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Student Growth Objective Form
|Grade |Course/Subject |Number of Students |Interval of Instruction |
| |MATHEMATICS | |Full year X |
| | | |Semester Other _________ |
| | |
|Rationale for Student Growth Objective |
|(Please include content standards covered and explanation of assessment method.) |
|The process of mathematical thinking is hampered when students do not have immediate access to a mathematic skill. In the twenty-first |
|century, solid mathematical skills are a prerequisite for school achievement, college readiness, and success in the workplace. The |
|implication for mathematics is that some of the sub-processes, such as math facts, measurement, place value, patterns, etc. need to be |
|developed to the point that they are done automatically. If this fluent retrieval does not develop, then the development of higher-order |
|mathematics skills—such as multiple-digit addition and subtraction, long division, algebraic thinking, geometry, graphing, and |
|fractions—may be severely impaired (Resnick, 1983). Studies have found that lack of mathematical skills can impede participation in math |
|class discussions (Woodward & Baxter, 1997), successful mathematics problem solving (Pellegrino & Goldman, 1987), and even the development |
|of everyday life skills (Loveless, 2003). Rapid math fact retrieval has been shown to be a strong predictor of performance on mathematics |
|achievement tests (Royer, Tronsky, Chan, Jackson, & Marchant, 1999). |
| |
|The Common Core State Standards for Mathematics emphasize math development as critical to student success. Both groups charged with |
|developing the new assessments for the Common Core, the Partnership for Assessment of Readiness for College and Careers (PARCC) and the |
|Smarter Balanced Assessment Consortium (SBAC), are developing sophisticated instruments that, for the first time, will include items |
|specifically designed to gauge math skills such as fact fluency. |
| |
|I will use the Pearson EnVision: End of the Year Assessment to assess my students at three different points throughout the year (September,|
|January, March). I will administer the Pearson EnVision End of Year Assessment to determine students’ mathematics skill set. I will begin|
|the assessment by providing the student with the purpose for building on mathematics knowledge. I will score my students’ assessment |
|correct or incorrect and use a percent as a final grade. Then I will develop instructional activities based on their score using Pearson |
|EnVision Mathematics Grade 5 textbook, practice book, and supplemental resources. Quick Checks will be utilized to assess students’ |
|progress throughout the year and provide targeted instruction. |
| |
|Math COMMON CORE STATE STANDARDS – ADDRESSED: |
|Write and interpret numerical expressions. |
|CCSS.Math.Content.5.OA.A.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. |
|Understand the place value system. |
|CCSS.Math.Content.5.NBT.A.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain |
|patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to |
|denote powers of 10. |
|CCSS.Math.Content.5.NBT.A.3 Read, write, and compare decimals to thousandths. |
|CCSS.Math.Content.5.NBT.A.3a Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392|
|= 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000). |
|CCSS.Math.Content.5.NBT.A.3b Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols |
|to record the results of comparisons. |
|CCSS.Math.Content.5.NBT.A.4 Use place value understanding to round decimals to any place. |
|Perform operations with multi-digit whole numbers and with decimals to hundredths. |
|CCSS.Math.Content.5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm. |
|CCSS.Math.Content.5.NBT.B.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using |
|strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and |
|explain the calculation by using equations, rectangular arrays, and/or area models. |
|CCSS.Math.Content.5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies |
|based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written |
|method and explain the reasoning used. |
|Use equivalent fractions as a strategy to add and subtract fractions. |
|CCSS.Math.Content.5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with |
|equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + |
|5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) |
|Apply and extend previous understandings of multiplication and division. |
|CCSS.Math.Content.5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.|
|CCSS.Math.Content.5.NF.B.4a Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result |
|of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for |
|this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.) |
|Convert like measurement units within a given measurement system. |
|CCSS.Math.Content.5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm |
|to 0.05 m), and use these conversions in solving multi-step, real world problems. |
|Geometric measurement: understand concepts of volume. |
|CCSS.Math.Content.5.MD.C.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems |
|involving volume. |
|CCSS.Math.Content.5.MD.C.5b Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular |
|prisms with whole-number edge lengths in the context of solving real world and mathematical problems. |
|Graph points on the coordinate plane to solve real-world and mathematical problems. |
|CCSS.Math.Content.5.G.A.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of |
|the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of |
|numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis,|
|and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes |
|and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). |
|CCSS.Math.Content.5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, |
|and interpret coordinate values of points in the context of the situation. |
|Classify two-dimensional figures into categories based on their properties. |
|CCSS.Math.Content.5.G.B.4 Classify two-dimensional figures in a hierarchy based on properties. |
|Student Growth Objective: At least 70 % of 5th grade students, based on the results of the baseline assessment will receive a 70-89% |
|score on the end of the year assessment. |
|Baseline Data |
|(Please include the number of students. Summarize the information you used to produce these groupings. Provide any additional student data |
|or background information used in setting your objective.) |
|I administered the Pearson EnVision End of the Year Assessment to my students in September. I graded and scored each student’s |
|pre-assessment. I developed instructional lessons using Pearson EnVision Mathematics Grade 5 textbook, practice book, and supplemental |
|resources. Each student’s pre-assessment was graded and scored. |
|Scoring Plan |
|Target Score |Objective Attainment Level Based on Percent and Number of Students Achieving Target Score |
| |Exceptional (4) |Full (3) |Partial (2) |Insufficient (1) |
|70% of students will |>89 |70-89% |60-69% |0-59% |
|achieve a score of |example: | | | |
|70-89% on the end of |4 out of 5 students |_ out of _ |_ out of _ |_ out of _ |
|the year assessment. |2 out of 4 assessments|students |students |students |
| | |_ out of _ |_ out of _ |_ out of _ |
| | |assessments |assessments |assessments |
| |
| |
| |
|Approval of Student Growth Objective |
| | |
|Teacher: Signature: |Date Submitted: |
| | |
|Evaluator: Signature: |Date Approved: |
|Results of Student Growth Objective |
|Preparedness Group |Number of Students|Objective Attainment |SGO Score Average | |
| |at Target Score |Level |Objective |Teacher: |
| | | |Attainment Level | |
| | | | | |
| | | | |Evaluator: |
| | | | | |
| | | | | |
| | | | |Date: |
| | | | | |
| | | | | |
| | | | | |
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