Transcript What are the Grade Level Content Expectations? - Carver K

MEAP IS EVERYBODY’S
BUSINESS
MEAP
&
Curriculum
June 13, 2006
Carver K-8 Learning Community
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TODAY YOU WILL RECEIVE:
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Information on how to increase student
achievement on standardized assessments
Learn how the Grade Level Content
Expectations are addressed within the
current curriculum materials
Information about developing a plan of action
for the 2006 - 2007 school year
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Agenda
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Who Wants to Be a Mathematics Millionaire?
Review of the GLCEs
Upcoming Correlated Lessons
Sample Assessment Items
Support Documents
GLCE Action Plan
Wrap Up & Evaluation
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Who Wants to Be a Mathematics
Millionaire?
How To Play:
1.
Write your name at the top of your answer sheet
2.
You must answer the question on your own, so you
don’t have any life lines.
3.
Write down the letter of your answer.
4.
Turn in Your Answer Sheets
5.
Find out who has become a Millionaire!
Let’s Play Millionaire!
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What are the Grade Level
Content Expectations?
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The Grade Level Content Expectations are designed
to identify specific targets for state-wide assessment.
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The GLCE objectives are aligned to DPS pacing
charts and curricula.
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GLCE intentionally do not imply how content should
be taught, only what students should know.
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GLCE identify end of year competencies for students.
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Fall Test Set-Up
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Five components:
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Core assessment (up to 24 GLCE’s)
Extended core (other GLCE’s at each level)
Future core (GLCE’s formerly at higher grade
levels)
Replacement items (to field test and replace
above)
Linking items (from higher/lower grade)
Approximately 2 hours
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Will every item count towards
students scores?
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Each expectation is designated as either
- Core (currently taught at this grade level),
- Extended Core (prerequisite to a core expectation), or
- Future Core (new to this grade level)
Only the items that assess Core expectations on the Fall 2006 tests
will count toward AYP
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Items that assess Future Core and Extended Core expectations will
NOT count toward AYP until
2009 - 2010
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After that time, all content in the GLCE will count for AYP.
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Mapping from the
MCF Standards and Benchmarks
to the GLCEs
Patterns, Relationships,
& Functions
Geometry & Measurement
Data Analysis & Statistics
Number Sense & Numeration
Numerical & Algebraic Operations
& Analytical Thinking
Probability & Discrete Mathematics
Algebra
Geometry
Measurement
Data & Probability
Number & Ops
Algebra
Data & Probability
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Weeks 24 – 27 Grade 2
Lesson
Pages
Lesson Objective
MI Grade Level Content
Expectations
8-11:
295-296
Add money amounts to find
two-digit sums.
Note: Change some of the
money amounts to decimal
notation greater than $1.00.
M.UN.02.07 Read and write amounts of
money using decimal notations e.g.,
$1.15.
M.PS.02.08 Add and subtract money in
mixed units, e.g., $2.50 + 60 cents and
$5.75 - $3, but not $2.50 + $3.10.
Add Money
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Extension Suggestions –
Grade 2
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The expectation requires that students read &
write amounts of money using decimal
notation. However, the lesson only requires
that they figure out the amount of money
without the decimal notation.
We suggest the following ideas for extensions.
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Second
Grade
Suggested
Practice
Items
How much money do you have?
a) $1.70
b) $1.00 c) $1.35
My piggy bank has $3.40. I spent 50
cents. How much do I have left?
a) $3.90 b) $2.90 c) $8.40
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Weeks 21 – 24 Grade 3
Lesson
Pages
Lesson Objective
MI Grade Level Content
Expectations
Mini-Lesson:
Tangrams
Appendix
Decompose/compose triangles
and rectangles to form other
familiar two-dimensional
shapes.
G.SR.03.05 Compose and decompose
triangles and rectangles to form other
familiar two-dimensional shapes; e.g., form
a rectangle using two congruent right
triangles, or decompose a parallelogram into
a rectangle and two right triangles.
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Extension Suggestions - Grade 3
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The third grade curriculum guide contains several
mini-lessons that meet the Grade Level Content
Expectations.
Take a look at the Tangram lesson.
Are there any other lessons that help students meet
this Grade Level Content Expectation?
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Weeks 25-28 Grade 4
Lesson
Pages
Lesson Objective
MI Grade Level Content
Expectations
1:1 Finding
Halves of
Crazy Cakes
4-7
Find halves of a shape and
show that equivalent fractions
have the same area.
N.MR.04.21 Explain why equivalent
fractions are equal, using area models,
such as fraction strips or the number line
for fractions with denominators of 12 or
less or equal to 100.
N.ME.04.20 Understand fraction as parts
of a set of objects.
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Extension Suggestions – Grade 4
•N.ME.04.20 requires that students understand fractions as
parts of a set. We suggest doing some work with fractions of a
set from the Scott Foresman Addison Wesley book for bell work.
Use Example 2 from page 388 and numbers 1-2 on page 389.
•N.MR.04.21 requires that students explain why equivalent
fractions are equal. They can do some explanation in this
investigation, but for more practice students should engage in
activities like what is listed below:
Complete the number lines below and explain why 6/8 and ¾
are equivalent.
0
1
2
0
1
2
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Weeks 23-29 Grade 5
Lesson
Pages
Lesson Objective
MI Grade Level Content
Expectations
1:2 Using
Length
Benchmarks
12-18
Use benchmarks to estimate
lengths and recognize and
explain possible sources of
error.
M.UN.05.04 Convert measurements of
length, weight, area, volume, and time
within a given system, using easily
manipulated numbers.
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Extension Suggestions – Grade 5
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The expectation goes beyond what the lesson is
actually teaching. We suggest providing practice
converting units of length, weight, area, volume,
and time.
Example: How many milliliters are in one liter?
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Sample Assessment Items
N.MR.02.08 Find missing values in open
sentences, e.g., 42 + □ = 57; use relationship
between addition and subtraction.
Example:
Tamiko wanted 100
trading cards. She had 55
cards. How many more
cards did she need?
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Sample Assessment Items
N.MR.02.16 Given a simple situation involving
groups of equal size or of sharing equally, represent
with objects, words, and symbols; solve.
Example:
Each pack of gum has five
sticks. How many sticks of
gum are in three packs of
gum?
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Sample Assessment Items
N.MR.03.14 Solve simple division problems involving
remainders, viewing the remainder as the “number left
over” (less than the divisor)
Example:
Lilo brings 40 pieces of candy to
share with the class. There are 18
students in the class. If each
student receives 2 pieces, how many
pieces of candy are left over?
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Sample Assessment Items
M.TE.04.04 Measure surface area of cubes and
rectangular prisms by covering and counting area of
the faces.
Example:
3 inches
John has a cube, 3
inches on each side.
What is its surface
area?
3 inches
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Sample Assessment Items
N.FL.05.14 Add and subtract fractions with unlike
denominators of 1,2 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
and 100, using the common denominator that is
the product of the denominators of the 2 fractions.
Example:
Bobby bought 3 3/5 ice
cream cones. Jose Miquel
bought 5 1/3 ice cream
cones. How many ice cream
cones did they buy together?
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Support Documents
•Vocabulary Lists
•Sample Assessment Items
•Curriculum Guide
•Mini-Lessons
•Parent Guides
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Helpful Websites
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Michigan Department of Education
www.michigan.gov/mde
Michigan Council of Teachers of
Mathematics
www.mictm.org
National Council of Teachers of
Mathematics
www.nctm.org
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Grade Level Content
Expectations Action Plan
What resources do I have to use to better prepare
my students?
How will I review what has been taught the
previous school year?
What evidence do I have of mastery of the
expectations?
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Grade Level Content
Expectation
Resources
Review Plan
Place code or
What resources
What will you do
expectation here
do you have?
To review?
Reteach
Mastery*
When will
Practices
What do you want to
you reteach?
Quizzes
be sure to use to boost
Tests
student achievement?
Comments
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Grade Level Content
Expectation
N.ME.02.03 Compare and
order numbers
to 1,000; use the symbols >
and <.
Reteach
Resources
Review Plan
SFAW Ch. 10
Review Vocabulary
Weekly
Wks
Accelerated Math
Objective 70
Compare & Order
Numbers
2830
and Objective 72
for bell work &
homework
Mastery*
Comments
P - 30%
Use all teacher
resources to
Q-35%
provide additional
practice: mixed
T-35%
review (p. 371)
Enrichment 10-7.
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□Curriculum Guide
□Copy of your Grade Level Content Expectations
□Vocabulary Lists
□Sample Assessment Problems
Materials given are to assist in completing the Building Level Action
Plan.
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