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WorksheetsSecondary Math DTL Training
Total questions: 16
Worksheet time: 10mins
Secondary Math instruction at Uplift Education strives to have _% of our scholars value mathematics.
(a)
Which of the following reflects how we want scholars to engage in problem-solving experiences, based on the Secondary Math Instructional Vision? Select all that apply.
Inquiry
Building Fluency
Communication
application through real world experiences
Uplift’s philosophy for Mathematics instruction maintains that in order for our scholars to value mathematics and become confident in their own mathematical ability, mathematics instruction should include:
the development and application of conceptual understanding and procedural fluency
scholar engagement through inquiry, collaboration and discourse, that includes peer feedback
the use of calculators as a tool to visualize conceptual truths.
developmentally appropriate mathematical tasks that relate to scholars’ real-life experiences
progress monitoring and intervention, as needed, providing differentiated entry points into learning and establishing a culture of feedback to promote growth
Our STAAR EOC 6th Math, 8th Math, Algebra 1 goal is _% approaches and _% meets/masters.
100% and 40%
80% and 45%
80% and 40%
100% and 45%
The goal for Geometry and Algebra 2 is for _% of scholars to demonstrate mastery on Unit Assessments.
(a)
Our goal is for at least 50% of scholars across the network to achieve an average score of _ or higher on MYP assessment criteria.
(a)
As the DTL, it is your job to evaluate your math team.
PLCs should be regularly engaged in the following (select all that apply):
observation feedback
data analysis
rehearsal of instructional strategies
teacher development
PLC Success Indicators: (Select all that may apply)
PLC provides teachers with dedicated time to collaboratively plan lessons
Leader & teachers are prepared
PLC topic targets scholar learning, teacher practice and/or teacher development
DTL facilitates PLC discussion that pushes thinking with probing questions, balances voices, and leads to actionable outcomes
For the given lesson scenario, identify which non-negotiable it aligns with.
Mrs. Bear modeled how to convert a fraction to a decimal and asked scholars to follow along.
Warm Up
Engage
Develop
Demonstrate
None
For the given lesson scenario, identify which non-negotiable it aligns with.
Scholar groups are working on vertical working surfaces to determine different solutions of a given problem. They are using their prior knowledge of linear equations to understand the concept of systems of equations. Teacher is walking around asking probing questions.
Warm Up
Engage
Develop
Demonstrate
None
For the given lesson scenario, identify which non-negotiable it aligns with.
Scholars are completing a 3 question exit ticket with a partner.
Warm Up
Engage
Develop
Demonstrate
None
For the given lesson scenario, identify which non-negotiable it aligns with.
Scholars were collaborating, discussing and solving 3 application problems using the process and steps outlined by Ms. Rabbit.
Warm Up
Engage
Develop
Demonstrate
None
For the given lesson scenario, identify which non-negotiable it aligns with.
To prepare for a today’s lesson on multiplying fractions, scholars are given 5 improper fractions to convert to mixed numbers in order to build their fluency.
Warm Up
Engage
Develop
Demonstrate
None
For the given lesson scenario, identify which non-negotiable it aligns with.
Mr. Jackson concludes the lesson by assessing scholars independent mastery of the lesson through a three question formative assessment.
Warm Up
Engage
Develop
Demonstrate
None
What is new with MYP assessments?
The IB has updated the MYP Math assessment criteria to better reflect students’ application of skills and conceptual understanding.
MYP assessments now include the use of mark schemes and grading rubrics for more consistent and transparent scoring.
MYP assessments apply knowledge through real-world, inquiry-based tasks rather than solely recalling information.
There are no changes to the MYP assessments.
