Reaching Algebra Readiness (RAR). Preparing Middle School Students to Succeed in Algebra - The Gateway to Career Success

182 Pages·2011·1.34 MB·English

by  Tony G. Williams

REACHINGALGEBRAREADINESS(RAR)

Reaching Algebra Readiness (RAR)
Preparing Middle School Students to Succeed
in Algebra – The Gateway to Career Success
By
TonyG.Williams
SENSEPUBLISHERS
ROTTERDAM/BOSTON/TAIPEI
AC.I.P.recordforthisbookisavailablefromtheLibraryofCongress.
ISBN978-94-6091-507-9(paperback)
ISBN978-94-6091-508-6(hardback)
ISBN978-94-6091-509-3(e-book)
Publishedby:SensePublishers,
P.O.Box21858,3001AWRotterdam,TheNetherlands
www.sensepublishers.com
Printedonacid-freepaper
Allrightsreserved©2011SensePublishers
Nopartofthisworkmaybereproduced,storedinaretrievalsystem,ortransmittedinanyformorby
anymeans,electronic,mechanical,photocopying,microfilming,recordingorotherwise,withoutwritten
permissionfromthePublisher,withtheexceptionofanymaterialsuppliedspecificallyforthepurpose
ofbeingenteredandexecutedonacomputersystem,forexclusiveusebythepurchaserofthework.
DedicatedtomyUncleCharles,thegreatestmathematical
andmusicalmindwhomI’veeverknown;andtomysiblings,
CherylandBruce,whohavefollowedthepathofmy
parentstobecomeoutstandingmatheducators.

TABLE OF CONTENTS
Foreword ix
Chapter1.IntroductionandOverview 1
Chapter2.Diagnostic 5
Chapter3.ThePrescriptiveApproach 15
Chapter4.ARAUnitTests 23
Chapter5.Interventions 35
Chapter6.SpecificContentAreaInterventions–WholeNumbers 47
Chapter7.SpecificContentAreaInterventions–Decimals(UnitII) 67
Chapter8.SpecificContentAreaInterventions–Fractions(UnitIII) 81
Chapter9.SpecificContentAreaInterventions–Percents(UnitIV) 99
Chapter10.SpecificContentAreaInterventions–NumberConceptsand
BasicGeometry(UnitV) 113
Chapter11.SpecificContentAreaInterventions–SolvingBasicWord
Problems 131
Chapter12.SpecificContentAreaInterventions–Pre-AlgebraConcepts 143
AppendixA.PostAlgebraReadinessAssessment–(Version2A)(ARA) 159
AppendixB.PostAlgebraReadinessAssessment–(Version2B–C)(ARA) 163
References 171
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FOREWORD
DearTeacherorParent,
Middleschoolmathoccursatcriticalphaseinthelifespanofstudentlearning.This
is the time to close any gaps that exist between the acquisition of a mathematics
knowledgebaseandtheskillsnecessarytosucceedinhighschoolandbeyond.Es-
sentially,middleschoolmathisboththebridgeandthegatewayforstudents.Math
skills,thatarefortifiedandexpandedinmiddleschool,areneededforcompleting
algebra,whichisadecidingfactorindeterminingsuccessformoststudents.There
is a positive correlation between completing algebra and being college bound,
highly employable, enrolled in higher math and sciences courses, and confident
inhigherlearning.Studentswhodevelopsoundfundamentalmathskillsinmiddle
schoolgenerallydowellinalgebra.Problemstendtooccurwhenstudentshavenot
obtainedthenecessaryskillsfromtheirmiddleschoolmathematicsprograms.
The NationalMathematics Advisory Panel’s (NMAP’s) Final Report(Spring,
2008)presentedrecommendationsaddressingcriticalconcernsaboutmathematics
achievementofournation’sstudents,particularlyinmiddleschoolswherethesharp
falloffin mathematicsachievementin the U.S. begins.A key recommendationof
thepanelwastheneedtoplaceincreasedemphasisonthemostcriticalknowledge
andskillsleadingtoalgebra.Amongwaystoaccomplishthis,thepanelsuggested
streamlining the middle school math curriculum into the most critical topics and
the use of drills and exercises to enhance skills that rely on an “automatic (i.e.
quick and effortless) recall of facts”. Implementingthe panel’s recommendations
anddevelopingapracticalandusefulresourceforteachers/parentsofmiddleschool
studentswerethemotivationsforthedevelopmentofthisbook.
Teachers/parents, in this book, you will find a comprehensiveprocess for en-
suring your students/child will receive the tools necessary to succeed in algebra.
The Reaching Algebra Readiness (RAR) Process consists of four components:
(1) Diagnostic, assessing student’s mastery of the skills needed to take algebra;
(2) Prescriptive, developing an individualized plan to address specific math de-
ficiencies; (3) Intervention, utilizing tools and resources (parental involvement,
effective teaching strategies, etc), to improve students’ mathematics skills; and
(4)DrillsandEffectiveTeachingsStrategies,mathematicsisadisciplineand,sim-
ply,thereisnowayofavoidingpracticeanddrillinginreachingalgebrareadiness,
which can be enhanced significantly by implementing proven effective teaching
strategies.
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