1 MEAP IS EVERYBODY’S BUSINESS June 13, 2006 Carver K-8 Learning Community MEAP&Curriculum

2 TODAY YOU WILL RECEIVE: Information on how to increase student achievement on standardized assessments Learn how the Grade Level Content Expectations are addressed within the current curriculum materials Information about developing a plan of action for the school year

3 Agenda Who Wants to Be a Mathematics Millionaire? Review of the GLCEs Upcoming Correlated Lessons Sample Assessment Items Support Documents GLCE Action Plan Wrap Up & Evaluation

4 Who Wants to Be a Mathematics Millionaire? How To Play: 1. Write your name at the top of your answer sheet 2. You must answer the question on your own, so you don’t have any life lines. 3. Write down the letter of your answer. 4. Turn in Your Answer Sheets 5. Find out who has become a Millionaire! Let’s Play Millionaire!Millionaire!

5 What are the Grade Level Content Expectations?  The Grade Level Content Expectations are designed to identify specific targets for state-wide assessment.  The GLCE objectives are aligned to DPS pacing charts and curricula.  GLCE intentionally do not imply how content should be taught, only what students should know.  GLCE identify end of year competencies for students.

6 Fall Test Set-Up Five components: Core assessment (up to 24 GLCE’s) Extended core (other GLCE’s at each level) Future core (GLCE’s formerly at higher grade levels) Replacement items (to field test and replace above) Linking items (from higher/lower grade) Approximately 2 hours

7 Will every item count towards students scores? Each expectation is designated as either - Core (currently taught at this grade level), - Extended Core (prerequisite to a core expectation), or - Future Core (new to this grade level) Only the items that assess Core expectations on the Fall 2006 tests will count toward AYP Items that assess Future Core and Extended Core expectations will NOT count toward AYP until After that time, all content in the GLCE will count for AYP.

8 Mapping from the MCF Standards and Benchmarks to the GLCEs Algebra Geometry Measurement Data & Probability Number & Ops Algebra Data & Probability Patterns, Relationships, & Functions Geometry & Measurement Data Analysis & Statistics Number Sense & Numeration Numerical & Algebraic Operations & Analytical Thinking Probability & Discrete Mathematics

9 Weeks 24 – 27 Grade 2 LessonPagesLesson ObjectiveMI Grade Level Content Expectations 8-11: Add Money Add money amounts to find two-digit sums. Note: Change some of the money amounts to decimal notation greater than $1.00. M.UN Read and write amounts of money using decimal notations e.g., $1.15. M.PS Add and subtract money in mixed units, e.g., $ cents and $ $3, but not $ $3.10.

10 Extension Suggestions – Grade 2 The expectation requires that students read & write amounts of money using decimal notation. However, the lesson only requires that they figure out the amount of money without the decimal notation. We suggest the following ideas for extensions..

11 How much money do you have? a) $1.70 b) $1.00 c) $1.35 My piggy bank has $3.40. I spent 50 cents. How much do I have left? a) $3.90 b) $2.90 c) $8.40 Second Grade Suggested Practice Items

12 Weeks 21 – 24 Grade 3 LessonPagesLesson ObjectiveMI Grade Level Content Expectations Mini-Lesson: Tangrams Appendix Decompose/compose triangles and rectangles to form other familiar two-dimensional shapes. G.SR Compose and decompose triangles and rectangles to form other familiar two-dimensional shapes; e.g., form a rectangle using two congruent right triangles, or decompose a parallelogram into a rectangle and two right triangles.

13 Extension Suggestions - Grade 3 The third grade curriculum guide contains several mini-lessons that meet the Grade Level Content Expectations. Take a look at the Tangram lesson. Are there any other lessons that help students meet this Grade Level Content Expectation?

14 Weeks Grade 4 LessonPagesLesson ObjectiveMI Grade Level Content Expectations 1:1 Finding Halves of Crazy Cakes 4-7 Find halves of a shape and show that equivalent fractions have the same area. N.MR Explain why equivalent fractions are equal, using area models, such as fraction strips or the number line for fractions with denominators of 12 or less or equal to 100. N.ME Understand fraction as parts of a set of objects.

15 Extension Suggestions – Grade 4 N.ME requires that students understand fractions as parts of a set. We suggest doing some work with fractions of a set from the Scott Foresman Addison Wesley book for bell work. Use Example 2 from page 388 and numbers 1-2 on page 389. N.MR requires that students explain why equivalent fractions are equal. They can do some explanation in this investigation, but for more practice students should engage in activities like what is listed below: Complete the number lines below and explain why 6/8 and ¾ are equivalent

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17 Weeks Grade 5 LessonPagesLesson ObjectiveMI Grade Level Content Expectations 1:2 Using Length Benchmarks Use benchmarks to estimate lengths and recognize and explain possible sources of error. M.UN Convert measurements of length, weight, area, volume, and time within a given system, using easily manipulated numbers.

18 Extension Suggestions – Grade 5 The expectation goes beyond what the lesson is actually teaching. We suggest providing practice converting units of length, weight, area, volume, and time. Example: How many milliliters are in one liter?

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20 Sample Assessment Items N.MR Find missing values in open sentences, e.g., 42 + □ = 57; use relationship between addition and subtraction. Example: Tamiko wanted 100 trading cards. She had 55 cards. How many more cards did she need?

21 Sample Assessment Items N.MR Given a simple situation involving groups of equal size or of sharing equally, represent with objects, words, and symbols; solve. Example: Each pack of gum has five sticks. How many sticks of gum are in three packs of gum?

22 Sample Assessment Items N.MR Solve simple division problems involving remainders, viewing the remainder as the “number left over” (less than the divisor) Example: Lilo brings 40 pieces of candy to share with the class. There are 18 students in the class. If each student receives 2 pieces, how many pieces of candy are left over?

23 Sample Assessment Items Example: John has a cube, 3 inches on each side. What is its surface area? M.TE Measure surface area of cubes and rectangular prisms by covering and counting area of the faces. 3 inches

24 Sample Assessment Items Example: Bobby bought 3 3/5 ice cream cones. Jose Miquel bought 5 1/3 ice cream cones. How many ice cream cones did they buy together? N.FL Add and subtract fractions with unlike denominators of 1,2 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 and 100, using the common denominator that is the product of the denominators of the 2 fractions.

25 Support Documents Vocabulary Lists Sample Assessment Items Curriculum Guide Mini-Lessons Parent Guides

26 Helpful Websites Michigan Department of Education Michigan Council of Teachers of Mathematics National Council of Teachers of Mathematics

27 Grade Level Content Expectations Action Plan What resources do I have to use to better prepare my students? How will I review what has been taught the previous school year? What evidence do I have of mastery of the expectations?

28 Grade Level Content ExpectationResourcesReview Plan ReteachMastery* Comments Place code or What resources What will you do When willPractices What do you want to expectation here do you have? To review? you reteach?Quizzes be sure to use to boost Testsstudent achievement?

29 Grade Level Content ExpectationResourcesReview Plan ReteachMastery* Comments N.ME Compare and order numbersSFAW Ch. 10 Review Vocabulary WeeklyWksP - 30% Use all teacher resources to to 1,000; use the symbols > and <. Accelerated Math Objective 70 Compare & Order Numbers Q-35% provide additional practice: mixed and Objective 72 for bell work & homework T-35% review (p. 371) Enrichment 10-7.

30 □Curriculum Guide □Copy of your Grade Level Content Expectations □Vocabulary Lists □Sample Assessment Problems Materials given are to assist in completing the Building Level Action Plan.