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Re: 7th grade math
Posted:
Jun 24, 2012 12:53 PM


I did the survey before posting before and I've asked everyone I know to comment also. You don't have to teach math to comment. There's even a box for parents. I'm hoping that if more people respond to specific language, State Ed will notice and revise it's interpretations.
Please look at 7th grade even if you feel that the questions at your grade level were reasonable. Also, grab your copy of the standards when you're looking at the questions and check to make sure the commentary agrees with your view of the standard keeping in mind where concepts are introduced may be different than in the past. I spoke with another teacher in my building who'd looked at her grade level immediately and printed the rest to look at later. I asked her to consider looking at the other levels sooner rather than later.
Thanks
Ginny Kuryla
>>> Iva Jean Tennant 06/23/12 9:00 PM >>>
I will echo this request. There are several places for you to tell exactly what you think and if you continue with the survey, you can go question by question and even have the opportunity to tell how you would have changed the question. Please take time to do this survey. Thanks
Iva Jean Tennant President of Association of Mathematics Teachers of NYS Past President of AMTST People to People Student Ambassador Delegation Leader
Original Message From: Jill Edmond To: nysmsmath Cc: nysmsmath Sent: Sat, Jun 23, 2012 11:27 am Subject: Re: 7th grade math
This is a survey some of you may have gotten. It is all about the sample questions and I think you should all fill this out saying what you have said in these emails. https://www.research.net/s/SAMPLEQUESTIONS.
After the basic survey, there is an option to click to share more information. There you can address specific sample questions and your thoughts on them.
Sent from my iPhone
On Jun 21, 2012, at 6:39 PM, Iva Jean Tennant wrote:
I totally agree. In fact one of the questions seems to be almost the same as one on the illustrative site, which is a lesson, not a test question.
Iva Jean Tennant President of Association of Mathematics Teachers of NYS Past President of AMTST People to People Student Ambassador Delegation Leader
Original Message From: Virginia KURYLA To: nysmsmath Sent: Thu, Jun 21, 2012 11:25 am Subject: Re: 7th grade math
I'm not convinced that the 7th grade sample questions truly reflect the common core standards. I feel like they interpreted the standards in the most complicated way possible without considering the previous experience and some of the questions are just WRONG. I went and looked at the glossary which defines rational numbers in the traditional way, but then states that "rational numbers include integers". I also looked at the progressions documents because I was concerned with the phrase "the intent of 7.EE.1" from the commentary for question 2. I do not believe that we can know "the intent" of the standards. When I look at the http://illustrativemathematics.org/ sample for the same standard, they use integers. When I look at the progression document http://ime.math.arizona.edu/progressions/ "Building on work in Grade 6, where students used conventions about the order of operations to parse, and properties of operations to transform, simple expressions such as 2(3 + 8x) or 10  2p, students now encounter linear expressions with more operations and whose transformation may require an understanding of the rules for multiplying negative numbers, such as 7  2(3  8x).7.EE.1" In the only other example they clearly show that whole # coefficients are rational numbers because there are whole number coefficients and fractional constants. I'm also concerned about the interpretation in the commentary of question 4 of 7.EE.3. The standard says "Solve multistep reallife and mathematical problems posed with positive and negative rational numbers in any form(whole numbers, fractions, and decimals) using tools strategically. Apply properties to operations to calculate with numbers in any form; convert between forms as appropriate and assess the reasonable ness of answers using mental computation and estimation strategies." The commentary justifies the question by saying that it "assesses the student's ability to convert measurement units between forms that are appropriate". I believe that converting between whole numbers, fractions, and decimals is not the same as converting measurements between forms. I love the idea of using a question like that as a teaching activity where students are in a supported environment, but it is an unreasonable assessment of student learning of that standard. There is a lot more to that question than manipulating numbers. My other major issue is with question 10 which asks for a sample space for a compound probability scenario. I'm going to have to take another look at my resources and I may be showing a distinct lack of knowledge, but if a sample space is a list of all possible outcomes and an outcome is a possible result of an experiment, why would a sample space contain six (green,A) outcomes? Wouldn't those all be the same outcome unless you used a subscript to delineate different green's or different A's? If this is students' first experience to formal probability and probability is in the 10% focus, I find this question disturbing. When I responded to the questions last night, I referred both to the glossary and to the progressions documents. I hope that more people will respond. I personally plan to teach to the standard, not to the sample questions. I am hoping that the actual assessment will be more reasonable. If not, I know that my students will be well prepared for the 8th grade curriculum even if my APPR score is not very good. I'm heartened that my kids didn't have nasty things to say about the state test, so I'm hoping that the field test questions were more reasonable than the sample tasks. I would like to find a way to impress upon state ed that if this is really their interpretation of the standards, then they need to find a way to clearly communicate the expected skills that they associate with each standard to teachers rather than throw us sample questions for a few standards that require us to interpret their interpretations and be anxious about whether we're interpreting the rest of the standards appropriately. There are too many ways to look each standard and not all of us have common backgrounds to be able to make common decisions about what each standard means for classroom practice. I apologize for my wordiness. I am feeling overwhelmed by this transition and find that I do better when I can focus and clearly express my frustrations than when I hold them inside. I hope everyone has a relaxing summer so that we can return in the fall ready for the new challenges. :) Ginny Kuryla
>>> Iva Jean Tennant 6/20/2012 5:50 PM >>> sure do!!! not sure how we are going to make that quantum leap in one year
Iva Jean Tennant President of Association of Mathematics Teachers of NYS Past President of AMTST People to People Student Ambassador Delegation Leader
Original Message From: Jill Edmond To: nysmsmath Cc: nysmsmath Sent: Wed, Jun 20, 2012 11:46 am Subject: Re: 7th grade math
Does anyone else find these sample questions to be much more complexed than what as been asked of 7th graders in the past? Sent from my iPhone On Jun 19, 2012, at 8:56 AM, Dianne Gizowski wrote: > There will be a scope and sequence for NYS out this summer (supposed to be in uly) and the curriculum modules for the first part of the year should be ppearing in August. They are supposed to include information on the content for he teachers, lesson plans, performance tasks for mid and end of the module, and lasswork and homework tasks. The Network Teams will received training on these odules the second week of August. On Jun 19, 2012, at 7:40 AM, "Loretta Boyce" wrote: > Thank you Caryl :) > > ******************************************************************* > * To unsubscribe from this mailing list, email the message > * "unsubscribe nysmsmath" to majordomo@mathforum.org > * > * Read prior posts and download attachments from the web archives at > * http://mathforum.org/kb/forum.jspa?forumID=672 > ******************************************************************* ******************************************************************* * To unsubscribe from this mailing list, email the message * "unsubscribe nysmsmath" to majordomo@mathforum.org * * Read prior posts and download attachments from the web archives at * http://mathforum.org/kb/forum.jspa?forumID=672 ******************************************************************* ****************************************************************** To unsubscribe from this mailing list, email the message "unsubscribe nysmsmath" to majordomo@mathforum.org
Read prior posts and download attachments from the web archives at http://mathforum.org/kb/forum.jspa?forumID=672 ******************************************************************
******************************************************************* * To unsubscribe from this mailing list, email the message * "unsubscribe nysmsmath" to majordomo@mathforum.org * * Read prior posts and download attachments from the web archives at * http://mathforum.org/kb/forum.jspa?forumID=672 *******************************************************************



