2008MCTMFallConweb

2008MCTMFallConweb - Cindy Bryant Mathematics Consultant...

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Cindy Bryant Mathematics Consultant Missouri Department of Elementary and Secondary Education Cindy.Bryant@dese.mo.gov 573.751.1395
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Math End-of-Course Exams Implementation Schedule 2008 – 2009 Algebra I 2009 – 2010 Algebra II, Geometry, Integrated Math II, Integrated Math III Aligned to v2.0 GLEs
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MAP Exams Implementation Schedule 2008 – 2009 Grades 3 – 8 Math Aligned to the March, 2004 GLEs 2009 – 2010 Grades 3 – 8 Math Aligned to the v2.0 GLEs
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Assessment Item Development Field Test Operational Item Writing Content/Bias Review Scoring Achievement Level Setting
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DESE/METS K – 12 Mathematics Learning Goals Learning Goals Grade/Course-Level Expectations CURRICULUM framework •Identifies content priorities and assessment specifications for a mathematics course or grade ASSESSMENT framework •Identifies only assessment specifications for a mathematics course or grade
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DESE/METS K – 12 Mathematics Learning Goals Classroom Implications: Less = MORE Focus Time
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Content Priorities A few mathematical ideas (core content) for a grade level or course that serve as an organizing structure for curriculum design, instruction, and assessment.
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Grade 3, Core Concept A: Extending Addition and Subtraction Students consolidate addition and subtraction strategies for larger numbers. They develop proficiency (accuracy, efficiency, flexibility, and appropriateness) with addition and subtraction of larger numbers, including standard algorithms, understand why these procedures work, and use them to solve problems. Core Content – A few important mathematical ideas for a grade level or course that serve as organizing structures for curriculum design, instruction, and assessment.
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1. Understand, explain, and use a variety of strategies to compute multi-digit addition and subtraction problems proficiently (sums larger than 1000 and minuends larger than 100.) Learning Goals - A set of statements, organized around each core concept, indicating what students are expected to learn.
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a.) Proficiently compute multi-digit addition and subtraction problems. b.) *Estimate sums and differences and/or calculate them mentally depending on the context and numbers involved; use estimates to judge the reasonableness of solutions. c.) *Create single- and multi-step contextual problems for a variety of mathematical situations (combining, missing addend, separating, comparing, and relating parts to wholes) involving multi-digit numbers. d.) Solve single- and multi-step contextual problems for a variety of mathematical situations (combining, missing addend, separating, comparing and relating parts to wholes) involving multi-digit numbers. Performance
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2008MCTMFallConweb - Cindy Bryant Mathematics Consultant...

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