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MEAP IS EVERYBODY’S BUSINESS

June 13, 2006

Carver K-8 Learning Community

MEAPMEAP

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CurriculumCurriculum

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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 2006 - 2007 school year

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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

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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!

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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.

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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

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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 2009 - 2010

After that time, all content in the GLCE will count for AYP.

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Mapping from theMCF 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

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Weeks 24 – 27 Grade 2

Lesson Pages Lesson Objective MI Grade Level Content Expectations

8-11:

Add Money 295-296 Add money amounts to find

two-digit sums.

Note: Change some of the money amounts to decimal notation greater than $1.00.

M.UN.02.07 Read and write amounts of money using decimal notations e.g., $1.15.

M.PS.02.08 Add and subtract money in mixed units, e.g., $2.50 + 60 cents and $5.75 - $3, but not $2.50 + $3.10.

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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.

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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

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Weeks 21 – 24 Grade 3Lesson Pages Lesson Objective MI Grade Level Content

Expectations

Mini-Lesson:

Tangrams Appendix Decompose/compose triangles

and rectangles to form other familiar two-dimensional shapes.

G.SR.03.05 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.

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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?

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Weeks 25-28 Grade 4Lesson Pages Lesson Objective MI 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.04.21 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.04.20 Understand fraction as parts of a set of objects.

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Extension Suggestions – Grade 4

•N.ME.04.20 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.04.21 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.

0 1 2

0 1 2

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Weeks 23-29 Grade 5

Lesson Pages Lesson Objective MI Grade Level Content Expectations

1:2 Using Length Benchmarks

12-18 Use benchmarks to estimate lengths and recognize and explain possible sources of error.

M.UN.05.04 Convert measurements of length, weight, area, volume, and time within a given system, using easily manipulated numbers.

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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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Sample Assessment Items

N.MR.02.08 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?

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Sample Assessment Items

N.MR.02.16 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?

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Sample Assessment Items

N.MR.03.14 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?

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Sample Assessment Items

Example:

John has a cube, 3 inches on each side. What is its surface area?

M.TE.04.04 Measure surface area of cubes and rectangular prisms by covering and counting area of the faces.

3 inches

3 inches

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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.05.14 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.

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Support Documents

•Vocabulary Lists

•Sample Assessment Items

•Curriculum Guide

•Mini-Lessons

•Parent Guides

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Helpful Websites Michigan Department of Education

www.michigan.gov/mde Michigan Council of Teachers of

Mathematics

www.mictm.org National Council of Teachers of

Mathematics

www.nctm.org

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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?

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Grade Level Content Expectation Resources Review Plan

Reteach Mastery*Comments

 Place code or  What resources  What will you do  When will Practices   What do you want to

 expectation here do you have?  To review?  you reteach? Quizzes  be sure to use to boost

       Tests student achievement? 

           

           

           

           

           

           

           

           

           

           

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Grade Level Content Expectation Resources Review Plan

Reteach Mastery*Comments

N.ME.02.03 Compare and order numbers SFAW Ch. 10

Review Vocabulary Weekly Wks P - 30%

Use all teacher resources to

to 1,000; use the symbols > and <.

Accelerated Math Objective 70

Compare & Order Numbers

28-30 Q-35%

provide additional practice: mixed

 

and Objective 72for bell work &

homework   T-35%review (p. 371)

Enrichment 10-7.

           

           

           

           

           

           

           

           

           

           

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□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.