1. FALL 2011 MATHEMATICS SOL INSTITUTES Mr. Michael Bolling, Mathematics Coordinator Dr. Deborah Wickham, Elementary Mathematics Specialist

2. Trends in SOL Test Scores 2

3. 3

4. 4

5. SOL Institutes – FOCUS 2009 Specific SOL changes (content) 2010 Vertical articulation of the SOL and areas of greatest challenge (content and pedagogy) 2011 Process standards 5

6. Vertical Articulation Documents Click here for documents

7. Mathematics SOL Institutes – Focus Five goals for students to –become mathematical problem solvers that –communicate mathematically; –reason mathematically; –make mathematical connections; and –use mathematical representations to model and interpret practical situations 7

8. Virginia’s Goals for Students Process Goals: Mathematical Problem Solving Mathematical Communication Mathematical Reasoning Mathematical Connections Mathematical Representations 8

9. National Council of Teachers of Mathematics Process Standards: Problem Solving Reasoning and Proof Communication Connections Representations 9

10. Standards for Mathematical Practice (CCSS) Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. 10

11. Standards for Mathematical Practice (CCSS) Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. 11

12. Process Standards 12 VIRGINIA (Process Goals) NCTM (Process Standards) CCSS (Mathematical Practices) Mathematical Problem Solving Problem Solving1) Make sense of problems and persevere in solving them. Mathematical Communication Communication3) Construct viable and critique the reasoning of others Mathematical ReasoningReasoning and Proof2) Reason abstractly and quantitatively Mathematical ConnectionsConnections7) Look for and make use of structure 8) Look for and express regularity in repeated reasoning Mathematical Representations Representations4) Model with mathematics 5) Use appropriate tools strategically 6) Attend to precision

13. So why address process skills? Most important leverage point to facilitating student understanding and long-term retention Few measures in the primary grades Potential complacency in “high” test scores at some levels Can be a school/subject-wide focus 13

14. MATHEMATICS THROUGH PROBLEM SOLVING VERSUS MATHEMATICS FOR PROBLEM SOLVING 14

15. Mathematics through problem solving Interactions among students and the teacher Communication of mathematical ideas by students Students analyzing, interpreting, and developing processes for solving “rich” mathematical tasks Teachers facilitating learning by asking strategic questions and building on ideas that students bring to mathematical tasks Teachers facilitating students’ sharing of ideas, processes, and conclusions 15

16. Mathematics through problem solving Interactions among students and the teacher Communication of mathematical ideas by students Students analyzing, interpreting, and developing processes for solving “rich” mathematical tasks Teachers facilitating learning by asking strategic questions and building on ideas that students bring to mathematical tasks Teachers facilitating students’ sharing of ideas, processes, and conclusions 16

17. ‘Train-the-trainer’ Professional Development Four representatives from each division Expectation is for participants to return to divisions and provide PD to division teachers and administrators Participants will be provided resources for the facilitation of PD Each division will receive two PD books 17

18. 18

19. 19

20. Assessments – Then and Now 20 Grade 3 OLD NEW

21. Assessments – Then and Now 21 OLD Grade 3 NEW

22. Assessments – Then and Now 22 OLD Grade 4 NEW

23. Assessments – Then and Now 23 OLD Grade 5 NEW

24. Assessments – Then and Now 24 Grade 7 OLD NEW

25. Assessments – Then and Now 25 Grade 7

26. Assessments – Then and Now 26 Algebra 1

27. Assessments – Then and Now 27 OLD Algebra 1 NEW

28. Assessments – Then and Now 28 Geometry

29. Assessments – Then and Now 29 Geometry OLD NEW

30. Assessments – Then and Now 30 New Content - Geometry

31. Assessments – Then and Now 31 New Content - Algebra II

32. 32 How will instruction in your division, school, or classroom need to change?

33. 33 Enjoy your day!