Open-Ended+Mathematical+Word+Problems

** October 11, 2010 **
 * Professional Learning Communities In-Service **

** 1. **** SMART Goal ** ( ** S ** pecific, ** M ** easurable, ** A ** ttainable, ** R ** ealistic, and ** T ** imely): Students will improve their performance on open-ended mathematical word problems.

**2.** **Rationale:**

//Students have shown weakness in interpreting word problems, finding important information, and determining the correct mathematical skills to utilize. We will begin with a pre-assessment to determine current strengths and weaknesses. We will then determine a measurable level of improvement. Students need to be able to put their mathematical processes into words.//

** 3. ** **Action Plan** Jason Kopp Michael Walsh Roseann Greiner || October - December || Pre-Assessment || -Analyze correct and incorrect open-ended problems. Correct and score these responses. || Jason Kopp Michael Walsh Roseann Greiner || January - April || Determining key words. Translation of verbal phrases into mathematical expressions. Evaluating expressions / solving equations. || Jason Kopp Michael Walsh Roseann Greiner || May || Analyze results of summative assessment. || **4.** **Group Member Names:** Michael Walsh, Jason Kopp, Melissa Fitch, Roseann Greiner **5.** **Which Middle School goal does this impact?**
 * **Activity** || **Person Responsible** || **Timeline** || **Outcome** ||
 * Pre-Assessment to determine strengths and weaknesses in writing in math. Identify steps that are being skipped. || Melissa Fitch
 * Remediation in Language Arts / Connections. || Melissa Fitch || January - April || Improved reading comprehension and verbalization of ideas. ||
 * Remediation in Mathematics
 * Summative Assessment || Melissa Fitch


 * Goal #3**


 * 1-25-11: Connections--I've modified a graphing assignment to include writing an explanation of mathematical operations. The instructions include translating Math into English. I'll let you know how it turns out.**
 * 2-28-11:Connections: Students wrote an explanation of how they determined percentages for a graph assignments. Most were successful, and the rest had to re-do the assignment until it was correct. Currently doing cost analysis for menus.**
 * Math: Examples added to assessments--Explain how you would check your solution to a two-step equation. Explain the process to solve this problem. (Translating Math into English) About 40% of students were completely successful; others either ignored the problem or were completely off base.**
 * In preparing for NJ ASK, spending more class time on the explanation of answers to math problems.**
 * 3-28-11 Math: Percent of Change--have students write word problems. Review examples of NJ Ask open-ended responses and rubrics.**