6th Grade Math 2013 - 2014mathematicallyspeaking.weebly.com/uploads/1/3/8/0/... · Reporting...

6th Grade Math

2013 - 2014

Table of Contents

o At a Glance with start and stop dates

Pacing guide with start/stop dates, Supporting STAAR Achievement lessons,and power/readiness standards

o Power Standards List of Power Standards by reporting category

o DA Blueprint Blueprint TEKS and identified dual code TEKS for District Assessments

o Pre-AP At a Glance Pacing guide for GT/Honors

o Assessed Curriculum Eligible TEKS for STAAR/EOC testing

o STAAR/EOC Blueprint (tested courses only) Region XIII blueprint includes TEKS by category

o Released STAAR 2011 Questions Sample questions with dual coding identified

o Reference Charts Grade level formula charts

o PLD Document Performance level descriptors

o Depth of Knowledge (DOK) Document (Identifies cognitive level)

o Adult Actions Actions to address student achievement

Department of Curriculum and Instruction

6th Grade At A Glance 2013-2014

Grading Period

Unit Name

Supporting

STAAR Achievement

Lessons

Power Standards

Estimated Time

Frame Start Date Stop Date

1st Grading Period

Whole Numbers

Order of Operations 6.2E 12 days August 26th

September 11th

Decimals

6.2B 11 days September 12th

September 26th

Number Theory

Equivalent Forms of Rational Numbers

6.1B 14 days September 30th

October 17th

2nd Grading Period

Fraction, Decimal and Percent

6.1B 10 days October

18th October

31st

Add and Subtract Fractions

Problem Solving with

Fractions and Decimals

6.2B 15 days November 1st

November 21st

Statistics

Organizing and Interpreting Data

6.10D 9 days November 22nd

December 11th

3rd Grading Period

Patterns and Expressions

Equations from Problem Situations

Tables & Equations

6.4A, 6.5A 15 days January 8th

January 29th

Ratios and Proportions

Using Ratios to Make

Predictions

6.2C,6.3C,6.4A 16 days January

30th February

20th

Geometric Concepts

Radius, Diameter and

Circumference 6.6C 16 days February

21st March

21st

4th Grading Period

Measurement

Perimeter & Area

Area of a Circle

6.2B, 6.4A, 6.8B 17 days March

24th April 15th

Probability

12 days April 16th May 2nd

Computational Fluency

Problem Solving Using Appropriate

Operations

6.1B, 6.2B, 6.2C, 6.2E 16 days May 5th May 27th


Power Standards: 6th Grade Content Standards

Underlying Processes and Mathematical Tools is not a separate reporting category. These problem solving skills should be incorporated into 75% of the TEKS in categories 1–5.

Category 1 Numbers, Operations, and Quantitative Reasoning

6.1B generate equivalent forms of rational numbers including whole numbers, fractions, and decimals;

6.2B use addition and subtraction to solve problems involving fractions and decimals;

6.2C use multiplication and division of whole numbers to solve problems including situations involving equivalent ratios and rates;

6.2E use order of operations to simplify whole number expressions (without exponents) in problem solving situations.

Category 2 Patterns, Relationships, and Algebraic Reasoning

6.3C use ratios to make predictions in proportional situations.

6.4A use tables and symbols to represent and describe proportional and other relationships such as those involving conversions, arithmetic sequences (with a constant rate of change), perimeter and area;

6.5A formulate equations from problem situations described by linear relationships. Category

3 Geometry and Spatial Reasoning

6.6C describe the relationship between radius, diameter, and circumference of a circle. Category

4 Measurement

6.8B select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time, temperature, volume, and weight;

Category 5 Probability and Statistics

6.10D solve problems by collecting, organizing, displaying, and interpreting data.

Power Standards • 6th Grade Page 1 of 1


District Assessment Blueprint

6th Grade 2013-2014

TEKS Grading Period

Testing Date: November 5th or

November 6th , 2013

Number of Items

Number Dual

Coded

6.1B 1st, 2nd generate equivalent forms of rational numbers including whole numbers, fractions, and decimals;

4

6.2B 1st , 2nd use addition and subtraction to solve problems involving fractions and decimals;

5

6.2E 1st use order of operations to simplify whole number expressions (without exponents) in problem solving situations.

4

6.1A 1st, 2nd Compare and order non-negative rational numbers 4

TEKS Grading Period Dual Code TEKS Number of

Items Dual

Coded with

6.11A All

Identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics. 5

6.1A, 6.1B, 6.2B, 6.2E

TEKS Grading Period

Testing Date: February 25th or February 26th , 2014

Number of Items

Number Dual

Coded

6.2C 3rd use multiplication and division of whole numbers to solve problems including situations involving equivalent ratios and rates;

4

6.4A 3rd

use tables and symbols to represent and describe proportional and other relationships such as those involving conversions, arithmetic sequences (with a constant rate of change), perimeter and area;

4

6.5A 3rd formulate equations from problem situations described by linear relationships. 5

6.10D 2rd solve problems by collecting, organizing, displaying, and interpreting data . 4

TEKS Grading Period Dual Code TEKS Number of

Items Dual

Coded with

6.12A All

Communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models 5

6.2C, 6.4A, 6.5A, 6.10D


6th Grade GT/Honors At-A-Glance 2013-2014

6th grade problem solving TEKS should be embedded throughout curriculum

Grading Period Unit Name

6th grade Standards

(PS are bold.)

Estimated Time

Frame

1st Grading Period

Whole Numbers 6.02, 6.02D, 6.02E 12 days

Decimal Operations 6.01A, 6.02, 6.02B, 6.02D 17 days

Number Theory 6.01B, 6.01D, 6.01E, 6.01F 10 days

2nd Grading Period

Fraction, Decimal and Percent Equivalents

6.01, 6.01A, 6.01B, 6.03B 10 days

Fraction Operations 6.02A, 6.02B, 6.02D 17 days

Statistics and Graphing 6.10A, 6.10B, 6.10C, 6.10D 8 days

3rd Grading Period

Patterns and Expressions 6.04, 6.04A, 6.04B, 6.05, 6.05A, 6.07A

15 days

Ratios, Proportions, and Percents 6.02C, 6.03A, 6.03C, 6.04A 16 days

Geometric Concepts 6.06, 6.06A,

6.06B, 6.06C, 6.08C

14 days

Measurement 6.01C, 6.02B, 6.03A, 6.03C, 6.04A, 6.04B, 6.08A, 6.08B,

6.08D

18 days

4th Grading Period

Measurement Cont.

Probability 6.09, 6.09A, 6.09B 12 days

Integer Operations 6.01C 12 days


6th Grade GT/Honors Extensions

Grading Period Unit Name GT/Honors Extensions

1st Grading Period

Whole Numbers Include exponents when using the Order of

Operations (7.2E). May also include adding and subtracting decimals.

Decimal Operations All four operations. Model decimal multiplication.(7.2A, 7.2B, 7.2F)

Number Theory

2nd Grading Period

Fraction, Decimal and Percent Equivalents

Solve problems involving fraction, decimals and percents in the same problem (7.1A, 7.1B)

Fraction Operations All four operations. Model fraction multiplication. (7.2A, 7.2B, 7.2F)

Statistics and Graphing Choose mean, median, mode, or range and justify

the selection. Compare and order integers and graph using 4 quadrants. (7.01A, 7.07A, 7.11A,

7.11B, 7.12A, 7.12B)

3rd Grading Period

Patterns and Expressions Arithmetic sequences – nth term, position in a sequence (7.04C)

Ratios, Proportions, and Percents Unit rates and ratios in proportional relationships. Solve application problems involving proportional relationships and percent.(7.02D, 7.03A, 7.03B)

Geometric Concepts Complementary and supplementary angles; Use

properties to classify triangles, quadrilaterals, and 3-D figures. Make nets of 3-D figures. (7.06A,

7.06B, 7.06C, 7.08B)

Measurement Generate formulas; Connect models for volume of rectangular and triangular prisms to the formulas.

Solve application problems for volume (include triangular prisms.)(7.04A, 7.09B, 7.09C)

4th Grading Period

Measurement

Probability Find the probability of independent events.(7.10B)

Integer Operations

Use models to add, subtract, multiply, and divide integers and connect the actions to algorithms.

(Students should solve integer operation problems with and without models and know how the

“rules” work by using the models.)(7.02C, 7.02F)

Grade 6 Mathematics Assessment

Eligible Texas EssentialKnowledge and Skills

Texas Education AgencyStudent Assessment Division

Fall 2010

STAAR Grade 6 Mathematics Assessment

Reporting Category 1:Numbers, Operations, and Quantitative Reasoning

The student will demonstrate an understanding of numbers, operations,

and quantitative reasoning.

(6.1) Number, operation, and quantitative reasoning. The student represents and uses rational numbers in a variety of equivalent forms. The student is expected to

(A) compare and order non-negative rational numbers;

Supporting Standard

(B) generate equivalent forms of rational numbers including whole

numbers, fractions, and decimals; Readiness Standard

(C) use integers to represent real-life situations; Supporting Standard

(D) write prime factorizations using exponents; Supporting Standard

(E) identify factors of a positive integer, common factors, and the

greatest common factor of a set of positive integers; and

Supporting Standard

(F) identify multiples of a positive integer and common multiples and

the least common multiple of a set of positive integers.

Supporting Standard

(6.2) Number, operation, and quantitative reasoning. The student adds,

subtracts, multiplies, and divides to solve problems and justify solutions.

The student is expected to

(A) model addition and subtraction situations involving fractions with

[objects,] pictures, words, and numbers; Supporting Standard

(B) use addition and subtraction to solve problems involving fractions

and decimals; Readiness Standard

(C) use multiplication and division of whole numbers to solve problems

including situations involving equivalent ratios and rates;

Readiness Standard

STAAR Grade 6 Mathematics Page 2 of 8


Fall 2010

(D) estimate and round to approximate reasonable results and to solve

problems where exact answers are not required; and

Supporting Standard

(E) use order of operations to simplify whole number expressions

(without exponents) in problem solving situations.

Readiness Standard



Fall 2010

Reporting Category 2:Patterns, Relationships, and Algebraic Reasoning

The student will demonstrate an understanding of patterns, relationships,

and algebraic reasoning.

(6.3) Patterns, relationships, and algebraic thinking. The student solves problems involving direct proportional relationships. The student is expected to

(A) use ratios to describe proportional situations;

Supporting Standard

(B) represent ratios and percents with [concrete] models, fractions, and

decimals; and Supporting Standard

(C) use ratios to make predictions in proportional situations.

Readiness Standard

(6.4) Patterns, relationships, and algebraic thinking. The student uses

letters as variables in mathematical expressions to describe how one

quantity changes when a related quantity changes. The student is

expected to

(A) use tables and symbols to represent and describe proportional and

other relationships such as those involving conversions, arithmetic

sequences (with a constant rate of change), perimeter and area;

and Readiness Standard

(B) use tables of data to generate formulas representing relationships

involving perimeter, area, volume of a rectangular prism, etc.

Supporting Standard

(6.5) Patterns, relationships, and algebraic thinking. The student uses letters to represent an unknown in an equation. The student is expected to

(A) formulate equations from problem situations described by linear

relationships. Readiness Standard



Fall 2010

Reporting Category 3:Geometry and Spatial Reasoning

The student will demonstrate an understanding of geometry and spatial

reasoning.

(6.6) Geometry and spatial reasoning. The student uses geometric vocabulary to describe angles, polygons, and circles. The student is expected to

(A) use angle measurements to classify angles as acute, obtuse, or

right; Supporting Standard

(B) identify relationships involving angles in triangles and quadrilaterals;

and Supporting Standard

(C) describe the relationship between radius, diameter, and

circumference of a circle. Readiness Standard

(6.7) Geometry and spatial reasoning. The student uses coordinate geometry to identify location in two dimensions. The student is expected to

(A) locate and name points on a coordinate plane using ordered pairs of

non-negative rational numbers. Supporting Standard



Fall 2010

Reporting Category 4:

Measurement

The student will demonstrate an understanding of the concepts and uses

of measurement.

(6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and angles. The student is expected to

(A) estimate measurements (including circumference) and evaluate

reasonableness of results; Supporting Standard

(B) select and use appropriate units, tools, or formulas to measure and

to solve problems involving length (including perimeter), area, time,

temperature, volume, and weight; Readiness Standard

(C) measure angles; and Supporting Standard

(D) convert measures within the same measurement system (customary

and metric) based on relationships between units.

Supporting Standard



Fall 2010

Reporting Category 5:

Probability and Statistics

The student will demonstrate an understanding of probability and

statistics.

(6.9) Probability and statistics. The student uses experimental and theoretical probability to make predictions. The student is expected to

(A) construct sample spaces using lists and tree diagrams; and

Supporting Standard

(B) find the probabilities of a simple event and its complement and

describe the relationship between the two. Supporting Standard

(6.10) Probability and statistics. The student uses statistical representations to analyze data. The student is expected to

(A) select and use an appropriate representation for presenting and

displaying different graphical representations of the same data

including line plot, line graph, bar graph, and stem and leaf plot;

Supporting Standard

(B) identify mean (using [concrete objects and] pictorial models),

median, mode, and range of a set of data; Supporting Standard

(C) sketch circle graphs to display data; and Supporting Standard

(D) solve problems by collecting, organizing, displaying, and interpreting

data. Readiness Standard



Fall 2010

Underlying Processes and Mathematical Tools

These skills will not be listed under a separate recording category.

Instead, they will be incorporated into at least 75% of the test questions

in reporting categories 1–5 and will be identified along with content

standards.

(6.11) Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to

(A) identify and apply mathematics to everyday experiences, to

activities in and outside of school, with other disciplines, and with

other mathematical topics;

(B) use a problem-solving model that incorporates understanding the

problem, making a plan, carrying out the plan, and evaluating the

solution for reasonableness;

(C) select or develop an appropriate problem-solving strategy from a

variety of different types, including drawing a picture, looking for a

pattern, systematic guessing and checking, acting it out, making a

table, working a simpler problem, or working backwards to solve a

problem; and

(D) select tools such as real objects, manipulatives, paper/pencil, and

technology or techniques such as mental math, estimation, and

number sense to solve problems.

(6.12) Underlying processes and mathematical tools. The student communicates about Grade 6 mathematics through informal and

mathematical language, representations, and models. The student is expected to

(A) communicate mathematical ideas using language, efficient tools,

appropriate units, and graphical, numerical, physical, or algebraic

mathematical models.

(6.13) Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions. The student is

expected to

(A) make conjectures from patterns or sets of examples and

nonexamples; and

(B) validate his/her conclusions using mathematical properties and

relationships.



Fall 2010

STAAR Grade 6 Blueprint with TEKS www.esc13.net/STAAR

Underlying Processes and Mathematical Tools is not a separate reporting category. These skills will be incorporated into at least 75% of the test questions from reporting categories 1–5 and will be identified along with the content standards. Reporting Categories Number of Standards Number of Questions

Reporting Category 1: Numbers, Operations, and Quantitative Reasoning

Readiness Standards 6.1B, 2B, 2C, 2E

4

16 Supporting Standards 6.1A, 1C, 1D, 1E, 1F, 2A, 2D

7

Total 11

Reporting Category 2: Patterns, Relationships, and Algebraic Reasoning

Readiness Standards 6.3C, 4A, 5A

3

12 Supporting Standards 6.3A, 3B, 4B

3

Total 6

Reporting Category 3: Geometry and Spatial Reasoning

Readiness Standards 6.6C

1

8 Supporting Standards 6.6A, 6B, 7A

3

Total 4

Reporting Category 4: Measurement

Readiness Standards 6.8B

1

8 Supporting Standards 6.8A, 8C, 8D

3

Total 4

Reporting Category 5: Probability and Statistics

Readiness Standards 6.10D

1

8 Supporting Standards 6.9A, 9B, 10A, 10B, 10C

5

Total 6Readiness Standards Total Number of Standards 10 60%–65% 31–34 Supporting Standards Total Number of Standards 21 35%–40% 18–21

Total Number of Questions on Test 48 Multiple Choice

4 Griddable 52 Total

Italicized TEKS were not tested on TAKS (None identified for Grade 6) Adapted from TEA STAAR Blueprints and Assessed Curriculum 11/03/2010

STAARTM

State of Texas Assessments of

Academic Readiness

MATHEMATICS

Grade 6 2011 2011 Released Test Questions

These released questions represent selected TEKS student expectations for each reporting category. These questions are samples only and do not represent all the student expectations eligible for assessment.

Copyright © 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited

without express written permission from the Texas Education Agency.

STAAR Grade 6 Mathematics 2011 ReleaseReleased Test Questions

1 Max asked 50 students in his school which breakfast cereal they prefer. The table below shows the results of his survey.

Cereal Survey

Breakfast Number of Cereal Students

Yummy Flakes 12

Choco Crunch 25

Fruit Crunchies 13

What decimal represents the fraction of students who prefer Fruit Crunchies?

Record your answer and fill in the bubbles on your answer document. Be sure to use the correct place value.

Page 2


1 52 Emmett is 46 inches tall. Rolando is 2 inches shorter than Emmett. How tall is Rolando? 2 8

46 in.1 2

2 in.5 8

?

Emmett Rolando

1A 43 in. 2

7B 43 in. 8

2C 44 in. 3

1D 49 in. 8

Page 3


3 Melanie is going to read a 219-page book. She reads at a rate of 20 pages per day. Based on this information, which of the following statements is a reasonable conclusion?

1A She will have read less than of the book after 5 days. 2

1B She will have read more than of the book after 3 days. 3

C She will have read more than 138 pages after 4 days.

D She will have read fewer than 110 pages after 6 days.

4 At the last school pep rally, 3 out of every 7 students wore school colors. Based on this information, if 350 students attend the next pep rally, how many of these students will wear school colors?

A 150

B 50

C 200

D Not here

Page 4


5 Coach Pérez prepared the table below to show how the income earned by a soccer leaguechanges depending on the number of teams in the league.

Soccer League Income

Number ofTeams

2

6

9

10

s

1,430

4,290

6,435

7,150

l

League Income(dollars)

Which expression could be used to find l, the income the soccer league would earn if it had s teams?

A 715s

B s + 2,145

C 1,430s

D s + 2,860

6 Sherman read 154 pages of a book in 4 days. He read 32 pages on each of the first 2 daysand y pages on the third day. Which equation can be used to find p, the number of pagesSherman read on the fourth day?

A p y= −154 32( )2 ⋅

B p y= −154 ( )32 ⋅ 2 −

C p y= −154 2( )32 +

D p y= −154 ( )⋅ 2 − 32

7 Which statement about polygons is NOT true?

A If all the angles of a triangle are congruent, then the measure of each angle is 60°.

B If a triangle has a right angle, then both of the other angles are acute.

C If a figure is a rectangle, then the sum of the measures of 2 angles is 180°.

D If a quadrilateral has exactly 2 obtuse angles, then each of the other angles is a right angle.

8 The circumference of a circular garden is 32 feet. Which of the following expressions best represents the radius of the garden?

32A

π


B 32 ⋅ π

32 C 2π

D 32 ⋅ 2π

Page 6

9 There are 3 vertices of rectangle WSRZ plotted on the coordinate grid below. The fourth vertex of the rectangle will be represented by point Z.

y

10

9

8

7

6

5

4

3

2

1

0

R

W S

x 1 2 3 4 5 6 7 8 9 1 0


Which of the following ordered pairs best represents point Z ?

1A ( ,8 7 )2

1B (1 , ) 8 2

1C ( ,8 1 )2

1D (7 , ) 8 2

Page 7

10 The figure below represents the floor of a building. Use the ruler provided to measure the

1dimensions of the figure to the nearest inch. 2

Scale 1 in. = 20 ft


Which is closest to the perimeter in feet of the floor of the actual building?

A 160 ft

B 8 ft

C 7 ft

D 140 ft

111 Mrs. Wallace wants to buy 1 gallons of sour cream for a recipe. If sour cream is sold only in2

1-pint containers, how many containers will she need to buy?

A 6

B 8

C 12

D 16

Page 8


12 Roberto has 17 games in his room. He has 6 board games, and the rest are video games. If Roberto selects a game at random, which expression represents the probability that the game he selects will be a video game?

6A 1 + 11

6B 1 + 17

6C 1 − 11

6D 1 − 17

Page 9


13 The graph below shows the number of students in each grade at a middle school.

Student Population

0

170

175

180

185

190

195

Num

ber

of S

tude

nts

Boys

Girls

6th 7th 8th

Grade

Which statement is NOT supported by the information in the graph?

A About 1,100 students attend this middle school.

B There are approximately 10 more girls in the 6th grade than in the 7th grade.

C About 400 boys and 400 girls attend this middle school.

D There are approximately 13 more students in 6th grade than in 8th grade at this middle school.

Page 10

STAAR Grade 6 Mathematics 2011 ReleaseAnswer Key

Item Number

Reporting Category

Readiness or Supporting

Content Student Expectation

Process Student Expectation

Correct Answer

1 1 Readiness 6.1(B) 6.11(B) 0.26 2 1 Readiness 6.2(B) 6.11(B) B 3 1 Readiness 6.2(C) 6.11(B) A 4 2 Readiness 6.3(C) 6.11(B) A 5 2 Readiness 6.4(A) 6.12(A) A 6 2 Readiness 6.5(A) 6.12(A) B 7 3 Supporting 6.6(B) 6.13(A) D 8 3 Readiness 6.6(C) 6.12(A) C 9 3 Supporting 6.7(A) 6.11(D) B 10 4 Readiness 6.8(B) 6.11(D) A 11 4 Supporting 6.8(D) 6.11(B) C 12 5 Supporting 6.9(B) D 13 5 Readiness 6.10(D) 6.12(A) C

For more information about the new STAAR assessments, go to www.tea.state.tx.us/student.assessment/staar/.

Page 11

LENGTH

Customary

1mile(mi)=1,760yards(yd)

1yard(yd)=3feet(ft)

1foot(ft)=12inches(in.)

Metric

1kilometer(km)=1,000meters(m)

1meter(m)=100centimeters(cm)

1centimeter(cm)=10millimeters(mm)

STAAR GRADE 6 MATHEMATICSREFERENCE MATERIALS State of Texas

Assessments of Academic Readiness

STAAR®

VOLUME AND CAPACITY

Customary Metric

1gallon(gal)=4quarts(qt) 1liter(L)=1,000milliliters(mL)

1quart(qt)=2pints(pt)

1pint(pt)=2cups(c)

1cup(c)=8fluidounces(floz)

WEIGHT AND MASS

Customary Metric

1ton(T)=2,000pounds(lb) 1kilogram(kg)=1,000grams(g)

1pound(lb)=16ounces(oz) 1gram(g)=1,000milligrams(mg)

TIME

1year=12months

1year=52weeks

1week=7days

1day=24hours

1hour=60minutes

1minute=60seconds

65

43

21

0Inch

es8

7

STAAR GRADE 6 MATHEMATICSREFERENCE MATERIALS

PERIMETER

Square P s= 4

Rectangle P w= +2 2l

CIRCUMFERENCE

Circle orC r= 2π C d= π

AREA

Triangle or A h= 12

bA bh=2

Square A s= 2

Rectangle A lw= or A = bh

Parallelogram A = bh

Trapezoid or A b+12 1 2

( )b= hAb b h

=+

1 2

2

( )

Circle A = π 2r

VOLUME

Cube V s= 3

Rectangular prism or V h= BV lwh=

ADDITIONAL INFORMATION

Pi 3≈π

10

23

45

67

89

10

11

12

13

14

15

16

17

18

19

20

Cen

tim

eter

s

State of Texas Assessments of Academic Readiness (STAAR™) Performance Level Descriptors

Grade 6 Mathematics

Performance Level Descriptors

Mathematical process skills are not assessed in isolation but are incorporated into questions that assess grade 6 content. These process skills focus on applying mathematics to solve problems, communicating about mathematics, and using logical reasoning.

Students achieving Level III: Advanced Academic Performance can

• Evaluate the reasonableness of solutions to application problems involving operations with fractions, decimals, and whole numbers

• Extend and apply ratios to solve application problems including relationships with a constant rate of change • Extend and apply geometry and measurement concepts to solve application problems including circumference • Make predictions and inferences from data

Students achieving Level II: Satisfactory Academic Performance can

• Identify equivalent forms of whole numbers, fractions, and decimals • Solve application problems involving addition and subtraction of whole numbers, fractions, and decimals • Solve application problems involving multiplication and division of whole numbers including equivalent ratios and rates • Use order of operations to simplify whole number expressions in problem-solving situations • Use ratios to represent proportional relationships and solve problems • Formulate linear equations from problem situations • Use geometric relationships to solve application problems involving the angles in triangles and quadrilaterals and the

radius, diameter, and circumference of circles • Select and use appropriate units, tools, and formulas to measure and solve application problems involving length,

perimeter, area, time, temperature, volume, and weight • Solve problems by collecting, organizing, displaying, and interpreting data

Students achieving Level I: Unsatisfactory Academic Performance can

• Use models to solve addition and subtraction problems with fractions • Represent ratios using models, fractions, and decimals • Classify and measure angles • Select an appropriate representation for displaying data

Texas Education Agency Student Assessment Division

January 2013

Level One Activities

Recall elements and details of story structure, such as sequence of events, character, plot and setting.

Conduct basic mathematicalcalculations.

Label locations on a map.

Represent in words or diagrams a scientific concept or relationship.

Perform routine procedures like measuring length or using punctuation marks correctly.

Describe the features of a place or people.

Level Two ActivitiesIdentify and summarize the major events in a narrative.

Use context cues to identify themeaning of unfamiliar words.

Solve routine multiple-step problems.

Describe the cause/effect of a particular event.

Identify patterns in events or behavior.

Formulate a routine problem given data and conditions.

Organize, represent and interpret data.

Level Three ActivitiesSupport ideas with details and examples.

Use voice appropriate to the purpose and audience.

Identify research questions and design investigations for a scientific problem.

Develop a scientific model for a complex situation.

Determine the author’s purpose and describe how it affects the interpretation of a reading selection.

Apply a concept in other contexts.

Level Four ActivitiesConduct a project that requires specifying a problem, designing and conducting an experiment, analyzing its data, and reporting results/solutions.

Apply mathematical model to illuminate a problem or situation.

Analyze and synthesize information from multiple sources.

Describe and illustrate how common themes are found across texts from different cultures.

Design a mathematical model to inform and solve a practical or abstract situation.

Level Two(Skill/Concept)

Level One

(Recall)

Level Three

(Strategic Thinking)

Level Four(ExtendedThinking)

Arrange

Calculate

DefineDraw Identify

Illustrate

LabelList

Match

Measure

Memorize

Name

QuoteRecall

ReciteRecognize

Repeat ReportState

TabulateTell Use

Who, What, When, Where, Why

DescribeExplain

Interpret

Categorize

Cause/Effect

Collect and Display

Classify

Compare

Construct

Distinguish

Estimate

GraphIdentify Patterns

Infer

Interpret

Make Observations

Modify

Organize

Predict

Relate

Separate

Show

Summarize

Use Context Cues

Apprise

Assess

Cite Evidence

Compare

Construct

Critique

Develop a Logical Argument

DifferentiateDraw Conclusions

Explain Phenomena in Terms of ConceptsFormulate

Hypothesize

Investigate

Revise

Use Concepts to Solve Non-Routine Problems

Apply Concepts

Design

Connect

Prove

Synthesize

Critique

Analyze

Create

Depth of Knowledge (DOK) Levels

Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006. <http://www.wcer.wisc.edu/WAT/index.aspx>.

Adult Actions: to address student achievement

Action to Address

Prior to Instruction Evidence Reflective Question(s)

Plan Instruction (Tier 1/2)

Team meets to plan instruction Similar strategies/ resources used within instruction

When does the team meet to plan instruction? Who contributes to planning and creating resources? How can we make planning time more productive?

Summative assessment is developed prior to instruction on the unit

Copy of assessment provided to all team members prior to unit

How does the team develop summative assessments? What process is in place to provide all team members input into creating assessments? What structure is needed to complete this task prior to the unit?

Identify & Support Needs

Identify individual student gaps in pre-requisite knowledge (pre-assessment)

Plan is created to fill gaps prior to instruction

Pre-Assessment Data for Power Standards Noted on Calendar/Lesson Plans (warm-up, small group, etc.)

What skills do students need to master prior to this unit? What strategy will you/did you use to pre-teach these concepts?

Formative Assessment

Team discusses/creates (Know/Do) formative assessments

Observe formative assessment in CWT’s , team meeting notes

What formative assessment will you use to measure student understanding of the Know? Of the Do? Who develops the formative assessments that your team uses? What support do you need to implement formative assessment into your daily instruction?

Research (rigor)

Identify best practices/lessons Discussion of lessons What have you used in the past to teach ____ that has worked? What does research say about students learning ____topic? What resources are available to support instruction on _____topic? Who or where could you go for a suggestion?

Review assessment items for TEKS Assessment items pulled up in meetings How has this TEKS been tested in the past? What samples do we have that represent the rigor of STAAR/EOC?

Topic to Address

During Instruction Evidence Reflective Question(s)

Pre-Teach Teacher uses a pre-teach to fill gaps in instruction for identified students Supporting STAAR Lessons have examples

Observe pre-teach in CWT’s Lesson Plans

How can you provide opportunities for students to review pre-requisite skills within your instruction? What skills have you identified that need to be re-taught?

Provide Support in the

Lesson

Vocabulary Aides are provided to struggling students Supporting STAAR Lessons have examples

Observe vocabulary aides in CWT’s Lesson Plans

Could understanding of vocabulary play a part in student misunderstanding(s)? How could a vocabulary aide assist students in achieving success?

Provide Support

in the Lesson (Tier 2

Instruction)

Scaffolding Cards are provided to struggling students

Observe scaffolding cards in CWT’s Lesson Plans

Do students struggle with all the steps in this sequence? What type of scaffolding card (graphic organizer, etc) could assist students in achieving success?

Teacher uses think alouds to share thinking behind the process with students Supporting STAAR lessons have examples in teacher notes

Observe think alouds in CWT’s Lesson Plans

What advantage would there be for struggling and high achieving students if you used a think aloud to model this process?

Teacher uses small group instruction to coach/improve skills of struggling students

Observe small group instruction in CWT’s Lesson Plans

What skills are specific students in need of mastering? When could you incorporate small group instruction to meet this need?

Teachers provides opportunities for students to discuss mathematics Kagan Strategies provide structures to use

Observe math discussions in CWT’s Lesson Plans

What concepts do students really need to understand in this unit? What discussion strategy could you use to improve understanding?

Teacher provides scaffolded opportunities to practice math: Guided/Partnered/ Individual model

Observe guided-partnered-individual practice opportunities in CWT’s Lesson Plans

How can you re-structure practice opportunities so that more students are ready to work independently?

Teacher targets questions to(or listens to discussion of) low performing students to assure understanding

Observe targeted questions in CWT’s Lesson Plans

What is the advantage to targeting questions vs. choral or voluntary response? What data do you have to share concerning the questions that struggling students are answering?

Formative Assessment

Teacher embeds formative assessment into daily instruction Uses the student feedback(answers) to alter instruction Math FACT Book examples uploaded on At a Glance Page

Observe formative assessment in CWT’s Lesson Plans & Alterations of lesson plans

How could using a formative assessment within daily instruction help you to identify student misconceptions prior to the summative assessment? What supports do you need to implement more formative assessment?

Topic to Address

After Instruction Evidence Reflective Question(s)

Plan Instruction

Team plans for re-teach of items not mastered Look for ways to spiral instruction within upcoming unit

Lesson plans/ Calendar Team Meeting/data team notes

How will you spiral instruction to assure students have an opportunity to master these skills?

Plan Interventions

(Tier 2/3)

Identify classroom interventions Intervention Plan Lesson Plans

What classroom interventions will you make in the next unit?

Identify interventions needed outside of classroom (Tier 3 Interventions)

Intervention Plan Intervention Resources Communication with Student/Parent

What support do your students need outside of the classroom show mastery of the previous skills and to be successful in the upcoming unit of study?

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