Description of Documents
1. List of Key Concepts for Students to Learn at Each
Grade Level. This list is aligned with other grade levels so that each
grade level has a distinct level of key concepts to learn. There are no
repeats. In some cases a topic seems to repeat, but at succeeding grade levels
the concept increases in complexity. A simple example is place value where the
topic is at several grade levels, but the number of places to learn increases
through the grade levels. The Key Concept List, labeled "Math to Know",
is to be used by each student as their individual record of concepts learned.
One rectangle is provided for students to record the date when a concept is
first taught. The boxes to the right may be used by individual teachers for
additional record keeping, if desired. Many teachers have students use a
highlighter to highlight concepts that are answered correctly on the LtoJ®
quizzes.
2. Weekly Mathematics Quizzes. The quiz structure for grades 1 through
algebra is seven questions from the current grade level, two questions from the
prior grade level and one question from two grades prior. (Grade 1 has seven
questions from grade 1 concepts and three from kindergarten.) Further, each
strand has one question each week. The strands are numeration/number sense,
computation/estimation, measurement, geometry/spatial concepts, data
analysis/probability/statistical concepts and algebraic concepts. The 7th
question is a problem solving question from one of the six strands. In grade 1,
there are 7 grade 1 questions and 3 kindergarten review questions. The quizzes
are completed for each grade level for the complete year, ready for teachers to
duplicate. Kindergarten is giving 5 question quizzes each week. Each teacher
will receive 75 index cards, each with one question. The cards are divided into
Quiz A, Quiz B and Quiz C. Teachers are to randomly draw from Quiz A five cards
for the week 1 quiz, then 5 cards from the Quiz B pile for week 2, etc.
Students are to take an LtoJ® math quiz 30 of the 36 school weeks. Beneath the
surface of the quizzes is another structure: giving the students advanced,
proficient, progressing and beginning questions. Randomly selected LtoJ®
questions are from each of the four levels. Which level is not important in
administering and graphing the quizzes. However, it is important for all staff
to know that the beneath-the-surface structure matches the guidelines for the
state of Nebraska.
3. Student Run Chart. Each student has a run chart to record their
individual achievement on each weekly quiz. Kindergarten through grade two
students usually color in squares on the run chart to show number of questions
correct. In third grade students change to the run (line) chart with a dot for
each week joined by a line.
4. Class Scatter Diagram. The class scatter diagram is a dot for each
student each quiz. Think of the scatter diagram as the collection tool. Where
do I put all of this data from each student? It is on the scatter diagram.
Discount stores sell Ghostline Chart Paper which can be used to make a larger
scatter diagram. They sell two different sizes.
5. Class Run Chart. The class run chart is simple addition. How many
questions did our class answer correctly all together? The Lexington Run Chart
total is 300 assuming that it will be rare for a classroom to have more than 30
students. In a classroom of fewer than 30 students, teachers may want to place
a push pin on the y-axis with the total possible. For example, in a classroom
of 26 students, the class possible is 260. The goal is not 260; it is the
possible. The goal is to always score one higher than ever before -
all-time-best.
6. Histogram. The district has provided blank histograms to be used from
grade 3 and up. The students look at the scatter diagram and color in a
histogram for each quiz. This lets the students have in their data book a
record of the classes' progress moving from the "L" to the
"J". Students do enjoy looking back at the history of their classroom
as this progress is made. In grades K-2 the teacher can draw the histogram on
the white board, or chart paper, 5 or six times a year to let the students see
the shape of their graph is "L" in the beginning, then a
"bell" and finally a "J". The blank histogram page has 4
histograms per page, so student data folders should have 8 pages to record 30
quizzes.
7. Scatter Overlay. The scatter overlay is not a separate document; it
is made by combining the student run chart and the scatter diagram. It is used
when important to compare one student's progress with whole classrooms. The
process is to make a transparency of the classroom scatter diagram and lay it
over a student's run chart. The picture that appears answers precisely the
question, "How is my child doing compared to the rest of the class?"
Because the scatter diagram uses spaces for graphing and the run chart uses
lines, the two forms do not match exactly. However, they are close enough to
provide an accurate picture of learning.
