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## Making Sense of Change

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Title: Making Sense of Change

1
(and managing it)
• Making Sense of Change
• October 1, 2010

Michael Bolling Mathematics Coordinator, VDOE
2
Slide Title
3
Oil leaked from April 20 July 15, 2010.
On July 15, the leak was stopped after releasing about 4.9 million barrels (7.8105 m3) of crude oil.
It was estimated that 53,000 barrels per day (8,400 m3/d) were escaping from the well just before it was capped.
It is believed that the daily flow rate diminished over time, starting at about 62,000 barrels per day (9,900 m3/d) and decreasing as the reservoir of hydrocarbons feeding the gusher was gradually depleted.
The Deepwater Horizon was able to operate in waters up to 8,000 feet (2,400 m) deep and drill down to 30,000 feet (9,100 m).
BP estimated the worst case flow at 162,000 barrels per day (25,800 m3/d).
Internal BP documents estimated the flow could be as much as 100,000 barrels per day (16,000 m3/d).
4
Deepwater Horizon Oil Spill
• What I wonder questions about the mathematics
• What jobs related to the spill involve pertinent
mathematics?
• To which mathematics content could this disaster
be connected?

5
Highlighted SOL Changes
• Awareness (curriculum and pacing guides, SOL
Crosswalks, VDOE training institutes)
• Understanding
• Content (Curriculum Framework, technical
assistance documents)
• Connections (Enhanced Scope and Sequence lesson,
vertical articulation of content)

6
Exponents/Squares/Square Roots
7
Comparing and Ordering
8
Expressions and Operations
9
Modeling
New content
New content
10
Equations and Inequalities
New content
11
What can you tell me?
Algebra I
Relation or function?
Domain/range
Zeros
x- and y-intercepts
Function values for elements of the domain
Connections among representations
Local/absolute max/min
Intervals of increasing/ decreasing
End behaviors
asymptotes
Inverse functions
Composition of functions
12
Technical Assistance Document for A.9 Published
New content
New content
New content
Technical Assistance Document for AII.11 October
2010
New content
13
New content
14
Each figure in the pattern below is made of
hexagons that measure 1 centimeter on each side.
NAEP Released Items 2007 Grade 8 M7 14 SCR
Hard 29
If the pattern of adding one hexagon to each
figure is continued, what will be the perimeter
of the 25th figure in the pattern? Show how you
15
Perimeter Problem
• In what situation would this task be used?
• In which course/level would you use this task?
• How would you adjust it for another course/level?

16
• Does the problem challenge students to use
higher-level critical thinking skills?
• Is the problem clearly connected to the targeted
mathematics?
• Are there multiple ways to solve this problem?
• Is it accessible to all students?

17
• Does the problem promote mathematical
communication?
• What might students struggle with?
• This would be an appropriate problem if you were
studying or if you have already studied

18
Where can I get worthwhile mathematical tasks?
• NAEP released items http//nces.ed.gov/nationsrepo
rtcard/
• PISA released items http//nces.ed.gov/surveys/pis
a/educators.asp
• APEC Mathematics Assessment Database
http//hrd.apec.org/index.php/Mathematics_Assessme
nts
• Heinemann Mathematics (not free, but cheap)
http//books.heinemann.com/math/

19
Assessing Higher-level Thinking Skills
8.11The student will solve practical area and
perimeter problems involving composite plane
figures.
Find the area of the shaded region.
FUTURE
PAST
20
Assessing Higher-level Thinking Skills
8.5 b) The student will find the two consecutive
whole numbers between which a square root lies.
Between which two square roots does 5 lie?
FUTURE
PAST
21
Assessing Higher-level Thinking Skills
A.10 The student will compare and contrast
multiple univariate data sets, using
box-and-whisker plots.
22
Assessing Higher-level Thinking Skills
• Increased levels of complexity in analysis
• Increased levels of complexity in expressions and
equations
• Comparing and contrasting of functions during
analysis

23
New SOL Blueprints
• Mega-categories combine reporting categories
• Grade 6 from 5 to 4
• Grade 7-8 from 5 to 3
• Algebra I from 4 to 3
• Geometry and Algebra II from 5 to 3

24
Note Asterisk indicates that the SOL will be
assessed in the non-calculator section.
25
New Formula Sheets
26
Technology Enhanced Items
• Interactive questions
• Hot-spots
• Drag and drop
• Creation of graphs
• Short response
• Practice ePAT available by February 2011

Beginning in Spring 2011
27
New SOL Assessment Timeline
• Spring 2011
• All SOL tests (live test items) based on 2001 SOL
• Field test items will be based on the 2009 SOL
• Technology enhanced items will be field tested in
grades 6-8 and EOC SOL tests

28
New SOL Assessment Timeline
• Fall 2011
• EOC SOL tests will be based on 2009 SOL
• Spring 2012
• All SOL tests will be based on 2009 SOL

29
What is our goal as teachers of mathematics?
• What will tomorrows jobs look like?
• Teach kids how to use their critical thinking and
reasoning skills to adapt and overcome in
unfamiliar settings