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# Mathematics

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```									  Preparing for TAKS
Middle and High School Mathematics

TAKS

2
General Overview on TAKS
• New assessment mandated by SB 103
• Exceeds the cognitive rigor of prior statewide
assessments
• Includes technology at the high school level

3
Griddable Items
• These items are included at all levels.
• The majority of items on the test will remain
multiple choice.
• These items allow students to work the
problem and find the solution, independent of

4
Things to Keep in Mind
• Students should be offered opportunities to
• Leading zeroes are not required and will not be
scored as incorrect during electronic scoring.
• Gridding should match the current approach to
recording numbers used in the classroom.

5
Sample Grids–Secondary Level

6/7/8            9/10/11

6
Mathematics Charts
• Two-sided—conversions and rulers on the
front, formulas on back
• Formulas represented in two ways
• Closely aligned with instructional materials

7
Measurement Items
• Precision to the nearest eighth of an inch
• Precision to the nearest millimeter in metric
• Application-based
• Strong connection to measurement found in real-
life situations
• Identified by ―Use the ruler on the Mathematics
Chart to…‖

8
TAKS = TEKS Assessment
• Item alignment with state curriculum standards
• Alignment between grade level assessments
(difficulty level assumed)
Student expectation statements introduced at
one grade level and not assessed will most likely
be tested the following year.

9
TEKS Statement
(7.9) The student solves application problems
involving estimation and measurement. The
student is expected to:
(A)   Estimate measurement and solve
application problems involving
length (including perimeter and
circumference), area, and volume.

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Objective 4
TAAS

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1    Find the exact number of cubes measuring 3 centimeters on an edge that will fill a
box shaped like a rectangular prism that measures 24 centimeters by 18 centimeters
by 9 centimeters.                                                                    Objective 4

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TEKS Statement
Exit Level
G(b)(4) The student uses a variety of
representations to describe geometric
relationships and solve problems.

(A) The student selects an appropriate
representation ([concrete], pictorial,
graphical, verbal, or symbolic) in
order to solve problems.

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Objective 3
TAAS

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Objective 7
TAKS

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Calculators
Have been required in the TEKS for
mathematics instruction since 1997.
–All grade levels have this requirement.

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Calculators
• Calculators may only be used on the high
school TAKS tests.
• Each student must have a graphing calculator
during the entire administration of the
mathematics test.
• Any graphing calculator may be used except

17
Clearing Memory
Contact the vendor for specific keystrokes and/or
applications.

This is a critical step because some applications
loaded on certain calculator models would give
students an unfair advantage over other
students.

18
Students Using Calculators
• Have higher math achievement than non-
calculator users even when they can choose
any tool desired
• Do better on mental computation than non-
calculator users

19
Students Using Calculators
• Experience more varied concepts and computations
• Have improved attitudes toward mathematics
• Do not become overly reliant on calculators
Source: EdThoughts, 2002

20
Technology Facilitates
• Visualization of mathematical ideas
• Organization and analysis of data
• Computational efficiency and accuracy

21
Appropriate use of technology is
the key.

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How to Prepare
• TEACH THE TEKS.
• Develop a variety of ways to explore each
Student Expectation.
• Stay away from ―test prep‖ materials
• Use technology often.
• Attend staff development in identified areas of
need.

25
Prepare by:
Critically reading and reflecting on TEKS
statements
• Individually
• With colleagues
• With students
• With parents

26
Prepare by:
• Reviewing all TEKS statements
• Determining what mastery would ―look like‖
in the classroom
• Thinking about interventions that might be
used with struggling students

27
Curricular Alignment

• At a minimum, study the TEKS statements
• Use curriculum that ―matches‖ the intent of
the TEKS.

28
Curriculum Should
• Involve challenging activities and lessons that
force students to think critically in order to solve
problems
• Be rigorous and require students to apply
mathematical knowledge in meaningful ways

29
Teachers should
Motivate and involve all students, even those
struggling with the content, in difficult
mathematics problem solving on a daily basis. All
students should be required to communicate and
process mathematics from the conceptual to
symbolic level.
Students are counting on you to help them meet the new

30
Ten Practical Strategies for
Helping Our Students Beat the
Tests Through Better Instruction

Steve Leinwand
Consultant, NCTM

31
Strategy 1

Embed math in real world contexts that are rich and
engaging and lead to more math questions.

32
Strategy 2

Incorporate on-going cumulative review into
instruction everyday.

33
Strategy 3

Create a language-rich classroom.

34
Strategy 4
Use every number as a chance to build
number sense.

35
Strategy 5
Draw pictures, create mental images, and
foster visualization.

36
Strategy 6
Build from charts, graphs, and tables.

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Strategy 7
Don’t leave out measurement.

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Strategy 8

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Strategy 9
Minimize what is no longer important.

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Strategy 10
Create a thinking curriculum by asking questions.

41
The Assessment Principle
NCTM, 2000
Six standards for exemplary mathematics assessment:
• Reflect the mathematics that students know and
are able to do
• Enhance mathematics learning
• Promote equity
• Create open processes
• Promote valid inference
• Create coherent processes

42
Assessment
Conduct informal assessment often
• To determine students’ level of knowledge
• To individualize instruction
• To ―catch up‖ students struggling with
content

43
Conceptual Knowledge (WHAT)
• Classification and categories
• Principles and generalizations
• Theories, models, and structure

44
Procedural Knowledge (HOW)
• Subject-specific algorithms
• Subject-specific techniques and methods
• Criteria for determining when to use appropriate
procedures

45
Communication (WHY)
• Clear, detailed, and organized analysis to justify
the solution using correct terminology and
notation
• Presentation clearly displaying the thinking
process
• Effective communication to target audience
• Reflection on the concepts required, processes
used, and the results drawn to conclusions

46
Forms of Assessment
• Interviews
• State-developed diagnostic tests
• Portfolios
• Homework
• Class work
• Group work

47
Resources
• Use resources that are aligned to TEKS.
• Be cautious of materials that claim to be
TAKS-based.

48
Information Booklets
• Are TEA-developed resources that mirror
previous Educator Guides
• Include objectives and Student Expectation
statements assessed on TAKS
• Include additional information to clarify the
TEKS measured
• Include sample items

49
For TAKS reference…
• Use Information Booklets, not Educator
Guides, to plan for the new assessment.
• Do not anticipate that items will reflect the
TAAS items—this is an entirely new
assessment system.

50
Dana Center Resources
• Clarifying activities, lessons, and assessments
• Staff development through TEXTEAMS
• Assessments for Algebra I and Geometry
• Much, much more

www.tenet.edu/teks/math

51
Web Resources
Texas Education Agency
www.tea.state.tx.us

TAKS Information Booklets
www.tea.state.tx.us/TAKS/booklets/math

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You are instrumental in changing paradigms of the
past and creating new tomorrows for your
students.

54
Believe
• All students have ability in mathematics
• All students are mathematicians
• You are an educator who can prepare all
students for this difficult assessment

55
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Contact Information
• Paula Gustafson/Barbara Montalto
TEA Curriculum and Professional Development
512.463.9585

• Sue Borders/Julie Guthrie
TEA Student Assessment
512.463.9536

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