Texas Adult Education and Literacy Math Institute

To target mathematics problem areas and raise scores on the GED® mathematics test across our state, a professional development initiative originally named the Texas Adult Basic Education Statewide GED® Mathematics Institute was designed as a collaboration of state leadership and the South Region GREAT Center. 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 and created materials that included sample questions from problem areas and an analysis of common errors that cause students to miss mathematics questions. They are equipped to share with other adult secondary math teachers methods to identify the skill gaps, share specific ideas on how to incorporate those skills into classroom instruction.

In preparation for the transition to the updated 2014 GED® test, the Math Institute offered various trainings throughout Texas. Some of the trainings included the following:

  • Mathematics on GED® 2014 Overview

  • Math Skills New to GED® 2014

  • Depth of Knowledge and the GED®  2014

  • Geometry on the GED® 2014

The following is published by the GED Testing Service and the complete report can be found at www.GEDtestingservice.com.

2014 GED® Test Analysis of Most Missed Items Impacting Passing at the High School Equivalency Level

Mathematical Reasoning

Content, Group 1: Quantitative Reasoning Indicator Description

Q.4.b Compute the area and circumference of circles. Find the radius or diameter of a circle when given the area or circumference.

Q.4.c Compute the perimeter and area of polygons. Find side lengths of a polygon when given the perimeter or area.

Q.4.d Compute the perimeter and area of two-dimensional composite shapes, which could include circles.

Content, Group 2: Algebraic Reasoning Indicator Description

A.5.a Locate points in the coordinate plane.

A.5.b Determine the slope of a line from a graph, equation, or table.

A.5.d Graph two-variable linear equations.

Content, Group 3: Quantitative Reasoning Indicator Description

Q.3.b Use scale factors to determine the magnitude of a size change. Convert between actual drawings and scale drawings.

Q.3.d Solve two-step, arithmetic, real world problems involving percents. Examples include but are not limited to: simple interest, tax, markups and markdowns, gratuities and commissions, percent increase and decrease.

Mathematical Practice and Content Interaction, Group 4:

MP 1a (Search for and recognize entry points for solving a problem) and Algebraic Reasoning Indicator Description

A.2.a Solve one-variable linear equations, and formulas with multiple variables.

A.3.a Solve linear inequalities in one variable.

A.4.a Solve one-variable quadratic equations with real solutions, using any appropriate method.

Mathematical Practice and Content Interaction, Group 5

MP 2a (Create algebraic models that represent real-world situations) and Algebraic Reasoning Indicator Description

A.1.c Create linear expressions as part of word-to-symbol translations or to represent situations you have been given.

A.2.c Create one- or two-variable linear equations to represent situations you have been given.

A.3.d Create one-variable linear inequalities to represent situations you have been given.

Available Workshops in the Texas AEL Math Institute

All Math Institute trainers can train on the following trainings, and will be willing to work with your program to make sure workshops will meet your needs.

Additional math modules have been developed by experienced Math Institute trainers to correlate with the GED® 2014 test. Use the TRAIN PD @ TCALL's Contract Trainer Database to locate those trainings. On the Publicly-available list of Training Descriptions, search by Math and Numeracy under Subject Area. To view details about contract trainers associated trainings, log-in access to the Database in the PD Coordinator role is required (available to AEL Grant Recipient Program Leaders and their PD Coordinators).

Basic Skills

Fractions - 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 - 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 - any GED® problems can be solved using proportions

Call Me - 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.

Percents - 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 - 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 - Objective: To have participants determine and analyze potential problems students might face when they encounter an exponent problem on the GED® test.

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

Integers, Equalities and Inequalities - An interactive, hands-on session using highly effective and inexpensive manipulatives to teach the important, yet often difficult concept of integers. We will also use manipulatives in geometry and algebra to develop DOK math reasoning skills, which are crucial for the GED® 2014 test.

Elementary Algebra and Functions - Participants will be given teaching strategies and simple tools that will help remove the fear of math that hinders adults from learning.  Teachers will learn how to teach math at a level more readily understood by their students. The participants will also learn a basic definition of linear functions and to see how they are used in real life and on GED ® testing materials

Solving Quadratic Equations by Factoring- 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 - 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 - 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.

Linear Equations - 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. 

Algebra Word Problems - The participants will review the steps for problem solving and examine the types of algebra word problems that are seen on the current 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.

Solving Equations - Participants will also experience the value of hands-on activities and sequential learning in teaching algebra.  With some discussion of Webb's Depth of Knowledge, participants will be exposed to algebra application of the 2014 test.

Geometry

Angles and Parallel Lines - 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 - 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 - 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  - Objective: To have the participants differentiate between area, perimeter, and volume; emphasizing the most common mistakes in these areas as identified by GED Testing Service, LLC and methods to increase student success.

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

Coordinate Plane - 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.

Geometry for GED® now and 2014! - Objectives:

  • Begin exploring techniques in which our learners might become more actively engaged in their own learning.

  • Survey different types of teaching tools that may help our learners investigate 2D and 3D shapes and their properties.

  • Identify Mathematical Practices that are required by students to demonstrate proficiency in Geometry.

  • Review the volume formulas and use them to solve problems

  • Identify the Common Core Standards for High School Geometry

  • Provide on-line resources to assist in preparation for the 2014 GED®

Workplace Math - In this interactive workshop participants will learn about math used in a variety of work place settings including manufacturing, health care, service industry, and construction. In addition, participants will be provided hands on activities and sample lessons that teachers can use immediately in the classroom that directly relate to the GED® test as well as the workplace.  

Transitioning into 2014 GED® Math - Participants will be given teaching strategies and simple tools that will help remove the fear of math that hinders adults from learning.  They will learn how to teach math at a level more readily understood by their students. The participants will also learn to apply Depth Of Knowledge in preparation for the 2014 GED® Math, they and will also see how these strategies and simple tools are used in real life and on 2014 GED ® Math testing materials.

GED 2014 Mathematics Overview - This session identifies the content of the Mathematics module of the 2014 GED Test and explores essential mathematical practices and behaviors. Participants will gain an in-depth overview of the 2014 Mathematics module and will leave equipped with effective questioning techniques, quantitative reasoning and geometric reasoning strategies and resources that can be easily implemented in the classroom to help prepare students for the 2014 GED Mathematical module.

Information updated November 2014