Purposeful Planning by

Backward Design and

Targeting the TEKS

7th GRADE

Wendy CurtnerMath Instructional Team

Ice Breaker: Math Trivia…1. A woman gives a beggar 50 cents; the woman is the beggar's sister,

but the beggar is not the woman's brother. How come?

2. Why can't a man living in the USA be buried in Canada?

3. How many outs are there in an inning?

4. Is it legal for a man in California to marry his widow's sister? Why?

5. Two men play five games of checkers. Each man wins the same

number of

games. There are no ties. Explain this.

6. Divide 30 by 1/2 and add 10. What is the answer?

7. If there are 3 apples and you take away 2, how many do you have?

8. A doctor gives you three pills telling you to take one every half hour.

How long

would the pills last?

9. A clerk in the butcher shop is 5' 10'' tall. What does he weigh?

10. How many two cent stamps are there in a dozen?

11. What was the President's name in 1950?

• C

Things that we know:

•Our state curriculum is 100% aligned to the NCTM standards

•1992-2005 94% of the SAT was over grade 8 TEKS •2005-2008 69% of the SAT is now over grade 8 TEKS

•21st year Texas gave state criterion referenced test

• Texas is 43rd in the nation out of 50 in math on SAT results

•This year’s 8th graders will be the first to take EOC

Marzano did an analysis of in-school factors that affect student achievement.

Guess what he found?

Coming in at first place!What gets taught… he calls this a “guaranteed and viable curriculum.”

“The impact of the actual, taught curriculum on school quality, on student learning, is indescribably important.”

Marzano

•Look at the ARRC: At-a-Glance and Timelines •Study and understand TEKS

•Create Essential Questions

•Consult Kilgo testing history

•Create your assessment

•Plan your instruction

Backward Design Process:

Math Planning Binders, your tool…•ARRC timelines

•TEKS booklets

•Kilgo – TAKS testing history

Coming soon to Print Shop: Newly released TAKS testing history

Aligned Round Rock Curriculum…

Cognitive alignment: Do the verbs in the SE match the steps in thinking required for answering the questions you are asking the students?

Concept Alignment : Does the noun in the SE match the concepts tested in the question?

Context Alignment: Is the context of the instruction on the concept the same as the context stated in the TEKS?

One more thought…Content Vocabulary: Does the mathematic vocabulary you are using for instruction and assessment match the vocabulary in the SE?

Target the TEKS…not the Topics.

7.2A Represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers.

VERB: representNoun: multiplication and division situations (fractions/decimals)Context: concrete models (objects, pictures, words, and numbers.)

Do your instruction and assessment use this verb, noun, and context?

Let’s Try it…

Verb: ________________Noun: _______________Context: _____________

Essential Questions…

Under Construction…

Coming to a grade level

meeting near you!

Facilitates discovery of solutions

Models the thinking you wish students to do when solving the problem

Applies prior knowledge

References formula chart

Creates pictures, charts or diagrams

Helps students create their “own understanding” of the concept.

1. Draw a picture of a rope representing the total length of the rope. (6.5m)

2. Cut the picture into a diagram representing the parts of that rope (0.2m)

3. Which operation goes with cutting a rope?

4. Write an expression that models your picture.

Scaffolding…

Let’s Try Scaffolding…

As a group, come up with

3 to 4 questions that break down

(scaffold) this question…

Let’s Try Scaffolding again…

As a group, take off the answer choices and

come up with 3 to 4 questions

that break down (scaffold) this

question…

More Ideas for Scaffolding…

o Take off multiple choice answers on occasion o Ask for multiple representationso Reference formulas and use the formula

chart dailyo Ask for generalizationso Ask for an explanation, written or oralo Ask for examples or non-exampleso Ask for a predictiono Invert the problemo Have students create charts and graphs as well as interpret them

The key to student success is purposeful planning that

Targets the TEKS and the alignment of instruction and

assessment to the TEKS

A Resource to make your planning easier…

Math Wiki