The student is expected to:

Math

8.12C  -  select and use an appropriate representation for presenting and displaying relationships among collected data, including line plots, line graphs, stem and leaf plots, circle graphs, bar graphs, box and whisker plots, histograms, and Venn diagrams, with and without the use of technology

8.14A  -   identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics

Language Arts and Reading

8.5B - demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8)

Math

Objective 5:  The student will demonstrate an understanding of probability and statistics.

Objective 6:  The student will demonstrate an understanding of the mathematical process and tool used in problem solving.

Language Arts and Reading – N/A for the above listed SE.

Students in an 8^th grade math TAKS tutorial class will attempt to make a positive impact on all 8^th grade students by relaying the importance/seriousness of taking the 8^th grade Math TAKS test.  Eighth graders are required to pass the test this year in order to be promoted.

1)       How will this year’s math TAKS test have an impact on your life?

2)       How will you view this year’s Math TAKS Test in comparison to the way you viewed it in 6^th and 7^th grade?

3)       Does the fact that you have to pass the test in order to be promoted to high school play a role in how you view the test this year?

4)       What are some things you can do between now and the date of the test in order to help you pass it?

5)       While actually taking the test, what are some things you can do to help make your chances of passing it more likely?

6)   Do you think that as a group, you could make an impact on how other students view the test this year?

**Students will be placed in groups of 3 to 4 students.**

1)  The six different TAKS objectives will be reviewed over and the students will be made aware of how many questions for each objective are included on the test. (Data from facilitator)

2)  Students will analyze previous TAKS test data (own 7^th grade individual scores and 8^th grade whole group scores) to see what test objective(s) seem to be the most troubling for students.

3)  Previous released 8^th grade TAKS test and released level 8 SDAA math tests will be analyzed to see what type of problems fall under problem area objective(s).

4)  Problem area questions (#3) will be analyzed to see why students possibly miss these types of questions.

5)  Students will discuss common errors made when taking tests – They may gather information to get them going via the internet (teacher tablet).

6)  Within the groups, students will list ten common testing errors/mistakes made.

7)  Each group will share their list with the other groups.  Students will show respect to one another by listening attentively to each other.  As a whole class, students will compromise and come up with what they think are the main top ten mistakes and rank them in order with #1 being the most common error/mistake.

8)  The FISD math curriculum director (Sandra Galinzoga) and the testing coordinator/specialist (Mary Anne Barber) will be invited to come to class to share information about the test. 

9)  The culminating event for this lesson will be for the class to produce a video that will be shared (Caring) with all 8^th grade students in preparation for the math TAKS test.  The students as a whole group will decide what key information will be included in the video.  (It will be mandated by the teacher that data graphs will need to be included. – Graphs will be created using Microsoft excel.)  Students will once again compromise with each other by deciding what part of the video each group will be responsible for.

10)  After much practice and peer critiquing, the filming will take place.

*The video will be shown to all FMS 8^th grade students.

*The video will be posted to the FISD character website so that it will be available for students, teachers, etc. from other schools to view.

Extension Activity:  The facilitator will lead a discussion on the complexity of analyzing data as was done by students throughout the lesson.  It will be made known that this is one of the minute tasks that teachers have to do on a periodic basis with yearly TAKS test results and all checkpoints.  Hopefully students will be able to start showing a little empathy towards their teachers and the amount of work teachers are expected to do.

Analysis – Student will analyze previous test data and 8^th grade level TAKS test questions.

Evaluation – Students will critique each other’s part(s) in the presentation and offer suggestions for improvement.

Synthesis – Students will produce a video to share with all FMS 8^th graders.

Anchor Activities – When students finish particular parts of the lesson or when there is down time, students will work problems out of the Holt TAKS Prep Workbooks for Grade 8.  They will work problems from objectives/SE’s they have decided are problem areas.   This is a great way for students to demonstrate responsibility for their own learning.

Teacher tablet and internet for researching

MS excel programs for graphing data

Video camera for filming

Digital camera for posting pictures on the FISD character website

Students can perform a search and look at websites that talk about common errors made while testing.  There are numerous sites out there that can be referenced to get the students thinking about common testing errors made.

Teacher(s)

Math curriculum director and testing coordinator/specialist from FISD central office

Local individual and group math TAKS test data from previous years from AESIT program and/or counselor

Released TAKS and SDAA Math tests

Holt TAKS Prep Workbooks for Grade 8 (one for each student)