GED 2002

Please Excuse My Despicable Attitude and Other Math Prayers

And it came to pass in the new millennium, that there went out a decree from the GED Testing Service, that the GED test should be changed. (And this change was first made when Joan Auchter was the national director of testing.)

And all went to be trained, every teacher into his own consortium. And Karen also went up from Texas, out of the city of Houston, into the city of Cape Canaveral, which is called sunny Florida (because she was of the house and lineage of Harris County Department of Education). To be trained with Karen were her illustrious coworkers, being great with sunburn. And so it was, that, while they were there, the days were accomplished that she should be delivered into the math training sessions. And she made her way to the calculator group, but there was no room in the inn. And, lo, a staff member of the resort said unto her, "Fear not: for, I shall bring extra chairs." And he did.

Suppose a roving reporter asked the question, "What are your thoughts and feelings in regard to the new changes that are on the horizon for the GED 2002 test?" Possible replies from students and fellow teachers, many reflect- ing despicable attitudes or under-standable concerns, might be: Well, that's just great -- not!" or "This egg ain't gonna' hatch!" or "I'm dead meat!" It was in the midst of this hysteria that Joan Auchter attempted to explain the reasons for the changes and offered assistance in making the transition.

The mathematics test will have the most significant changes. Examples of these differences are:

• Two parts: Part I permits using a calculator; Part II does not;
• 50 questions (25 for each part. Halves equally weighted);
• Score range 200-800;
• Alternate Format items 20% (Standard and Coordinate plane grids);
• Graphic Stimuli 50%; and
• Context from realistic adult learner's world of work, family, etc.

I plan to approach the teaching of calculator skills just as a typing instructor might introduce keyboarding. First, distribute a handout with the individual keys of the Casio fx-260 solar clearly marked and larger than life. For kinesthetic learners, and to enhance interaction, ask the students to use colored pencils to locate and color each key as it is discussed. As a measure of evaluation, pass out new handouts on which the keys are blank. Ask the students to fill in the labels for as many of the keys that they can remember. Then, proceed with "hands on" training with the actual calculator.

The question looming in everyone's mind at this point is, "Why can't I just use the four function calculator that I have at home?" That's a good question, and here's the answer:

• The Casio fx-260 allows for more complex calculations;
• Scientific calculators perform operations in the correct order (see example below);
• The Casio fx-260 is solar and not battery powered (Sorry, Mr. Energizer Bunny); and
• High school students do not use four function calculators (we're in the big league).

Example:
3 + 4 x 5 = ?

If this problem were calculated on a four function calculator, the answer would be 35. Using the scientific calculator which performs the functions in the proper sequence, the answer is 23.

"What are these animals?" That's another terrific question. The standard grid requires that the answer be written in the top row and then one bubble is filled out in the column under each digit. GED Testing Service tells us this format is used because it requires the candidates to create their own answer rather than simply choosing a response from a limited selection. The bottom line is no "multiple guessing" on these items. The coordinate plane grid shows the location of a point with given coordinates. Candidates must indicate their answer by putting a dot on an actual grid.. "So, how many of these will be on the test?" What another great question! (You're 3 for 3) Here's the answer:

• Two Alternate Format Types - 20% of the 50 total questions;
• Part I: Six Standard Grids and One Coordinate Plane Grid; and
• Part II: Two Standard Grids and One Coordinate Plane Grid.

Word problemitis is a common malady prevalent in the peripheral regions of most GED classrooms today. Major complaints include temptation to swear, frequent requests to exercise bathroom privileges, and a general despicable attitude toward math. These symptoms are aggravated with the inclusion of such demonic practices dubbed as insufficient data and extraneous in- formation. "What is the cure for this dreaded disease?" The answer is RIDME. Guaranteed to mellow the mayhem. Here's how it works:

R Read, then reread the question starting with words such as how, how much, what, find, etc.
I Identify pertinent information (extraneous or insufficient?)
D Decide which operation/operations needed.
M Do the math computation.
E Evaluate. Does the answer make sense?

Good reading skills are critical to success, even on the Math test.

Change often brings us to our knees. It's an opportunity to stretch and expand our knowledge. One might comment, "But it's not fun!" Well, in the words of Chuck Swindoll, a well-known teacher, author, and radio personality, "neither is a grocery list, but it sure helps if you want to have a good meal."

Karen Price is an ESL/ABE/GED teacher for Harris County Department of Education in Houston. She began her adult education career in 1988 teaching ESL classes during the amnesty program. She presently holds a position teaching multilevel TANF (Temporary Assistance for Needy Families) classes. She's a graduate of University of Houston Clear Lake with a bachelor's degree in elementary education. She received the TALAE Teacher of the Year 2000 award and has traveled throughout the state of Texas presenting instructional strategies workshops. Karen has been married to her husband, Charles, for 32 years. She has three children, one 8 year old granddaughter and a new grandson born on August 6.