1 / 14

# Cattaraugus Little Valley Math 8

Cattaraugus Little Valley Math 8. Trends and Recommendations. School Report Card Data 2013. Results by Student Group SRC 2013. Economically Disadvantaged Focus. 2011-2012. Latest Data – Math 8 2014. Results by Student Group - 2014. Comparison 2012-2014.

Télécharger la présentation

## Cattaraugus Little Valley Math 8

E N D

### Presentation Transcript

1. Cattaraugus Little Valley Math 8 Trends and Recommendations

2. School Report Card Data 2013

3. Results by Student Group SRC 2013

5. Latest Data – Math 8 2014

6. Results by Student Group - 2014

7. Comparison 2012-2014

8. Grade 8 CC Math Standards Overview

9. Standards Focus Observations based on Performance Report with Gap Analysis by District 2013 and 2014 • Areas of Strength: • F.3 Interpret the equation y=mx+b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. • SP.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data to the line.

10. Standards Focus Observations cont • Areas That Have Shown Improvement : • EE. 1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. • EE.3 Use numbers expressed in the form of a single digit times a whole-number power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. • G.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. • SP.4 Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.

11. Standards Focus Observations cont • Areas to Focus on Needed Growth : • EE.8 Analyze and solve pairs of simultaneous linear equations • b. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. • c. Solve real-world and mathematical problems leading to two linear equations in two variables. • F. 2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions.) • G.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. • G.9 Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

12. Action Plan – Step 1 • Provide professional development opportunities to focus on the related standards, particularly reflected in: • Module 2 Topic C – Congruence and Angle Relationships • Module 3 Topic B – Similar Figures (including angle-angle criterion) • Module 4 Topic B – Linear Equations in Two Variables and Their Graphs • Module 5 Topic B – Volume • Module 6 Topic B – Bivariate Numerical Data • Module 6 Topic D – Bivariate Categorical Data • https://www.engageny.org/pdnt-library

13. Action Plan Step 2 • Research appropriate supplementary resources to support the learning and practice of the skills in the related standards of focus. • Then make the resources readily available to all stake holders. • Resources for teachers – CLV already has a good start on this on the Curriculum Coordinator page. Build and add to this. • Resources for students – Consider Powermylearning, Edmodo, Knowmia, Edutopia, etc. • Resources for parents – Search for video sources for lessons on concepts and skills that are different than the way they were taught as a child and that explain new terminology and vocabulary. Post them on website for easy access

14. Action Step 3 • Plan and provide parent workshop (or series of workshops) to increase parent engagement. • Resource – Toolkit at EngageNY • https://www.engageny.org/resource/planning-a-parent-workshop-toolkit-for-parent-engagement

More Related