GMS Demographics

GMS Economically Disadvantaged 65%

GMS 2011 TAKS Summary Passing %Commended Performance % 6 th 89%26% 7 th 82%29% 8 th 86%30%

GMS TAKS Passing Progression

Closing the Achievement Gap

A majority of what we do in the class room has been picked up through our years of attending workshops, conferences, and internet searches. We have modified to fit the needs of our teachers and school. We thank all of you who contributed by allowing us to take and extend your ideas.

The structure of your class and how you teach will guide your students in one of two ways: Motivated to learn more Mayhem with little learning taking place Motivation is a positive tool. Mayhem is chaotic!

High Expectations Aligned Department: Horizontal & Vertical Rubrics/Effort 4 step problem solving plan Math Class Daily Agenda with music Benchmarks/Tests Differentiated Instruction

High expectations for Math students prepare them for a successful adult life Learn AND Understand Responsibility Team Work Giving up is not an option Zeros are not an option Believe they can do anything

Worked with 4 other districts to create an aligned curriculum to the TEKS Spiraled Curriculum –Do NOT teach in order of TEKS Horizontal & Vertical Alignment NO shortcuts are taught Secret Pals

Students use rubrics to analyze their work Every assignment/test has effort built into the rubric When the best effort is given, students will be successful

Problem solving is a big part of the math class Must Follow 4 step plan on benchmarks/tests, Weekly Assignments, & POTW (problem of the week) ReadThink Write the questionList the facts SolveJustify Use any methodUsing complete sentences, explain what was done to solve the problem

ReadThink Write the questionList the facts SolveJustify Use any methodUsing complete sentences, explain what was done to solve the problem We teach more than Math. Students are held accountable for complete sentences, spelling, and grammar

All math classes follow the same format: Consistency across the grade levels Weekly Assignments: Receive on Monday Due on Friday 20 – 30 problems Open-ended Grade with rubric Lunch detention if not turned in by the following Monday

All math classes follow the same format: Consistency across the grade levels Daily Agenda: Bell Ringer Quiz Speed Test (music) POTW (music) Accelerated Math (independent) Review class work/home work CPS Review: multiple choice Guided Practice/Activity Independent Practice

Bell Ringer Four figures have the following dimensions: Rectangular prism: l=2 in; w=4 in; h=7 in Cylinder: r=4 in; h=6 in Cone: r=4 in; h=6 in Rectangular pyramid: l=2 in; w=4 in; h=7 in 1. What is the probability that a figure chosen at random will have a volume greater than 150 cubic inches? 2. Two figures are pulled one at a time. After you pull the first time, you do not replace. What is the probability both figures will have a volume less than 125 cubic inches? 3. Calculate the mean of the volumes.

Quiz A cardboard box has the following dimensions: 7.5 ft, 3 ft, 4 ft How many cubic feet of material will the box hold?

What is the volume? To calculate the amount of cubic feet, I need to find the volume. The figure is a rectangular prism. To calculate the volume of a rectangular prism, I found the area of the base. The base is a rectangle, so I multiplied the length by the width. I multiplied the area of the base by the height of the prism. A cardboard box has the following dimensions: 7.5 ft, 3 ft, 4 ft. How many cubic feet of material will the box hold? The volume is 90 cubic feet. Rectangular prism Length = 7.5 ft Width = 3 ft Height = 4 ft Cubic feet

Speed Test 1. Get out a dry erase marker. 2. You have 1 minute to complete as many problems as you can. 3.We will grade in 1 minute. 4. Graph your results. Keep the graph in your notebook. 5. We will do this every day.

Problem of the Week # You have 5 minutes to work on the problem of the week. 2. The problem of the week must follow the Read, Think, Solve, Justify format. 3. When you are finished, turn it in. 4. It is due Friday.

Common Assessments: every grade level open ended questions, multiple choice, essay Benchmarks: STAAR format Every 6 weeks Aligned with current scope and sequence Released TAKS questions (modified questions to include multi step and extra info) Comprehensive

Mathematics concepts are presented in various formats to accommodate diverse learning styles in order to help each child reach his/her full potential. Student teaching, Hands on, technology, microphone

Students help teach other students Students are up at the board or Elmo presenting their problem(s) to the class Students explain in detail what they did to solve the problem and why Students journal: paper or electronic (I use a class wiki)

Students get hands on experience in solving math problems when they use manipulatives Examples include: algebra tiles, cuisenaire rods, blocks, dice, base ten blocks, number lines, and other visual aids

Grid paper allows for a better understanding of size and proportion Students learn that drawing a picture is a very helpful tool that allows them to see what is occurring Encourage creating tables to model patterns

Computers Data projectors Document camera (Elmo) Graphing calculators CPS Online quizzes Internet Research Real life application projects Virtual manipulatives Visits to various math websites Microsoft Office applications

You tube videos: – provides link to video without ads, etc – save video to computer (no internet needed to view) Video: Mr. Duey fractions

Portable amplifier systems allow everyone in the class to hear you Great attention grabber Saves your voice

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We would like to give a special thanks to all of you for being here to enhance the learning of your students. With your help, the possibilities for our students are endless.