Math

Geometry Data talk 9/8/10 Team: Bagel Step 1: Develop Inquiry based Questions, Identify priority standard/skill and present data


 * PRE-TEST ||
 * Teachers' Names || Number of students who took assessment || Number of students proficient (70%) and higher || Percent of students proficient and higher || Number of students close to proficient || Percent of students close to proficient || Number of students with way to go || Percent of students with a way to go || Number of Students Far from proficient || Percent of students far away from proficient ||
 * Hall, Andy || 25 || 1 || 4.00% || 1 || 4.00% || 4 || 16.00% || 19 || 76.00% ||
 * McKay, Erica ||  ||   || #DIV/0! ||   || #DIV/0! ||   || #DIV/0! ||   || #DIV/0! ||
 * Smith, Gina || 26 || 0 || 0.00% || 1 || 3.85% || 1 || 3.85% || 24 || 92.31% ||
 * Thompson, Bill || 31 || 4 || 12.90% || 8 || 25.81% || 7 || 22.58% || 12 || 38.71% ||
 * Trexler, Liz || 22 || 1 || 4.55% || 0 || 0.00% || 2 || 9.09% || 19 || 86.36% ||

Step 2: Analyze Data to Determine Root Causes

1. Did well at solving easy proportions 2. Okay with 1-step 3. Highly motivated || Inferences- why? 1. Seen these before 2. Used scale factors 3. We’re awesome teachers. || 1. Combining like terms 2. Couldn’t start solving proportions with expressions 3. Add/sub pos/neg numbers || Inferences- why? 1. Don’t know inverse operations 2. Lack of patience/focus 3. Lack of basic skills 4. Haven’t seen hard proportions <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">5. Lack of instruction to this point ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Performance Behaviors- what?\
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Obstacles (errors)- what?

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Step: 3 Establish smart goal <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">The percentage of Algebra students scoring proficient or higher in solving equations and proportions will increase from 5.7% to 80% by the end of September as measured by the pre-assessment/summative assessment administered on Oct. 1, 2010. Step: 4 Select Common Teaching Strategies

**__ Strategies for Solving Equations __** · Teachers will commit to drawing a line at the equal sign to clearly separate the 2 sides of the equal sign. o This will hopefully alleviate the errors of adding twice to the same side. · Teachers will require students to show all work and in a vertical alignment. o This will allow for teacher to easily find errors. · Teachers will commit to assigning students to solve equations daily. o Either in warm-up, classwork, or homework. Step 5: Determine Results Indicators
 * If the teacher draws a line at the equal sign then the student will not add/subtract twice on the same side.
 * If the student shows their work vertically then the teacher and student can easily locate errors and misconceptions.
 * If the teacher assigns equation work daily the students will improve or maintain proficiency in solving equations.

Formative assessments: Daily work and quiz Summative Assessment: Test over solving equations and proportions

Geometry Data Talk 9/1/10

Team Name: G2 Data Team Focus: Geometry problem approaches. Standard: Assessment Directions: Have students analyze the following picture. Students should (1) Identify related angles and (2) list the angle relationships and special properties that apply to them. Assessment Prompt: (picture will be inserted soon) Rubric: Four point scale 4 Advanced: Students will use appropriate geometric symbols (such as ) and algebra to set up equations in addition to proficient requirements. 3 Proficient: Students can identify which angles are related and state the reason why or what strategy they would use to solve for a missing angle. 2 PP: Students can identify which angles are related and state the reason why or what strategy they would use to solve for a missing angle with some omissions. 1U: Students are unable to identify which angles are related or what strategies to use. Or Students miss a substantial amount.

Timeline: Give to students prior to 9/8 and bring data to data talk.

Team KBagel 2nd data team exploration Step 1: Step 2: <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">1. Students not attempting problems <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. Didn't care, not motivated || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Inferences- why? <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">1. Lack of comprehension <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. Because math is not words || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">1. lack of reading skills <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. Written word problems/math/work off before even attempting the problems <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">3. order matters with different operations || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Inferences- why? <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">1. Lack of patience/focus <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. Lack of basic skills <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">3. Lack of instruction to this point || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Step 3: <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">All Algebra 1 students will move up 1.5 levels of proficiency in writing equations from sentence descriptions measured by the pre-assessment/summative assessment administered prior to December 3, 2010.
 * Teachers' Names || Number of students who took assessment || Number of students proficient (70%) and higher || Percent of students proficient and higher || Number of students close to proficient (60-69%) || Percent of students close to proficient || Number of students with way to go (50-59%) || Percent of students with a way to go || Number of Students Far from proficient (0-49%) || Percent of students far away from proficient ||
 * ** Hall, Andy ** || 21 || 11 || 52.38% || 2 || 9.52% || 3 || 14.29% || 5 || 23.81% ||
 * ** McKay, Erica ** ||  ||   || #DIV/0! ||   || #DIV/0! ||   || #DIV/0! ||   || #DIV/0! ||
 * ** Smith, Gina ** || 105 || 1 || 0.95% || 2 || 1.90% || 1 || 0.95% || 101 || 96.19% ||
 * ** Thompson, Bill ** || 50 || 2 || 4.00% || 0 || 0.00% || 6 || 12.00% || 42 || 84.00% ||
 * ** Trexler, Liz ** || 25 || 10 || 40.00% || 7 || 28.00% || 3 || 12.00% || 5 || 20.00% ||
 * ** Total ** || 201 || 24 || 11.94% || 11 || 5.47% || 13 || 6.47% || 153 || 76.12% ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Performance Behaviors- what?
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Obstacles (errors)- what?

Step 4:
 * Teacher will commit to underlining key information and write the operation in symbol form above the word in the description.
 * Teachers will commit to defining variables and explaining when there is more than one variable.
 * Teachers will commit to using the 3 step Problem Solving Graphic organizer


 * 9/8/10 Math Team G2**
 * Data for Preassessment**
 * Teacher || # of students || Advanced || Proficient || Partial Profic. || Unsatisfactory ||
 * Newberry(4) || 16 || 1 || 3 || 9 || 3 ||
 * Newberry(5) || 22 || 0 || 1 || 9 || 12 ||
 * Newberry(7) || 24 || 0 || 0 || 5 || 19 ||
 * Heath(1) || 22 || 0 || 5 || 6 || 11 ||
 * Heath(6) || 22 || 0 || 5 || 7 || 10 ||
 * Stewart ||  ||   ||   ||   ||   ||
 * Stewart ||  ||   ||   ||   ||   ||
 * Total || 106 || 1 || 14 || 36 || 55 ||
 * ||  || 1% || 13% || 34% || 52% ||

Root Causes Performance Behaviors Why? 1. Not motivated Believe its unimportant 2. Just don’t understand Lack foundation 3. Lack of confidence Previous school failure 4. Highly motivated Goal oriented Obstacles 1. Overfocus on the example (too many vertical angles) 2. Avoid using new material Want to stick with what they know 3. Confusing to stay general Class overemphasis on solving


 * Smart Goal**
 * The percentage of __Students__ scoring proficient or higher in the __problem solving strategy__ will increase from __14%__ to __24%__ by the end of __the quarter__ as measured by __applying the strategy to the lines and transversal graphic__ administered on __Monday Oct 4th.__**

Instructional Strategies 1. In class examples using estimation instead of directly solving. 2. In class and assignments of focusing on the steps and thought process instead of answer (more think aloud – ‘crime scene investigator’) 3. Take 5 (Read 3 times, predict answer with units, pick a strategy, find answer check prediction, communicate answer)

**Determine Results Indicators**
If teachers directly instruct and practice the 3-step pre-solving strategy, then students will complete the three steps on exit tickets.. If teachers provide exit tickets each day, then students will improve in their ability to articulate questions about problems before solving problems.

Data for 2nd Assessment
 * Teacher || # of students || Advanced || Proficient || Partial Profic. || Unsatisfactory ||
 * Newberry(4) || 14 || 1 || 4 || 6 || 3 ||
 * Newberry(5) || 20 || 2 || 4 || 8 || 6 ||
 * Newberry(7) || 19 || 0 || 2 || 6 || 11 ||
 * Heath(1) || 22 || 0 || 9 || 7 || 6 ||
 * Heath(6) || 18 || 0 || 8 || 2 || 8 ||
 * Stewart ||  ||   ||   ||   ||   ||
 * Stewart ||  ||   ||   ||   ||   ||
 * Total || 93 || 3 || 27 || 29 || 34 ||
 * ||  || 3.2% || 29% || 31.2% || 36.6% ||

**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Team Name: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Bagel **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Data Team Focus: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Solve simple linear equations (one, two, multi-steps, and proportions) **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Standard: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Algebraic Structures (Standard 2) **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Directions: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Solve each equation for the variable. SHOW ALL WORK //(see attached)// **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Prompt/Assessment: **//<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">(see attached) // **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Rubric: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">(no electronic copy; hand written copy will be available) <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt 0.5in;">Overall score (26 points total) <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt 0.5in;"> One-Step (4 points total) <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt 0.5in;"> Two-Steps (6 points total) <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt 0.5in;"> Multi-Step (8 points total) <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt 0.5in;"> Proportions (8 points) **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Timeline ** : <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> assessment must be given and data collected, ready for discussion at next team meeting (09/08/2010) <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Name Date _ <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;"> <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;"> Solving Equations <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">**Pre-Assessment**

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Solve each equation for the variable. PLEAE SHOW ALL WORK J <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;"> 1. <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Answer: //t =//

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">2. <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Answer: //r =//

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">3. <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Answer: //y =//

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">4. <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Answer: //t =//

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">5. <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Answer: //m =//

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">6. <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Answer: //x =//

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">7. <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Answer: //b =//

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">8. <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Answer: //n =//

Team Name: Doughnut

Data Team Focus: Solving Absolute Value Inequalities Standard: to be labeled later Directions: solve the absolute value inequality in steps and justify the answers. Prompt: hand written copied off of the board Rubric: 4 point scale 4 – Advanced: Able to identify the type of absolute value inequality, sets it up and solves it correctly and graphs. 3 – Proficient: Able to accomplish three of the four criteria listed under advanced. 2 – Partially Proficient: Able to do two 1 – Unsatisfactory: Student shows no understanding of the concept. Timeline: assessment must be given and data collected, ready for discussion at next team meeting (09/08/2010)

Identify the type of absolute value inequality (“and”/”or”) and then solve the inequality to graph the solution set.Math Team Doughnut 9/8
 * || *** of Students || Advanced || Proficient || Partially Proficient || Unsatisfactory ||
 * Nickolai (1) || 25 || 9 || 8 || 3 || 5 ||
 * Nickolai (2) || 23 || 8 || 6 || 4 || 5 ||
 * Glaushauser (1) || 22 || 10 || 3 || 7 || 2 ||
 * Glaushauser (2) || 22 || 3 || 11 || 6 || 2 ||
 * Glaushauser (3) || 26 || 13 || 4 || 3 || 7 ||
 * Kantner || 35 || 0 || 1 || 9 || 25 ||
 * Total || 153 || 43 || 33 || 32 || 46 ||
 * Percentage ||  || 28 || 22 || 21 || 30 ||

__Successes__

They will scribe the notes – all they know how to do

Drills – memorization

Self-Motivation – outside support

Ask Questions – they care to know why

__Obstacles__

Too focused on examples – rely too much on past experiences

Lack of Confidence – low skills/what they’ve internalized

Unmotivated – see above

Lack of Foundation – poor attendance

Lack of Concentration

__Smart Goal__

The percentage of __Algebra II students__ scoring proficient or higher in __solving equations__ will increase from __50%__ to __70%__ by the end of __September__ as measured by common assessment __Unit 1 Test__ on __September 29th__.

Instructional Strategies

· Include in warm-ups multi-step equations at least once a week.

· Use a basic skills sheet (basic operations, order of operations, etc) at least once a week in place of warm-ups.

· Revisiting skills when building bigger/new concepts.

· Spiral old material covering solving equations on future assessments.
 * Result Indicators**

If the teacher will model the step by step process of solving equations, then students will take notes and ask inquiry based questions.

If the teacher shows each step for each problem, then the students ill understand with more clarity.

If the teacher provides regular examples/exercises, then the students will increase in proficiency.

If the teacher uses guided notes, then the students can model and mimic the guided notes to improve proficiency.

Formative Assessment - Daily Warm-Ups

Summative Assessment - Unit Assessment

Formative Assessment – Exit Ticket

Solve the equation for //y// and graph it.

4x + 6y = 12

Scoring – 4 pts

4 pts = Advanced à Solve correctly and graph correctly

3 pts = Proficient à Equation solved correctly; graph incorrect

2 pts = Partially Proficient à cannot correctly complete solving; may or may not be able to graph

1 pt = Unsatisfactory à attempted problem

0 pt = No Evidence of comprehension à Did nothing


 * || ** # of Students ** || ** Advanced ** || ** Proficient ** || ** Partially Proficient ** || ** Unsatisfactory ** || ** No Data ** ||
 * ** Glashauser(1) ** || ** 21 ** || ** 8 ** || ** 5 ** || ** 3 ** || ** 3 ** || ** 2 ** ||
 * ** Glashauser(2) ** || ** 28 ** || ** 14 ** || ** 8 ** || ** 2 ** || ** 2 ** || ** 2 ** ||
 * ** Glashauser(3) ** || ** 25 ** || ** 3 ** || ** 1 ** || ** 6 ** || ** 10 ** || ** 5 ** ||
 * ** Kantner ** || ** 18 ** || ** 5 ** || ** 1 ** || ** 8 ** || ** 4 ** ||  ||
 * ** Total ** || ** 92 ** || ** 30 ** || ** 15 ** || ** 19 ** || ** 19 ** || ** 9 ** ||
 * ** Percentage ** ||  || ** 33 ** || ** 16 ** || ** 21 ** || ** 21 ** || ** 10 ** ||

Geometry girls!!!!! Second round

Objective: Students will be proficient at using algebra to set-up and solve geometry problems involving Pythagorean Theorem and similarity.

Assessment: Rubric: Rubric for data team: (no correct equation) || Defined variables, set up correct equation (did not solve correctly) || Defined variables, set up correct equation, solve correctly || Proficient + communicates answer in complete sentence with units. || Strategies: Think Alouds Consistency in format in reinforcing in modeling and in exit slips.
 * 3 Step Problems solving ||  ||
 * Problem: || Define variable: ||
 * || Set up algebraic equations: ||
 * || Solve for the unknown: ||
 * Communicate your answer here: ||  ||
 * 1 (u) || 2 (pp) || 3 (p) || 4 (a) ||
 * Defined variables

Algebra II - 2nd round

Objective - Students will be proficient at factoring quadratic equations to solve for the zero values of the equation.

Rubric - Score appropriately on the quiz given such that it can be assesed to a 4 point scale.


 * || ** # of Students ** || ** No Data ** || ** Unsatisfactory ** || ** Partially Proficient ** || ** Proficient ** || ** Advanced ** ||
 * Glashauser || 65 || 1 || 8 || 13 || 27 || 16 ||
 * Kantner || 74 || 29 || 10 || 14 || 5 || 16 ||
 * Nickolai || 58 || 15 || 3 || 7 || 17 || 16 ||
 * ** Totals ** || 197 || 45 || 21 || 34 || 49 || 48 ||
 * ** Percents ** ||  || 23 || 11 || 17 || 25 || 24 ||

Smart Goal - The percentage of __Algebra II students__ scoring proficient or higher in __solving quadratic equations by factoring__ will increase from __49%__ to __70%__ by the end of __November__ as measured by common assessment __Unit 3 Test.__

__Round Three, Intervention__
1/27/11

After mining data, we are focusing on moving students from unsat-high to partially proficient. This data shows deficiency in standards 1 (number sense), 3(statistics) and 5(measurement) Our assessment measures % proficiency of benchmarks under these standards.

Smartgoal The percentage of geometry intervention students scoring proficient or higher in standards 1,3, and 5 will increase from 25.5% to 70% by friday, March 4, 2011 as measured by a comprehensive galileo assessment administered every friday. The students will improve the percentage of students proficient per benchmark according to : ||  ||   || pre-ass || goal ||
 * 10.1.1b || 5 || 0.95% || 26% ||
 * 10.1.3a || 4 || 3.81% || 28% ||
 * 10.3.1a || 4 || 7.62% || 34% ||
 * 10.3.1b || 1 || 24.76% || 50% ||
 * 10.3.1c || 3 || 3.81% || 29% ||
 * 10.3.4a || 1 || 25.71% || 51% ||
 * 10.3.5a || 2 || 6.67% || 32% ||
 * 10.3.6a || 4 || 1.90% || 27% ||
 * 10.5.1b || 3 || 0.95% || 26% ||