3. Instructional Objectives
Geometry and spatial reasoning. The student
compares and classifies two- and three-dimensional
figures using geometric vocabulary and properties.
Geometry and spatial reasoning. The student uses
coordinate geometry to describe location on a
plane.
Geometry and spatial reasoning. The student uses
geometry to model and describe the physical world.
4. Two Years From Now…
“After we implemented the LMS,
the students participants of the
program showed significant
growth on academic testing.”
5. Brick 5
How we will know that our learners have mastered, or
have failed to master the specific objectives of our
instructional opportunity?
Students will show mastery of the learning objectives
per objective by earning a 70% on the practice
STAAR exam (summative) at the end of the course.
Satisfactory to Advanced Academic Performance
http://www.voanews.com/content/indian-tutors-teach-british-kids-online-
120222089/167353 .html
6. Criterion-referenced
State of Texas Assessments of Academic
Readiness (STAAR™)
To find out whether an objective have been
achieved. Criterion-referenced assessments are
composed of items or performance tasks that
directly measure the skills and knowledge we are
trying to achieve.
Mathematical process skills are not assessed in
isolation but are incorporated into questions that
assess grade content. These process skills focus on
applying mathematics to solve problems,
communicating about mathematics, and using
logical reasoning.
8. How we will know that our learners have mastered, or have failed to
master the specific objectives of our instructional opportunity?
STAAR Grade 7 Mathematics Blueprint (Spring 2011)
9. Students achieving Level III:
Advanced Academic Performance can
Evaluate the reasonableness of solutions
to application problems involving
operations with fractions, decimals, whole
numbers, and percent and justify the
solutions
Extend and apply ratios to solve
application problems including percent,
proportions, and other relationships with a
constant rate of change
10. Students achieving Level III:
Advanced Academic Performance can
Extend and apply geometry and
measurement concepts to solve
application problems including area and
volume
Evaluate the reasonableness of given
inferences based on data sets
11. Students achieving Level II:
Satisfactory Academic Performance can
Generate equivalent forms of fractions,
decimals, whole numbers, and percent
Solve application problems involving
addition, subtraction, multiplication, and
division of whole numbers, fractions, and
decimals
Solve application problems involving
percent and proportional relationships
12. Students achieving Level II:
Satisfactory Academic Performance can
Formulate linear equations from problem
situations and problem situations from
linear equations
Use critical attributes to define similarity
Graph reflections and translations on a
coordinate plane
13. Students achieving Level II:
Satisfactory Academic Performance can
Solve application problems involving area
(polygons and other shapes) and volume
(triangular prisms and cylinders)
Make inferences based on analysis of
given data
Choose among mean, median, mode,
and range to describe a set of data and
justify the choice for a particular situation
14. EXAMPLE
Use properties to classify three-dimensional
figures, including pyramids, cones, prisms,
and cylinders
17. BRICK 6
What types of materials would you include in your
instructional package?
The materials employed in our instructional package include:
i. Skills Building Curriculum
ii. Formative Assessments with frequent feedback.
iii. Frequent Spiraling of material to reinforce content.
iv. Summative Assessments for each learning objective.
v. Real World Connections
18. BRICK 6
How do these materials help the learner master
the objective?
20. BRICK 6
What types of interactivity are involved when the
student goes through your instructional package?
21. BRICK 6
How does your assessment match up with the activities?
22. References
Alamy, M. (Photographer). (2012) Standardized testing [Photograph], Retrieved February 27, 2013, from
http://www.huffingtonpost.com/2012/11/29/school-testing_n_2214362.html?utm_hp_ref=standardized-
testing
Alamy, M. (Photographer). (2012) Standardized testing [Photograph], Retrieved February 27, 2013, from
http://www.huffingtonpost.com/2012/12/26/alexandra-karlson-new-
york_n_2363072.html?utm_hp_ref=standardized-testing
Arnold, K. (Photographer). (2013) Math Students [Photograph], Retrieved February 27, 2013, from
http://www.manorisd.net
Bennett, J. (2007). Holt mathematics. Orlando, Fla: Holt, Rinehart and Winston.
Blackboard. (2013). Retrieved March 3, 2013, from https://myutbtsc.blackboard.com
Chapter 111. Texas essential knowledge and skills for mathematics subchapter B. middle school. (September,
2012 09). Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111b.html
CK-12 Foundation. (2012). Retrieved March 8, 2013, from
http://www.ck12.org/user:amRvdXRoYXRAd2lja2VuYnVyZy5rMTIuYXoudXM./section/Volume-of-Prisms-and-
Cylinders/
Microsoft PowerPoint (14.2.2) [Computer Software]. Redmond, WA.
The materials we used were all based around the building of skills necessary to solve the assessment problems.
These materials will help build the skills necessary for the learners to master the objectives,
These materials will be delivered through the Learning Management System Blackboard Collaborate using personal computers and MacBooks.
The interactivity involved in our instructional package is direct tutor and tutee contact through the use of synchronous sessions using the LMS Blackboard Collaborate.
The instructional design used started with the end in mind. We started with the verbs from the TEKS, which are the skills necessary to correctly answer the assessment questions. The beginning activities will center around the skills necessary to successfully answer the assessment questions. While the later ones will use the all of the skills to answer actual assessment level questions. The assessment questions will be taken from and created around previous TAKS and STARR standardized exams.
