute angle is equal to the length of the side adjacent
16
to the angle divided by the length of the hypotenuse. This gives cos x = , which
can be simplified to cos x =
2
.
3
24
26
Skill-Building Strategies
Brainstorming Exercise
►
Review the Sample SAT Math Questions. There are additional questions in the
handout.
► Use the Skill-Building Strategies Brainstorming Activity to brainstorm ways to
instruct and assess Passport to Advanced Math and Additional Topics in Math.
27
Skill-Building Strategies for Math
►
Provide students with explanations and/or equations that incorrectly describe a
graph and ask them to correct the errors.
►
Ask students to create pictures, tables, graphs, lists, models, and/or verbal
expressions to interpret text and/or data to help them arrive at a solution.
►
Organize students in small groups and have them work together to solve
problems.
►
Use “Guess and Check” to explore different ways to solve a problem when other
strategies for solving are not obvious.
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Incorporating Strategies into
Lesson Plans
Lesson Planning Guide
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CHAPTER
4
Scores and Reporting
Professional Development Module 6 – Using Scores and Reporting to
Inform Instruction
SAT Suite of Assessments: Using Scores and Reporting to Inform
Instruction
Sample SAT Reports
►
►
Score Report (Statistics for state/district/school)
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Mean scores and score band distribution
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Participation rates when available
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High-level benchmark information, with tie to detailed benchmark reports
Question Analysis Report
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Aggregate performance on each question (easy vs. medium vs. hard difficulty) in
each test
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Percent of students who selected each answer for each question
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Applicable subscores and cross-test score mapped to each question
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Comparison to parent organization(s) performance
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Access question details for disclosed form (question stem, stimulus, answer
choices and explanations)
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Sample SAT Reports (continued)
►
Instructional Planning Report
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Aggregate performance on subscores
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Mean scores for subscores and related test score(s)
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Display applicable state standards for each Subscore
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Drills through to questions linked to subscores and cross-test scores
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Follow Up Activity: Tips for Professional
Learning Communities and Vertical Teams
The “Tips for Professional
Learning Communities and
Vertical Teams” is available
to guide teams of colleagues
in the review and analysis of
SAT reports and data.
Professional Learning Community Data Analysis
Review the data and make
observations.
Consider all of the observations of the
group. Determine whether the group
discussion should be focused on
gaps, strengths, or both. Select one
or two findings from the observations
to analyze and discuss further.
Identify content skills associated with
the areas of focus.
Review other sources of data for
Develop the action plan.
Goal:
Measure of Success:
Steps:
When you’ll measure:
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Self Assessment/Reflection
►
How well do I teach students skills related to Passport to Advanced Math?
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How well do I teach students skills related to Additional Topics in Math?
►
What can I do in my classroom immediately to help students understand what
they’ll see on the redesigned SAT?
►
How can I adjust my assessments to reflect the structure of questions on the
redesigned SAT?
►
What additional resources do I need to gather in order to support students in
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How can I help students keep track of their own progress toward meeting the
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Redesigned SAT Teacher Implementation
Guide
See the whole guide at collegereadiness.collegeboard.org
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What’s in the SAT Teacher
Implementation Guide?
►
Information and strategies for teachers in all subject areas
►
Overview of SAT content and structure
►
Test highlights
►
General Instructional Strategies
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Sample test questions and annotations
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Skill-Building Strategies for the classroom
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Keys to the SAT (information pertaining to the redesigned SAT structure and
format)
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Rubrics and sample essays
►
Scores and reporting
►