IPT- Math_Grade5

Mathematics G R A D E 5

INSTRUCTIONAL PLANNING TOOL

STAAR™

Copyright©2011 Education Service Center Region XIII3

Instructional Planning Tool User Guide

Overview This tool is designed to support teachers in instructional planning, by providing a means to process the sampling of assessed standards on the released STAAR items. Using this process, educators will:

review historical assessment data; read and solve sample STAAR items; analyze assessment prompts in order to consider the multiple steps required to generate a response; anticipate varying approaches and steps students might take; and reflect on his or her current classroom instruction.

The goal of this tool is to guide effective planning, including probing questions, and monitoring of student progress, which support student success. The Instructional Planning Tool is organized by the learning standards assessed on STAAR. Each standard is labeled as Readiness, Supporting, or Process.

As you work through the tool, keep in mind that the intent is to help think through the instructional implications of each standard. This tool provides an option to work through this thought process and can be customized to fit the needs of each campus.

Contents Each booklet contains:

all learning standards assessed on STAAR for a grade and content area; table to insert state, region, district, and grade TAKS performance data; sample STAAR items; example solution steps; reflection questions to assist educators in increasing the rigor of classroom instruction.

In addition to the booklet, this tool contains a CD with modifiable files so campuses may modify the documents to meet their needs.

READINESS STANDARDS: SUPPORTING STANDARDS: PROCESS STANDARDS: are essential for success in the

current grade or course; are important for preparedness for

the next grade or course; support college and career

readiness; necessitate in‐depth instruction; address broad and deep ideas.

may be emphasized in a subsequent year (although introduced in the current grade or course);

may be emphasized in a previous year (although introduced in the current grade or course);

play a role in preparing students for the next grade or course but not a central role;

address more narrowly defined ideas.

will be assessed in context, not in isolation in the content areas of Social Studies, Science, and Math;

will allow for a more integrated and authentic assessment.

Copyright©2011 Education Service Center Region XIII 4

Instructional Planning Tool – COMPLETED SAMPLE Grade 5 Math

Copyright©2011 Education Service Center Region XIII

Read: Student Expectation (SE): Highlight the verb(s) and concept(s).

5.3A: The student is expected to use addition and subtraction to solve problems involving whole numbers and decimals. [Readiness Standard; Reporting Category 1]

5.14A: The student is expected to identify the mathematics in everyday situations. [Processing Standard;

Reporting Category 1]

Read:

Think/Analyze:

State* Region* District* Grade* 70% 65% 73% 75% *Reminder: Use previous year’s spring administration data.

What is the question? Who is taller, Adam or Mark? Will I add or subtract these decimal numbers in order to find out how tall Mark is?

What part of the standard is being assessed? The student is expected to use subtraction to solve problems involving decimals. The student is expected to identify the mathematics in everyday situations.

How else might this SE be assessed? The question could require adding or subtracting whole numbers, or addition with decimal numbers such as money. The question could also require students to choose appropriate numbers from a table or chart prior to performing the operation. SAMPLE



Apply: Possible Solution Steps:

1. Since Adam is taller than Mark you must subtract to find out how tall Mark is. 2. Subtract 0.75 from 4.5

Line up the place values prior to subtracting. Double-check that the decimal points line up. 4.5 - 0.75

3. Add a zero as a place holder to represent the hundredths (4.50). This does not change the value of the number.

4. Now subtract. 4.50 - 0.75 3.75 Instructional Considerations: What prior knowledge is being built upon? Look at the K−4 standards that align with 5.3A to see what prior knowledge is being built upon. List here. How do I currently teach this SE concept/content?

Currently I use…�

How do I need to adjust my instruction based on this analysis? Example/s: Change resource/s to _____ so that my instructions aligns better with the expectations of the standard. Use models to bridge from concrete to pictorial to the abstract representation involving subtraction of decimals numbers. Implement spiral reviews to include this standard. Allow for peer discussion of problems such as these with an emphasis on explaining reasonableness. What formative assessment will I use to be sure it’s working? Example/s: Group/Individual Observation, Anecdotal notes, Performance tasks, and Electronic response system What are some probing questions to use with students?

Who is taller, Adam or Mark? Will you add or subtract to find out how tall Mark is? Why? Explain. What rules could you use for the addition or subtraction of decimal numbers? What strategies can you use when adding or subtracting decimal numbers? How could you use the hundredths grid/s to help you solve this problem? How is adding and subtracting decimal numbers like adding and subtracting whole

numbers? How is it different? Extension - Write another question on a separate sheet of paper that addresses a different part (different content) of the standard

Correct Answer

C

SAMPLE

Copyright©2011 Education Service Center Region XIII 6

Instructional Planning Tool Grade 5 Math


Read: Student Expectation (SE): Highlight the verb(s) and concept(s).

5.2B: The student is expected to generate a mixed number equivalent to a given improper fraction or generate an improper fraction equivalent to a given mixed number. [Supporting Standard; Reporting Category 1]

Read:

Think/Analyze:

State* Region* District* Grade* *Reminder: Use previous year’s spring administration data.

What is the question?

What part of the standard is being assessed?

How else might this SE be assessed?



Apply: Possible Solution Steps:

1. Determine the type of fractional part in question (eighths). It takes eight eighths to make one

whole.

2. The mixed number 3 and 87

is made of 3 wholes. Each whole is made of eight

eighths. Therefore, 3 x 8 is 24 eighths, or 824

.

3. Add the remaining part of the mixed number, 87

, to the 824

(3 wholes) for a total of 831

.

4. Answer B is correct.

Instructional Considerations: What prior knowledge is being built upon?

How do I currently teach this SE concept/content?

How do I need to adjust my instruction based on this analysis?

What formative assessment will I use to be sure it’s working?

What are some probing questions to use with students?

Extension‐Write another question on a separate sheet of paper that addresses a different part (different content) of the standard.

Correct Answer

B

IPT- Math_Grade5

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