1. Group 4
EDTC 6320
Part D
Brick 5: Mastery Indicators
Brick 6: The Instructional
Package

2. Our Instructional Opportunity
Use a learning management system
to tutor and peer tutor math
concepts to middle school students.

3. Instructional Objectives
Geometry and spatial reasoning. The student
compares and classifies two- and three-dimensional
figures using geometric vocabulary and properties.
Geometry and spatial reasoning. The student uses
coordinate geometry to describe location on a
plane.
Geometry and spatial reasoning. The student uses
geometry to model and describe the physical world.

4. Two Years From Now…
“After we implemented the
LMS, the students participants of
the program showed significant
growth on academic testing.”

5. Brick 5
How we will know that our learners have mastered, or
have failed to master the specific objectives of our
instructional opportunity?
 Students will show mastery of the learning objectives
per objective by earning a 70% on the practice
STAAR exam (summative) at the end of the course.
 Satisfactory to Advanced Academic Performance
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6. Criterion-referenced
 State of Texas Assessments of Academic
Readiness (STAAR™)
 To find out whether an objective have been
achieved. Criterion-referenced assessments are
composed of items or performance tasks that
directly measure the skills and knowledge we are
trying to achieve.
 Mathematical process skills are not assessed in
isolation but are incorporated into questions that
assess grade content. These process skills focus on
applying mathematics to solve
problems, communicating about
mathematics, and using logical reasoning.

7. STAAR Grade 7 Mathematics Blueprint ( Spring 2011)

8. How we will know that our learners have mastered, or have failed to
master the specific objectives of our instructional opportunity?
STAAR Grade 7 Mathematics Blueprint (Spring 2011)

9. Students achieving Level III:
Advanced Academic Performance can
 Evaluate the reasonableness of solutions
to application problems involving
operations with fractions, decimals, whole
numbers, and percent and justify the
solutions
 Extend and apply ratios to solve
application problems including
percent, proportions, and other
relationships with a constant rate of
change

10. Students achieving Level III:
Advanced Academic Performance can
 Extend and apply geometry and
measurement concepts to solve
application problems including area and
volume
 Evaluate the reasonableness of given
inferences based on data sets

11. Students achieving Level II:
Satisfactory Academic Performance can
 Generate equivalent forms of fractions,
decimals, whole numbers, and percent
 Solve application problems involving
addition, subtraction, multiplication, and
division of whole numbers, fractions, and
decimals
 Solve application problems involving
percent and proportional relationships

12. Students achieving Level II:
Satisfactory Academic Performance can
 Formulate linear equations from problem
situations and problem situations from
linear equations
 Use critical attributes to define similarity
 Graph reflections and translations on a
coordinate plane

13. Students achieving Level II:
Satisfactory Academic Performance can
 Solve application problems involving area
(polygons and other shapes) and volume
(triangular prisms and cylinders)
 Make inferences based on analysis of
given data
 Choose among
mean, median, mode, and range to
describe a set of data and justify the
choice for a particular situation

14. EXAMPLE
Use properties to classify three-dimensional
figures, including pyramids, cones, prisms,
and cylinders

15. EXAMPLE
Locate and name points on a coordinate
plane using ordered pairs of integers.

16. EXAMPLE
Use geometric concepts and properties to
solve problems in fields such as art and
architecture