Math State Leadership Activity

Sponsored by The Office of Vocational and Adult Education, U.S. Department of Education, Anthony Chan, Grant Services Manager from Texas LEARNS, and Araceli Avila, Education Specialist from Region XX Education Service Center, attended a GED Mathematics Training Institute in which the findings of an analysis conducted by the GED Testing Service (GEDTS) were revealed. The analysis pointed out the four most commonly-missed areas of the GED mathematics test—

Geometry and Measurement
Reading and Interpreting Graphs and Tables
Application of Basic Math Principles to Calculations
Problem Solving and Mathematical Reasoning

To target these four problem areas and raise scores on the GED mathematics test across our state, Texas LEARNS, assisted by Dr. Rebecca Davis and her staff from the Texas A&M University-Kingsville South Region GREAT Center, formed The Texas Adult Basic Education Statewide GED Mathematics Institute. It consisted of two three-day training sessions in which Anthony Chan and Krista Young, GED teacher at Abilene ISD, provided master trainers with the tools necessary for improving math instruction and who, in turn, will be able to train their peers throughout the state of Texas.

The master trainers received materials that included sample questions from each problem area and an analysis of common errors that cause students to miss the mathematics questions. They are equipped to share with other GED math teachers how to identify the skill gaps, share specific ideas on how to incorporate those skills into classroom instruction, and also provide resources such as math websites and videos of lessons created by the master trainers and the Multimedia Department staff of Cy-Fair College in Cypress, Texas.

This training is available for every Adult Education program statewide and can be requested through each region’s Great Center. After the initial training, if the Adult Education program would like to have follow-up and mentoring for their teachers, please call Dr. Rebecca Davis at (361) 593-4257.

Available Workshops
Texas ABE Statewide GED Mathematics Initiative

Basic Skills

Estimation (30 minutes) - Objective: To teach participants the basic principles of estimation and to show how it can aid students on the GED test.

Fractions (2 hours) - Objective: To have the participants identify a simple fraction from a model, to use paper folding to understand the concept of simple fractions, equivalent fractions, and simplifying fractions, to demonstrate how to find equivalent fractions as well as how to simplify fractions. Innovative ways to work with and understand fractions.

Graphs (2 hours) - Objective: Participants will be able to: interpret points on a coordinate graph, in a non-quantitative manner using qualitative descriptions; Organize data, make a scatter plot, look for overall trends, and draw conclusions about the relationship between the factors; and Sketch graphs, match graphs to scenarios, and interpret graphs by informally examining slopes and rates of change.

Ratios and Proportions (2 hours) - any GED problems can be solved using proportions

Call Me (2 hours) - Objective: Participants will use telephone numbers to teach concepts of:

Number sense
Greater than less than
Ordering numbers
Rounding
Sums
Mean, Median, and Mode
Calculator use

This is a hands-on group activity with standards correlating to activities.

Deal Me In (2 hours) - Objective: Participants will learn to use playing cards to teach, reinforce, and provide practice in a fun and inexpensive way. The standards are correlated to activities.

Stretch for Percent (2 Hours) - Objectives: To have the participants find what percent one number is of another, and use, interpret, and compare numbers in equivalent forms such as fractions and percents.

Percents: (2.5 hours) - Objective: To have the participants comprehend the three components of a percentage equation; part, whole, and percent. Participants will be able to identify all three components in word problems, and using the ratio method, will be able to calculate any missing component. The participants will also be able to calculate percent of increase and decrease using the ratio method.

Algebra

Algebra substitution (2 hours) - Objective: To help the participants to become comfortable teaching substitution and to teach participants hands on activities that can aid students in learning the concept.

Exponents with Power Point (1.5 hours) - Objective: To have participants determine and analyze potential problems students might face when they encounter an exponent problem on the GED test.

Writing Expressions (4 hours) - Objective: The student will review and sharpen basic math skills applying these skills to understand and work through word problems.

Geometry

Angles and Parallel Lines (2 hours) - Objective: To have participants identify and measure angles i.e. right, acute, obtuse, straight, and reflex. Explain angle relationships such as, complementary, supplementary, and vertical angles. Finally, apply information to practice test questions.

Pythagorean Relationship with Power Point (2 hours) - Objective: The student will learn to identify the height of triangles, how to calculate angles, and label all areas in square units apply these concepts to word problems.

Triangle Relationships (2 hours) - Objective: To have the participants classify triangles by sides and by angles, to discover why the sum of the measures of all three angles of any triangle has a sum of 180, and to use this fact to find the measure of any angle in a triangle, given the measure of the other two angles.

Perimeter/Area/Volume with Power Point (1.5 hours) - Objective: To have the participants differentiate between area, perimeter, and volume; emphasizing the most common mistakes in these areas as identified by GEDTS and methods to increase student success.

Perimeter and Circumference (2 hours) - Objective: To broaden instructional strategies in solving real world and mathematical problems involving perimeter and circumference.

Coordinate Plane (2 hours) - Objective: To broaden instructional strategies in creating coordinate planes, plotting natural numbers on a horizontal and vertical axis (line) in all four quadrants of a coordinate grid.

Transitions Workshops

Solving Quadratic Equations by Factoring – Kenneth Fahndrick
To have the participants recognize and define a quadratic equation, be able to rearrange it to Standard Form, and to solve it using factoring techniques.

Elementary Algebra - Anthony Chan
The purpose of this session is to help remove students’ fear of algebra. This session will give our teachers the tools they need to show their students that elementary algebra is in the real world and that the use of patterns helps to discover the basic principles of Algebra.

Graphing – Vicki Angel
The participants will learn how to graph equations and inequalities in one and two variables. Linear equations, quadratic equations, and exponential equations will be included.

Logarithms, Determinants and Complex Numbers – Maurice Fritz
The participants will gain a basic knowledge of logarithms, determinants and complex numbers, solve logarithms by the product and quotient rule, solve 2 by 2 determinants for linear systems using Cramer’s Rule and solve complex numbers by adding and multiplying them. Problems will be provided for the participants to demonstrate that they can apply the above objectives correctly and show that they have learned each of them.

Linear Equations – Dirk Hodges
Participants will be introduced to solving several types of equations. These equations include: 1) Linear equations, 2) Linear inequalities, 3) Systems of equations, and 4) Quadratic equations.

Introduction of Basic Concepts in Trigonometry: Content Standards Level 6 and Beyond – LaShondia McNeal
This hands-on workshop explores useful strategies for developing students’ understanding for the applicability of trigonometry in the everyday world. Today’s snapshot session will focus on strategies for teaching students to recognize and apply the six basic trigonometric functions. Participants will be guided through activities that will help them teach students to understand the fundamental functions of trigonometry. They practice with the teaching strategies introduced and learn techniques they can apply the very next day.

Algebra Word Problems – Krista Young
The participants will review the steps for problem solving and examine the types of algebra word problems that are and will be seen on the current GED exam, the future GED exam and on college placement exams. Investigation of the strategies for solving word problems will provide hands-on and discussion activities for the participants.

Other

Mean, median and mode – Average, middle, most – Which is which? (2 hours)
Objective: To better understand the meaning of mean, mode, median and how to teach it effectively to students. Note: 25% of the GED test is data analysis and probability

Probability (2 hours) - Objective: To have the participants demonstrate the difference between empirical probability and theoretical probability and to find probabilities using dice and a deck of playing cards.

GED Testing Tips (2 hours) - Objective: Participants will receive information and practical lists of skills to help their students with test taking. Hands-on activities along with ways to better construct and analyze tests.

Math Vocabulary (2 hours) - Objective: To identify and apply strategies for learning math vocabulary at the ABE level. Topics such as number sense, place value, rounding, and signs and processes will be addressed.