Thinking Maps Strategies - PowerPoint PPT Presentation

Title: Thinking Maps Strategies


1
Thinking Maps Strategies The Forgotten Fear
Factors of Multiple Guess EOG Math Assessment

• by Janie MacIntyre

2
Agenda

• Big Picture
• Fear Factors for Math
• Bridge Map Strategy for Vocabulary in Context
• Vocabulary of Thought Processes Thinking Skills
• Comprehension Analysis of Question Stem
• The Correct Answer
• What do students need to remember?
• What about the plain sheet of paper?
• Developing Review Packets
• Enhancing the Testing Environment
• Informing and Involving Parents
• Parents Night Out
• Test Taking Tips for Students Parents
• Q A

3
There are 43 instructional days before EOGs.

• How will you be using them?

4
Activity 1Big Picture In Math

• Use Cumberland Countys Pacing Guide, Task
  Analysis and Order of Instruction to determine
  what you still need to teach. (36 weeks)
• Do you want to allocate days for EOG review?
• Briefly, note your instructional plan between now
  and the EOGs
• This will allow you to focus on instruction
  within the finite amount of time that remains.

5
Big Picture in Math for Hope Mills Grays Creek
Mar 6-11 (Benchmark Window) Mar. 12
13 14 17 18 19 20 21 24 25 26 27 28
31 Apr. 1 2 3 4 7 8 9 10 11
Apr. 14 15 16 17 18 21 22 23 24 25 2
8 29 30 May 1 2 5 6 7
Handout
6
Flow Map Janies Countdown to End-of-Grade Tests
Week
Instruction
Support Strategies
3-10 3-14 3-17 3-21 3-24
3-28 Spring Break 3-31
4-4 4-7 4-11 4-14
4-18 4-21 4-25 4-28 5-2 5-5
5-9 5-12 5-16
This will vary depending on your systems pacing
guide, or your class demands.
Plan EOG Test Enhancers Continue to teach GO
with renewed focus Combine goals Model
everyday Begin to build your EOG Cheat
Sheet Begin to assimilate your class Review
Packet Continue to build self-confidence in
students Begin time simulation practice Send Test
Taking Tips to Parents Plan and hold Parents
Night Out Teach Not to be missed but obscure
items Execute EOG Test Enhancers
7
(Janie)sBig Picture for Math EOG

• Label folder
• Glue Big Picture calendar on left.
• We will be adding other items to the folder.

8
Reflections on the Big Picture

• What did you learn from this process?
• How could having the big picture at your
  fingertips impact instruction in your classes?
• How would you compare your feelings at the
  beginning of the activity and when you
• had completed your big picture?
• Could this process benefit others in your school?

9
Activity 2With a Focus on Comprehensionof the
Question Stemand then the Correct Response,
lets examine theof Multiple Guess
Assessment.
Fear Factors
10
What provides the stimulus for this activity?

• Janies personal use of these strategies in her
  classroom.
• The success of other math teachers with these
  strategies.
• The need for our students to be taught to
  successfully demonstrate their learning on
  standardized tests.

11
First, lets examine some assumptions that
teachers can make

• That students know vocabulary in context and
  assessment vocabulary.
• That students comprehend what the problem is
  asking and know how to paraphrase what it
  requires students to do.
• That students can provide the mathematical
  reasoning and calculation to prove the answer
  is correct.

12
Student inquiries tell us what the Fear Factors
are

• What does this word mean?
• What is this problem asking?
• What do I have to do to solve it?
• How do I solve it?
• What should my answer be?
• How can I tell if my answer is correct?

13
Fear Factor 1--Vocabulary

• Students must have the opportunity to identify
  unfamiliar vocabulary in the context of the
  question.
• How do teachers and students address this
  factor?

14
Lets examine

• In your packet, take five minutes to read the
  question stems on p. 1 entitled Question Stems
  for Unfamiliar Words.
• As you read, circle any words which you think
  might be unfamiliar to the average student.

15
Did you circle any of these terms?
Question Stems Questions for Unfamiliar Words
in Math Which expression is equivalent
to What is this distance expressed in scientific
notation What is the approximate measure of
angle JKM If he separates the land into two
congruent triangles, what will be the area of
each The radius of a circular garden is about 15
feet. About how much fencing will be needed to
go around the outer edge of the garden? What is
the maximum possible number of points of
intersection between an equilateral triangle and
a circle in the same plane? Which set of
coordinates results from a translation of figure
JKLM? Triangle PQR will be rotated 90 degrees
counterclockwise about the origin. What will be
the coordinates of R prime? What is the
probability that a randomly selected bird at the
zoo will be large and black? How long is the deck
in the scale drawing? Quinn tosses a fair coin
and then rolls a fair number cube with faces
labeled 1-6. What is the probability that the
results will be heads and a number less than
three? Jeanette wants to determine the most
popular car in her town. Which plan would give
the most accurate results? What is the solution
of the inequality? What is the value of x in
the following equation? If the pattern on the
graph continue, which rule can be used to find
the second number in the ordered pair
(5,_)? What is the ratio of the volumes of the
two cubes? Which of the following completes the
proportion? A citys daily temperature in January
fluctuated between 7 degrees and 2 degrees.
What was the temperature range? A copy machine
reduces a 12 line segment to 10.5. At this
setting, what would a 16 line segment become?
16
Did you identify any of these words as unfamiliar
words in these stems?

• composed scale drawing risen
• represents proportional average
• rational numbers satisfies combined
• shortest route assuming double-shaded
• square root intersects contains
• approximate transformed arranged
• equation dialation randomly
• irrational scale factor new image
• rate describes the behavior investment
• stock sequence value
• originally cost descends equivalent

17
Did you circle any of these terms?
Expression Equivalent Scientific
notation Approximate Separates Congruent Area Radi
us Circular Maximum Intersection Equilateral Plane
Set Coordinates Translation Rotated Counterclockw
ise Origin Probability Random
Fair coin Fair number cube Faces Determine Accurat
e Solution Inequality Value Equation Pattern Graph
Ordered pair Ratio Volume Proportion Fluctuated
Range Reduces Line segment
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If so, what strategy?

• Assist students with the use of a visual
  (Bridge Map) with the relating factor
• is defined as.
• This visual is particularly helpful for the
  reoccurring words in question stems and is a
  concise way to study vocabulary.

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is defined as descend composed
transformed proportional ___________
_________ as _________ as __________ as
_________ (Relating Factor) decline
formed by changed
similar
diminish be made of
altered related
drop
contains modified
somewhat alike
20
According to Marzano..

• one of the best retention strategies for
  helping students retain unfamiliar vocabulary
  words is the use of an illustration therefore,
  allow students the opportunity to add an
  illustration to the Bridge Map.

21
is defined as descend composed
transformed proportional ___________
_________ as _________ as __________ as
_________ (Relating Factor) decline
formed by changed
similar
diminish be made of
altered related
drop
contains modified
somewhat alike
22
Nowits your turn Choose four of the words you
circled in the question stems and create a
Bridge Map like the one below with the relating
factor is defined as. Do not use the words I
modeled .
is defined as
___________ _________ as _________ as
__________ as _________ (Relating Factor)





Use a note card
Put the word on top of the line and the
definition or synonyms underneath the line. Then
draw an illustration or an associated picture
below the definition to help seal the words
meaning in your mind.
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is defined as
___________ _________ as _________ as
__________ as _________ (Relating Factor)





is defined as
___________ _________ as _________ as
__________ as _________ (Relating Factor)





24
In your table groups

• share the words you used and the illustration
  chosen to seal the words meaning with your
  co-workers.
• Choose the tables favorite two terms to share
  with the whole group.

Do you want a master set of all the terms the
whole group developed?
25
Getting Ready Take a sheet of colored,legal-
length paper

• Fold in halfhamburger bun-style
• Re-open the paper, revealing the 4 sections
  (front and back)
• Number in the top left hand corner of
• each section 1 3
• 2
  4
• 
  front back

26
Green Sheet NotesFear Factor 1-Vocabulary in
Context

• Bridge Map with unfamiliar terms including
  picture
• Sharing of perceptions to seal comprehension
• Vocabulary lists (from 1st session)
• Pyramid game (from 1st session)
• Master set from all participants

27
Fear Factor 2The Vocabulary of Thought
Processesand NC Thinking Skills Levels

• Students must have the opportunity to recognize
  the synonyms for frequently occurring questions
  such as
• classify
• cause/effect
• comparison/contrast
• sequence
• analyze
• How do teachers and students address this
  factor?

28
Math EOG Thinking Skills Levels Information
(Adapted From NCDPI Assessment Brief)
Organizing Applying Analyzing
Generating Integrating Evaluating Descript
ion arranging info so demonstrating
clarifying producing new connecting
assessing the it can be
used prior knowledge existing info
information, combining quality of
effectively
within a new by examining meaning or
information ideas
situation parts
ideas
reasonableness relationships
Verbs likely categorize apply
outline conclude
combine judge to be used
group make diagram
predict summarize
evaluate in directions classify
show differentiate explain
design rate EOG
compare record
explain elaborate
imagine verify questions.
contrast construct
analyze infer
generalize assess
demonstrate define illustrate
set criteria
page 10
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At the bottom of the handout create a Tree Map

• Verbs Likely To Be Used
• Circle Tree Bubble Double-Bubble Multi-Flow
  Flow Brace Bridge
• Define Classify Describe Compare
  Cause Sequence Whole Relationships
• Contrast
  Effect Part

Do students need to use the bridge map vocabulary
strategy with each of these terms?
30
Teachers must make students aware of the synonyms
for classifying at various thinking skills levels.

• Synonyms for classifying
• arrange
• categorize
• group
• classify
• generalize

What others can we add?
31
Look at the transformation shown in the grid
below. What single transformation is
represented?A.vertical reflection B.horizontal
reflection C.rotation D.translation
Can you see the Tree Map classifying the
different types of transformations?
32
Which set contains only ordered pairs that
satisfy y 4x 5?A.(-2,0) , (2,11) ,
(7,34) B.(-2,-3) , (2,13) , (7,33)
C.(-2,-3) , (2,3) , (7,35) D.(-2,-13) ,
(2,3) , (7,23)
33
Which ordered pair, (x,y), makes the equation y
-2x - 3 true?A.(3,-9) B.(5,-6) C.(4,-7)
D.(2,-11)
34
Teachers must make students aware of the synonyms
for the cause/effect thought process.

• Synonyms for Cause/Effect
• Causes Effect
• Why? Result
• How? Impact
• Causes Influences on
• Reasons Outcome
• Because Consequences
• Explain Conclude
• Infer Predict

Isnt is obvious why these types of questions
are confusing for students?
35

36
Kim went to the store to buy hanging ornaments
for her house. The cost for 10 ornaments is
45.00, including tax. If she only wants 7
ornaments, how much will she have to pay
altogether?A.31.50 B.7.00 C.45.00
D.58.50
37
Jodie runs a school radio station and decided to
do a survey to find out which type of music is
most preferred by students at her school. Jodie
surveyed all the students who listen to the
school station between 100 pm and 300 pm, which
is when they play country music.How does this
method affect the data set?A.This method is
affected because students listening during this
time probably enjoy country music. B.This method
is an accurate measurement of music preference.
C.This method is affected by how many students
were absent when the survey was taken. D.This
method is affected since she cannot sample every
student listening during this time.
38
If the length of a rectangle is reduced by half,
but its width stays the same, what will happen to
its area?A.The area will be half as large.
B.The area will be twice as large. C.The area
will be four times as large. D.The area will be
one-fourth as large.
39
A triangle has the following vertices (-3,-1) ,
(-1,4) , and (1,-1). If the triangle undergoes a
dilation with a scale factor of 2, what will be
the vertices of the resulting image?A.(-6,-4)
, (-2,8) , (2,-2) B.(-6,-2) , (-2,8) , (2,-2)
C.(-6,-2) , (-2,8) , (4,-2) D.(-6,-2) , (-2,6)
, (2,-2)
40
La'Keisha wants to know what kind of ground beef
is preferred by the people in her city. Which of
these plans would give her the most accurate
results to answer her question? A.Conduct a
random telephone interview of people who live in
neighboring cities. B.Conduct a sample survey
of all of the vegetarians that she knows.
C.Conduct a random survey of adults entering the
library on the weekend. D.Conduct a sample
survey of people entering a grocery store during
one week.
41

42
If a rectangle has an area of 120 cm2, then what
will be the area of the rectangle if its length
is reduced by two-thirds, and its width stays the
same?A.13.3333333333 cm2 B.24 cm2 C.20 cm2
D.40 cm2
43
Teachers must make students aware of the synonyms
for comparison/contrast.

• Synonyms for Comparison/Contrast
• Comparison Contrast
• similar different
• share differ
• similarities differences
• alike unique
• in common in contrast
• similarity dissimilar
• same opposite
• 
  differentiate

If number comparisons are being made
could proportional reasoning be used?
44
In a model of Jessica's office, the scale is 1
inch 2 feet. The length of her office is 18
feet and the width is 6 feet. What is the area of
the model of Jessica's office? A.48 square
inches B.27 square inches C.243 square inches
D.54 square inches
45
Mike got a toy fire truck for his birthday, and
on the box it says that it is a scale model of an
actual fire truck that is 10.8 feet tall. If the
toy truck is 2.7 inches tall and 11 inches long,
then how long is the actual fire truck?A.44
feet B.4 feet C.29.7 feet D.29.16 feet
46
Look at the relationship between a and b. a 6
9 12 15b 42 63 84 105Which
equation below describes the relationship between
a and b?A.b 6 a B.b 48 - a C.b 7 a
D.b 36 a
47
Teachers must make students aware of the synonyms
for sequence.

• Synonyms for sequence
• order of
• chronological order
• steps in the process of
• What is the sequence of
• From the beginning to the end
• First time, second time,
• At first, then
• rank

Isnt is obvious why these types of questions
are confusing for students?
48
Simplify 5(4x - 5y) - 2(2x - 2y)A.16x -
21y B.16x 21y C.12x - 16y D.24x - 21y
49
Solve the following inequality
4a - 16 lt 48A.a lt 16 B.a gt 15 C.a gt 16 D.a gt
17
50
Simplify the expression below. (9 12) - 2
4A.49 B.15 C.13 D.76
51
During an experiment, a scientist prepares 2
petri dishes containing bacteria. Petri dish A
contains 3.7 108 bacteria. Petri dish B
contains half as many bacteria as petri dish A.
Which of the following is the number of bacteria
in petri dish B?A.740,000,000
B.1,850,000,000 C.185,000,000 D.365,000,000
52
Lets examine

• In your packet, take a few minutes to read the
  question stems on pp.11-13 entitled EOG Math
  Items by Thinking Skills.
• Circle the words or phrases that indicate these
  thought processes.
• How do students know that these questions are
  addressing the same thought processes without
  familiarizing them with the synonyms?

53

• Strategy
• Familiarize the students with the synonyms and
  sample question stems to help them understand and
  identify these frequently assessed thought
  processes.
• Strategy
• Use visuals to assist students in seeing the
  thought process. Spend time analyzing the stems
  for the same thought process stated in various
  ways.

54
Cognition-specific Thinking Maps are the best
visuals to choose.

• The Multi-Flow Map for Cause/Effect

Why?
Cause
Effect
Event
55
La'Keisha wants to know what kind of ground beef
is preferred by the people in her city. Which of
these plans would give her the most accurate
results to answer her question? A.Conduct a
random telephone interview of people who live in
neighboring cities. B.Conduct a sample survey
of all of the vegetarians that she knows.
C.Conduct a random survey of adults entering the
library on the weekend. D.Conduct a sample
survey of people entering a grocery store during
one week.
56
EOG Cause Question in a partial Multi-flow
(because the question will not address both cause
and effect.

• La'Keisha wants to know what kind of ground beef
  is preferred by the people in her city. Which of
  these plans would give her the most accurate
  results to answer her question?

Reason why?
A.
Students can identify and explain the impact
of random sampling.
LaKeishas results are accurate.
B.
C.
D.
57
If a rectangle has an area of 120 cm2, then what
will be the area of the rectangle if its length
is reduced by two-thirds, and its width stays the
same?A.13.3333333333 cm2 B.24 cm2 C.20 cm2
D.40 cm2
58
EOG Effect Question in a partial Multi-flow
(because the question will not address both cause
and effect).

• If a rectangle has an area of 120 cm2, then what
  will be the area of the rectangle if its length
  is reduced by two-thirds, and its width stays the
  same?

Effect/ Outcome
A.
Length of rectangle is reduced by two-thirds.
B.
C.
D.
Students need to explain the impact of change in
dimensions on area.
59
The Double Bubble Map for Comparison/Contrast or
Similarities/Differences.

• Double-Bubble

Comparisons/ Similarities
contrasts/ differences
contrasts/ differences
Topic 1
Topic 2
60
Mike got a toy fire truck for his birthday, and
on the box it says that it is a scale model of an
actual fire truck that is 10.8 feet tall. If the
toy truck is 2.7 inches tall and 11 inches long,
then how long is the actual fire truck?A.44
feet B.4 feet C.29.7 feet D.29.16 feet
61
The Double Bubble Map for Comparison/Contrast or
Similarities/Differences.

• Double-Bubble

Comparisons/ Similarities
contrasts/ differences
contrasts/ differences
Actual Fire Truck
2.7 inches tall
Toy Fire Truck
10.8 feet tall (129.6)
11 inches long
?
62
Proportional Reasoning is warranted any time..

• two different quantities are set up as equals.
• Problems involving comparison/ contrast can be
  easily visualized with the use of a bridge map.

63
R.F If the length of the toy truck is ____
feet long, then the length of the real
truck is ____ feet long.
Toy Fire Truck 2.7__ 11 Real
Fire Truck 129.6 ?
2.7x 1425.6

x 1425.6
2.7
x
528 (or 44) The length of the real fire
truck is 44 feet.

64
Flow Map for Sequence/Chronological Order

• Step 1 Step 2 Step 3
  Step 4

substage
substage
65
EOG Sequence Question in a Flow MapQuestion In
the data below, which city has the coldest
temperature for November

• City Average
• Temperature
• P -13
• Q 59
• R -15
• S 32

coldest
warmest
-15
59
-13
32
R
P
S
D
city
A. P
B. Q
C. R
D. S
66
In the equation p4j-9.5,what should be done
first in solving for j?A. divide by 4B.
subtract 9.5 from both sidesC. add 9.5 to both
sidesD. multiply both sides by 4

• Sequence for solving 2 step equation

Remove whole with inverse operation
Remove coefficient with inverse operation
Compute as needed
Compute as needed
C. Add 9.5 to both sides
67
Strategy Word Wall Synonyms for Thinking
Skills

• Synonyms for
• classifying
• arrange
• categorize
• group
• classify
• generalize

Synonyms for Cause/Effect Causes
Effect Why? Result How?
Impact Causes
Influences on Reasons Outcome
Because Consequences Explain
Conclude Infer Predict
Synonyms for Comparison/Contrast Comparison
Contrast similar different share
differ similarities
differences alike unique in
common in contrast similarity
dissimilar same opposite
differentiate
Synonyms for sequence order of chronological
order steps in the process of What is the
sequence of From the beginning to the
end First time, second time, At first, then rank
68
Green Sheet NotesFear Factor 2-Vocabulary of
Thought Processes and Thinking Skills Levels

• Bridge Map Strategy for
• DPIs Verbs Likely to Be Used in Directions
  and EOG Questions
• 2. Synonyms for Thought Processes
• Use of Thinking Maps
• On-going Word Walls

69
Fear Factor 3Comprehension and Analysisof the
question stem

• Students must have the opportunity to paraphrase
  the question stem and analyze the problem in
  order to comprehend what the question is really
  asking.
• How can teachers and students address this factor?

70
Lucy Calkins in A Teachers Guide to Standardized
Tests states-

• Sam was falling into a typical trap set by test
  makers. He was not comprehending what the
  question was asking(p. 117)
• Lets look at some examples of misinterpreted
  questions from her text

71
The students Comprehension of the Questions

• Original Question How could the report be done
  to produce a representative sample of 100
  students?
• -We need to find student representatives.
• -We need to find the product.
• -We need to randomly choose students.
• -We need to word process the report.
• Which paraphrase demonstrates the true
  comprehension of the question?

72
Original QuestionHow many tickets must the
drama club sell to make a profit?

• Students paraphrased responses
• We need the total number sold.
• We need to divide 500 by 10.
• We need the amount collected minus how much they
  had to spend.
• We need to divide 500 by 11.
• We need to have 500 be greater than the amount
  we charge per ticket minus the cost for printing
  the ticket.
• Which paraphrase demonstrates the true
  comprehension of the question?
• Original Question What effect will this change
  have on the volume of the container?
• Students paraphrased responses
• We need to determine the new volume.
• We need to subtract the new volume from the
  old volume.
• We need to compare the original and new
  volume and define the change that happened.
• Which paraphrase demonstrates the
  truecomprehension of the question?

73
Lets examine!

• In your packet, take two minutes to read the
  question stems entitled Question Stems to
  Paraphrase.
• In the space beneath the question, paraphrase two
  of the questions by interpreting what the
  question is asking.
• Discuss how your students might incorrectly
  paraphrase
• Share with a colleague. Then we will share
  orally.

page 15
74
Question Stems to Paraphrase

• Which of the following best describes the
  behavior of a students GPA as the number of
  clubs he/she joins increases?
• The student body has 700 members. The school
  board predicts that student membership will
  increase by 15 each year. What is the expected
  membership after three years?
• In 1995, 9 of adults used a computer to access
  the internet. In 2005, this percentage had
  jumped to 74. This is an increase of 65
  percentage points. What is the percent of
  increase over the 10 year period?
• An aerial photograph is taken of a school with a
  scale of 1 inch14 yards. The sidewalk to the
  football field is 84 yards long. How long is the
  sidewalk in the picture?
• Paul and Sam are sitting at the top of a ferris
  wheel that is exactly 50 feet above the ground.
  How far will Paul and Sam travel around before
  they reach the top position again?

75
How do students know what paraphrasing a question
means?

• Strategy Familiarize students with the
  definition and practice of paraphrase (to
  restate or interpret).
• Model this process numerous times for the
  students.
• Have students practice by providing them with
  numerous opportunities to paraphrase both orally
  and in writing.

76
What does Calkins say about their strategies to
address paraphrasing and these misinterpretations?

• She states-
• Together, we looked at the questions and their
  paraphrased counterparts. The kids were
  surprised when they realized how different some
  interpretations of the questions were from the
  questions themselves. With partners, they
  discussed which interpretations would help them
  and which would lead them astray.

77
Over the next few days, doing this together as a
class, in partners, and individually, the kids
became much more adept at understanding what a
question required them to do-(what the question
was asking). No longer, we hoped, would they be
seduced by the answer that matched part of the
problem if that wasnt what the question called
for. (p. 118)
78
Questioning can help students comprehend
analyze the problems or question stems

• What do I see?
• What am I given?
• What information will I need?
• What triggers are provided?
• What should I think about?
• What do I really have to do?
• What given information will help me?
• How do I complete what I have to do?

79
Cheat Sheets for Test Prep

• May help students visualize the problem.
• May help students focus their efforts
  appropriately.
• May provide insight for critical information.
• May provide direction as they proceed in solving
  the problem or answering the question.

80
Students love the idea of a cheat sheet!!!
R.F. When you encounter a problem involving ___
think about or use ____.
Continue to develop as an on-going project.
Include it as a cornerstone in the students EOG
review packet.
81
Use the Circle/Underline Strategyfor
Comprehension Item Analysis

• Leaving her office, Alyson took the elevator up
  five floors to a meeting. She then went down
  twelve floors to the cafeteria. The cafeteria is
  located on the fourth floor. Where is Alysons
  office located?

How does it work?
Circle all words that signify a number or
quantity. Underline all terms that signify an
operation. (use tree map) Translate circled and
underlined words into symbols they
represent. Construct numerical or algebraic
expression. Solve.
82
Use the Circle/Underline Strategyfor Item
Analysis

• Leaving her office, Alyson took the
• elevator up five floors to a meeting. She
• then went down twelve floors to the
• cafeteria. The cafeteria is located on the
• fourth floor. Where is Alysons office
• located?

A

5
-
12

4
(A5)-124
83
Key Operation Terms
Addition
Subtraction
Multiplication
Division
Sum Total In all Altogether Plus Increase Deposit
Gain More than Greater than Taller than Higher
than
Difference Minus Decrease Reduce Less Least Withdr
awal Less than Fewer than Smaller than Shorter
than Lower than
Product Of Multiply Per Doubled (x 2) Tripled (x
3) Times Twice (x 2)
Quotient Same Size Divided by Equal
amounts Shared equally Same size
Items should be written from right to left!
84
You try it!

• There are thirty-seven more boys than girls in
  the eighth grade. Which equation below
  represents the comparison of the number of girls
  (g) to the number of boys (b).

(g37)b
85
Can we use circle/underline here?

• What is the product of the square root of 169 and
  the cube root of 343?
• What is the product of the square root of 169 and
  
• the cube root of 343?

v169


W
³v343
W
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86
Model with colored pencils

• Students are allowed to use highlighters on EOG
  tests within their test booklets. But the paper
  is so thin the ink usually bleeds through to
  the next page.
• Our Director of Testing indicated that student
  use of colored pencils was acceptable. Verify
  with the Director of Testing for your system.

87
Use circle/underline to solve this problem.

• Amanda has four marbles. Kathy has three times
  as many marbles as Amanda minus one she has lost.
  Which expression represents this information?

88
Green sheet NotesFear Factor 3Comprehension
and Analysisof the question stem

• Paraphrasing
• Key Questions
• Cheat Sheets
• Circle Underline
• Use colored pencils to highlight
• Add Key Operation Terms to Word Wall

89
Fear Factor 4The Correct Answer

• Students must have the opportunity to find the
  correct answer.
• How can teachers and students address this factor?

90
Lets examine!

• In your packet, take one minute to read the
  questions on entitled Questions to Use for
  Answer Analysis on page 21. You will find the
  correct answer circled.
• Question Should a teacher give the student the
  correct answer to a multiple guess question?
• Strategy Yes, but allow them the opportunity to
  prove the correct answer with mathematical
  reasoning and calculation by creating the
  following visual (partial Multi-flow Map)--

91
Questions to Use for Answer Analysis

• What is the slope of the line given by the linear
  equation below?
• 3x 4y -16
• 4/3
• -3/4
• 3/5
• 3/4

92
Why?

• 
  Note Students are not always expected to
  state
• 
  three examples of textual
  evidence.
• 
  It depends on the question.

The correct answer to question _____is _____.
Directions Provide students with multiple choice
question. Give the students the correct answers
to the multiple choice questions. Complete the
calculation to prove the answer is correct. Then
students should construct the visual (partial
Multi-flow Map) with answer in center. Students
should include reasoning calculations
supporting the correct answer in the boxes on the
left.
93
Why?

• 
  Note Students are not always expected to
  state
• 
  three examples of textual
  evidence.
• 
  It depends on the question.

Written in standard form, we must write in
slope-intercept form
The correct answer to question __1___is d_.
ymxb where mslope by intercept
-4y-3x-16 y3/4x4 slope 3/4
Directions Provide students with multiple choice
question. Give the students the correct answers
to the multiple choice questions. Complete the
calculation to prove the answer is correct. Then
students should construct the visual (partial
Multi-flow Map) with answer in center. Students
should include reasoning calculations
supporting the correct answer in the boxes on the
left.
94
Questions to Use for Answer Analysis

• Lance is sealing envelopes for his father. He
  can seal 11 envelopes a minute. How many
  envelopes can he seal in 2 ½ hours?
• a.1,650
• b.1,540
• c.1,760
• d. none of the above

95
You Try It!

• 
  Note Students are not always expected to
  state
• 
  three examples of textual
  evidence.
• 
  It depends on the question.

The correct answer to question _____is _____.
Directions Provide students with multiple choice
question. Give the students the correct answers
to the multiple choice questions. Complete the
calculation to prove the answer is correct. Then
students should construct the visual (partial
Multi-flow Map) with answer in center. Students
should include reasoning calculations
supporting the correct answer in the boxes on the
left.
96
Another Strategy
Jeopardy
97
Heres the answerWhat is the question?

• ???????????????????????????????????
• A. its ability to spread
• B. where it came from
• where it grows
• its winter hardiness

98
A STRATEGY FOR BRINGING IT ALL TOGETHER

• ON AN
• INDEX CARD

99
Question 1
Unfamiliar vocabulary (create a Bridge Map or
list a single word). Sometimes you might ask
students to List unfamiliar words in the answer
choices.
Thought process vocabulary (if applicable).
Paraphrase question stem.
Correct answer with reasoning calculation
evidence (Create partial Multi-flow Map).
100
Students can use the index card strategy

• individually
• in cooperative groups
• for modeling with your class

101
Green Sheet NotesFear Factor 4The Correct
Answer

• Give students the correct answer
• Use a partial multi-flow map for
• reasoning and calculation evidence
• to support correct answer
• Jeopardy Game
• Note card Strategy

102
Do you have any questions about the Fear Factors?
103
Activity 3Lets do something concrete

• to help students remember the things we have
  worked so hard to teach them.
• Turn to page 24 in your handouts.

104
In your handouts, find and complete the Circle
Map defining(add to the Frame, also.)
What do you want students to write on the plain
paper to help them remember?
What do you want your students to remember
while they take the math EOG?
page 24
105
Please share your ideas with your coworkers.
106
Reflections on Circle Map Activity

• What impact did this activity have on you?
• Did you detect any barriers in completing it?
• Why did you choose to include these specific
  items?
• Did you add anything as a result of our sharing?

107
In Grade Level Groups

• Use a sheet of plain paper to design
• what you want your students to include on
  the plain sheet of paper they will be given
  during EOG tests.
• (see page 25)
• 2. Construct a flow map sequencing how you will
  teach them to use this idea.

108
My students will learn how to use the plain EOG
paper by
109
Present your ideas to the whole group.
110
Activity 4EOG Review Packet

• To support students, we need to develop a review
  packet of the things you want them to be able to
  remember.
• This would be the expanded form of the
  information you would want them to include on the
  plain sheet of white paper we just designed.
• Use a piece of plain paper to list the elements
  you need to compile for your review packets.

111
Janies EOG Review Packet

• Statistics
• Pythagorean Theorem
• Number Comparisons
• Probability
• Geometry Goodies
• Other class and student-specific needs.

• Special Calculator Keys
• Cheat Sheet for Test Prep
• Formulas for Perimeter, Area, Volume, Surface
  Area

112
Special Calculator Bridge Maps should Be
specifically tailored for the calculator your
students use. Additional special keys would be
needed for scientific calculators, etc.
113
Bridge Map Analogies/Relationships
Relating Factor The ______ key is used to
__________.
____Simp____ _____/_________A b/c
______Unit_____ ______Fix____ Reduce
Enter Convert
Enter Round Fractions
Fractions Improper Fr. Mixed
s Numbers
to Mixed s

____x²______ ____10n_____ _____yx______
____F D____ Enter any Enter any
power Enter any power Converts
Fractions To the 2nd power of 10
of any number to Decimals
114
Continue the calculator keys bridge map with
other calculator keys.
On-going development with students throughout
the year
Reference tool for student use throughout the
school year on class work or homework
Use for concept review
Use as a part of EOG study review tools
115
My EOG Review Packet Includes

• __________________________________________________
  __________________________________________________
  ______________

• __________________________________________________
  __________________________________________________
  ______________

Share with your grade level.
116
Activity 5Enhancing the Overall Testing
Environment(Count off 1-6)
117
Enhancing the Overall Testing Environment
You have unlimited resources. You can implement
anything you wish to encourage
students. Brainstorm suggestions that
should enhance the overall testing environment.
The sky is the limit!!!
118
Enhancing the Testing Environment
2
3
4
5
6
1
Supt.
Admin
Teachers
PTO
News Media
Parents
The sky is the limit. What do students need to
be highly successful? What incentives could be
used to motivate students now? (Diploma is a
long wait!)
Bribe? Absolutely!
119
Enhancing the Test Environment

• Put Name of Stakeholders at top of chart paper
• Brainstorm
• Choose Spokesperson
• Share with entire group
• Add ideas from others

• Homework
• Share this activity with your administrator and
  site-based committee.
• Complete this activity at your next faculty
  meeting
• Implement your plan!!

120
Activity 6Informing and Involving Parents
121
Parents Night Out for EOG

• Enlist the support of the staff of your school
  and your parent organization to host a Parents
  Night Out for EOG.
• Supply Parents with NCDPI Information about the
  testing program.
• Share sample questions showing what children are
  expected to be able to do.
• Suggest strategies that can be used at home to
  support their children.
• Enlist their support in Enhancing the Testing
  Environment.

122
In Grade Level Groups

• 1. Generate the information you want parents to
  know about EOG Math tests.
• 2.Generate specific ways parents can support
  their childs efforts toward being successful
  with the Math EOG.
• 3.Work toward having a Parents Night for EOG.
• 4. How will you provide the information and
  suggestions to parents who are unable to attend
  the school session?

123
Parents Night Out
Parents can support by
Info for Parents
Inform absent parents by
Making It Happen
124
Find Test Taking Tipsin your handouts
pages 27-29

• Read the tips for both parents and students.
• Discuss

125
Test-Taking Tips

• Most of the items included are those common sense
  reminders that we would love to share but seldom
  put them in print, or assume everyone remembers.
• Please feel free to duplicate these Tips for
  Parents and Tips for Students.
• They are typically sent to all parents in the
  report card envelopes in the spring and I send
  them again the week of EOG tests.
• They are included on our website, and mentioned
  in Connect Ed messages.
• What are other ways we can use them?

126
Take out the Big Picture FolderTitle the
right sideSupport StrategiesInclude a list
of things you plan to do in preparation and
support for the EOG Math Test
127
Flow Map Janies Countdown to End-of-Grade Tests
Week
Instruction
Support Strategies
3-10 3-14 3-17 3-21 3-24
3-28 Spring Break 3-31
4-4 4-7 4-11 4-14
4-18 4-21 4-25 4-28 5-2 5-5
5-9 5-12 5-16
This will vary depending on your systems pacing
guide, or your class demands.
Use FEAR FACTOR STRATEGIES Plan EOG Test
Enhancers Continue to teach GO with renewed
focus Combine goals Model everyday Begin to build
your EOG Cheat Sheet Begin to assimilate your
class Review Packet Continue to build
self-confidence in students Begin time simulation
practice Send Test Taking Tips to Parents Plan
and hold Parents Night Out Teach Not to be
missed but obscure items Execute EOG Test
Enhancers
128
Q A

• Please feel free to contact me with any
• questions or concerns
• Janie MacIntyre
• 812 Nichole Lane
• Rocky Mount, N.C. 27803
• 252-903-7274 or 252-937-8418