Ready. Test. Go.

800.323.3742 | www.wonderlic.comCopyright © 2012 - 9.14.1

GED 2014: An Inside Look at the Mathematics Test Participant Worksheet

How Does Webb’s Depth of Knowledge differ from Bloom’s Taxonomy?

__________________________________________________________________________________________

Record below a 1) definition and 2) an example of an:

1. Anchor Standard: Define _______________________________________________________________

Example: ____________________________________________________________________________

2. Assessment Target: Define _____________________________________________________________

Example: ____________________________________________________________________________

3. Indicator: Define ______________________________________________________________

Example: ____________________________________________________________________________

What are two Assessment Targets for the 2014 GED Math Test?

1)_______________________________ and 2) _______________________________________

What changes have been made to the GED math test formula sheet?

Formulas Removed: Formulas Added:

Ready. Test. Go.

800.323.3742 | www.wonderlic.comCopyright © 2012 - 9.14.1

GED 2014: An Inside Look at the Mathematics Test Participant Worksheet

One thing I will implement……

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Two questions I have……

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Three things I learned in this webinar……

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Ready. Test. Go.

800.323.3742 | www.wonderlic.comCopyright © 2012 - 9.14.1

GED 2014: An Inside Look at the Mathematics Test

Depth of Knowledge

2014 GED Mathematics Test

Level 1 Level 2 Level 3

Requires students to recall or observe facts, definitions, or terms. Involves simple one-step procedures. Involves computing simple algorithms such as sum, quotient.

Requires students to make decisions of how to approach a problem. Requires students to compare, classify, organize, estimate, or order data. Typically involves two-step problems

Requires reasoning, planning, or use of evidence to solve a problem or algorithm. May involve activity with more than one possible answer. Requires conjecture or restructuring of problems. Involves drawing conclusions from observations, citing evidence, and developing logical arguments for concepts. Uses concepts to solve non-routine problems.

Examples:• Recall or recognize a fact,

term or property• Represent in words, pictures,

or symbols in a math object or relationship

• Perform routine procedure like measuring

Examples:• Specify and explain

relationships between facts, terms, properties, or operations

• Select procedure according to criteria and perform it

• Solve routine multiple-step problems

Examples:• Analyze similarities and

differences between procedures

• Formulate original problem given situation

• Formulate mathematical model for complex situation

Ready. Test. Go.

800.323.3742 | www.wonderlic.comCopyright © 2012 - 9.14.1

GED 2014: An Inside Look at the Mathematics Test

Math Content MatrixQuantitative Problem Solving

Math Content Domains

Approximate Percentage of Questions Per Form Common CoreStandardsReferenceFoundation Progressing Advanced

Number Sense& Computation

Q.1Ordering and computing with rational numbers, simplifying numerical expressions, interpreting distance using a number line

6-7.NS, 3-5.NF8.EE, N-RN

One-Step & Multi-Step Word Problems

Q.2Reasoning quantitatively to solve problems involving rational numbers

6-7.NS, K-5.OA,7-8.EE, N-q

Rate, Ratio, & Percent Word Problems

Q.3Solving problems involving a proportional relationship

6.7.RP, 7.EE.3,7-G, N-Q

Quantitative Problems in Geometric Measurement

Q.4Computing perimeter, circumference, and area of plane figures

Q.5Computing volume and surface area of prisms and cylinders

Q.6Computing volume and surface area of cones, pyramids, spheres, and other shapes

3-8.G, 6.EE

Quantitative Problems in Statistical Measurement

Q.7Reading and interpreting graphs, charts, and other data representations

Q.8Measuring the center of a statistical data set

Q.9Determining sample space and using probability models to interpret data

6-8.SP, S-CP.9,S-ID.1, S-MD.2

Ready. Test. Go.

800.323.3742 | www.wonderlic.comCopyright © 2012 - 9.14.1

GED 2014: An Inside Look at the Mathematics Test

Math Content MatrixAlgebraic Problem Solving

Math Content Domains

Approximate Percentage of Questions Per Form Common CoreStandardsReferenceFoundation Progressing Advanced

TransformingExpressions

A.1Simplifying, evaluating, and writing linear equations

A.2 Simplifying, evaluating, and writing polynomial expressions

A.3Simplifying, evaluating, and writing rational expressions

A-SSE, A-APR, 6-8.EE

Solving Equations

A.4Writing and solving linear equations

A.5Writing and solving linear inequalities

A.6Writing and solving quadratic equations

A-REI, A-CED, A-SSE, 6-8.EE

Lines in the Coordinate Plane

A.7Graphing an equation in two variables in the coordinate plane; solving problems requiring knowledge of slope

A.8Determining the equation of a line

A.9Applying the slope criteria for parallel or perpendicular lines

A-REI, G-GPE,8.EE, A-CED

FunctionConcepts

A.10Evaluating a function for a given point

A.11Comparing functions in different presentations

A.12Identifying features of a function from graphs or tables

8.F, 8.EE, F-IF

2014 GED® Test An Inside Look at the Mathematical Reasoning Test

Presented by Bill Walker

Students with a shallow grasp of a wide range of topics are not as well prepared to succeed in postsecondary education, and are more likely to need remediation in mathematics, compared to those students who have a deeper understanding of more fundamental topics.

Common Core Standards Link

Common Core Standards Link

Fundamentals:

• Quantitative problem solving

• Algebraic problem solving

• Conceptual understanding

• Mastery of procedural skill and fluency

• Apply fundamentals in realistic situations

Common Core Standards for Math

• Make sense of problems and persevere in solving them

• Reason abstractly and quantitatively

• Construct viable arguments and critique the reasoning

of others

• Model with mathematics

• Use appropriate tools strategically

• Attend to precision

• Look for and make use of structure

The Mathematics Test

• 1¼-hour test

• Varied item types

• Measurement of procedural skill and fluency

• Range of complexity DOK 1-3

• Virtual online calculator: Texas Instruments 30XS

• Detailed diagnostics

• Two performance levels

Cognitive Demands of GED Math

Depth of Knowledge (DOK) GED Mathematics

Level 1 Level 2 Level 3

Requires students to recall or observe facts, definitions, or terms. Involves simple one-step procedures. Involves computing simple algorithms such as sum or quotient.

Requires students to make decisions of how to approach a problem. Requires candidates to compare, classify, organize, estimate, or order data. Typically involves two-step procedures.

Requires reasoning, planning, or use of evidence to solve problem. May involve activity with more than one possible answer. Requires conjecture or restructuring of problems. Involves drawing conclusions from observations, citing evidence, and developing logical arguments for concepts. Uses concepts to solve non-routine problems.

Examples: •Perform routine procedure like measuring.

Examples: •Solve routine multi-step problems.

Examples: •Formulate original problem given situation.

•Recall or recognize a fact, term, or property.

•Select procedure according to criteria and perform it.

•Formulate mathematical model for complex situation.

DOK Level 3 Item

Type your answer in the box. You may use numbers, a decimal point, and/or a negative sign in your answer.

Hartley opened a food truck business to sell food on the street. On day 2, the business earned $112. On day 5, the business earned $367. Hartley assumes that his earnings will continue to increase at the same rate. How much will the business earn on day 10? $

DOK Level 3 Item

TREE 1

Year Trunk Diameter in Inches

1 18.6

3 19.2

5 19.8

7 20.4

9 21.0

11 21.6

13 22.2

GED Math Item A scientist creates an equation that models her data for Tree 1 so that she can predict the diameter in the future. Complete a linear equation that fits data for Tree 1, where x is the year and y is the trunk diameter.

Click on the variables and numbers you want to select and drag them into the boxes.

Equation for Tree 1

Y= +

-0.6 -0.3 0.3

18.0 18.3

Solving a DOK Level 3 Item

Slope of a Line

Slope of a Line

m=

Y2-Y1

X2-X1

Slope-Intercept

m=18.6-19.2 1-3 m= .6 2 m= 0.3

y=

mx + b

y= mx + b 18.6= 0.3(1) + b 18.6=0.3 + 18.3

Math Assessment Targets

Two major content areas:

• Quantitative problem solving

• Algebraic problem solving

Mathematics Content: Quantitative Problem Solving (45%)

Math Content Domains

Assessment Targets CCS References

Foundation Progressing Advanced

Number sense and Computation

Q.1 Ordering and computing w/rational numbers, simplifying numerical expressions, interpreting distance using a number line.

6-7.NS, 3.5.NF, 8.EE, N-RN

One-Step and multi-step word

problems

Q.2 Reasoning quantitatively to solve problems involving rational numbers.

6-7.NS, K-5.OA, 7-8.EE, N-Q

Rate, ratio, and percent word

problems Q.3 Solving problems involving a proportional relationship.

6-7.RP, 7.EE.3, 7-G, N-Q

Quantitative problems in geometric

measurement

Q4. Computing perimeter, circumference, and area.

Q.5 Computing volume and surface area of prisms and cylinders.

Q.6 Computing volume and surface area of cones, pyramids and spheres.

3-8.G, 6.EE

Quantitative problems in

statistical measurement

Q.7 Reading and interpreting graphs, charts, and other data.

Q.8 Measuring the center of a statistical data set.

Q.9 Determining sample space and using probability models.

6-8.SP, S-CP.9, S-ID.1, S-MD.2

Mathematics Content: Algebraic Problem Solving (55%)

Math Content Domains

Assessment Targets CCS References Foundation Progressing Advanced

Transforming Expressions

A.1 Simplifying, evaluating, and writing linear expressions.

A.2 Simplifying, evaluating, and writing polynomial expressions.

A.3 Simplifying, evaluating, and writing rational expressions.

A-SSE, A-APR, 6-8.EE

Solving Equations A.4 Writing and solving linear equations.

A.5 Writing and solving linear inequalities.

A.6 Writing and solving quadratic equations.

A-REI, A-CED, A-SSE, 6.8.EE

Lines in the Coordinate Plane

A.7 Graphing and equation in two variables in the coordinate plane, knowledge of slope.

A.8 Determining the equation of a line.

A.9 Applying the slope criteria for parallel or perpendicular lines.

A-REI, G-G-GPE, 8-EE, A-CED

Function Concepts

A.10 Evaluating a function for a given point.

A.11 Comparing functions in different presentations.

A.12 Identifying features of a function from graphs or tables.

8.F, 8-EE, F-IF

Assessment Targets: Quantitative Problem Solving

Assessment Targets: Quantitative Problem Solving

Q.1 Order and compute with rational numbers; simplify numerical expressions.

Q.2 Use quantitative reasoning to solve problems with rational numbers.

Q.3 Solve problems involving a proportional relationships.

Q.4 Compute perimeter, circumference, and area of plane figures.

Q.5 Compute volume and surface area or prisms and cylinders.

Q.6 Compute volume and surface area of cones, pyramids, spheres, and other shapes.

Q.7 Read and interpret graphs, charts, and other data representations.

Q.8 Measure the center of a statistical data set.

Q.9 Determine sample space and use probability models to interpret data.

Assessment Targets with Indicators: Quantitative Problem Solving

Q.4: Computing perimeter, circumference, and area of plane figures

CCS DOK Level

7.G.6

Q.4.a: Complete the area and perimeter of triangles and rectangles. Determine side lengths of triangles and rectangles when given area or perimeter.

1-3

8.G.7 Q.4.b: Use the Pythagorean theorem to determine unknown side lengths in a right triangle.

1-3

7.G.4

Q.4.c: Compute the area and circumference of circles. Determine the radius or diameter when given the area or circumference.

1-3

6.EE.2c, 7.G.6

Q.4.d: Compute the perimeter of a polygon. Given a geometric formula, compute the area of a polygon. Determine the side lengths of the figure when given the perimeter or area.

1-3

6.EE.2c, 7.G.5, 8.G.9

Q.4.e: Compute perimeter and area of 2-D composite geometric figures, which could include circles, given geometric formulas as needed.

1-2

Assessment Targets: Algebraic Problem Solving

Assessment Targets: Algebraic Problem Solving

A.1 Simplifying, evaluating, and writing linear equations.

A.2 Simplifying, evaluating, and writing polynomial expressions.

A.3 Simplifying, evaluating, and writing rational expressions.

A.4 Writing and solving linear equations.

A.5 Writing and solving linear inequalities.

A.6 Writing and solving quadratic equations.

Assessment Targets: Algebraic Problem Solving

Assessment Targets: Algebraic Problem Solving

A.7 Graphing an equation in two variables in the coordinate plane, solving problems requiring knowledge of slope.

A.8 Determining the equation of a line.

A.9 Evaluating the slope criteria for parallel and perpendicular lines.

A.10 Evaluating a function for a given input.

A.11 Comparing functions in different presentations.

A.12 Identifying features of a function from graphs and tables.

Assessment Targets with Indicators: Algebraic Problem Solving

A.7: Graphing an equation in two variables in the coordinate plane, solving problems requiring knowledge of a slope

CCS DOK Levels

6.NS, 6c A.7.a: Locate points in the coordinate plane. 1

8.F.4 A.7.b: Determine the slope of a line from a graph, equation, or table.

1-2

8.EE.5 A.7.c: Interpret unit rate as the slope in a proportional relationship.

2

A-CED.2, F-IF.7a

A.7.d: Graph two-variable equations. 1-2

Mathematics Formula Sheet

Area of a:

Parallelogram A=bh

Trapezoid A=½h(b1 + b2)

Surface Area and Volume of a:

Rectangular/right prism SA=ph +2B V=Bh

Cylinder SA=2πrh+2πr² V=πr²

Pyramid SA=½ps+2B V=1/3Bh

Cone SA=πrs+πr² V=1/3πr²h

Sphere SA=4πr² V=4/3πr³

π=3.14

Mathematics Formula Sheet

Algebra

Slope of a line m= Y2-Y1

X2-X1

Slope Intercept Form of the Equation of a Line

Y = mx +b

Point-slope form of the equation of a line Y-Y1 =m(X-X1)

Standard form of a quadratic equation ax² + bx + c = y

Quadratic formula x=

-b±√b²-4ac

2a

Pythagorean Theorem a²+ b² = c²

Simple Interest I = prt

Changes to Formula Page 2002 vs. 2012

Formulas Removed

1. Area

• square, rectangle, triangle, circle

2. Perimeter/Circumference

• square, rectangle, triangle, circle

3. Volume

• cube, rectangular solid

4. Coordinate Geometry

• distance between points

5. Measures of Central Tendency

• mean, median

6. Distance

7. Total Cost

Formulas Added

1. Surface Area

• rectangular/right prism, cylinder, pyramid, cone, sphere

2. Volume

• Rectangular/right prism, sphere

3. Algebra

• 1) slope-intercept form and 2) point-slope form of the equation of a line

• standard form quadratic equation

• quadratic formula

Virtual Online Calculator

TI-30xs scientific calculator Features

• Dual power: solar and battery

• Classroom activities and exchange

• Preview kits and EZ Spot Teacher Pak

• Overhead version at Stokes Publishing

• Guidebook

• Online emulator at Atomic Learning

• Newsletter for instructors

www.education.ti.com/catalog/30xsmv

What Can We Do Now?

• Join the Closeout Campaign -

www.gedtestingservice.com/jointhecampaign

• Lobby for infrastructure

• Plan and execute professional development

• Ask publishers about their plans

What Can We Do Now?

• Review the material supplied with this webinar

• Download the 2014 GED® Resources:

Test Item Sampler

Tutorial

Assessment Guides Chapters 1-3

• Review the CCS for math and language arts

Bill Walker 512.777.8963 bill.walker@wonderlic.com View our other webinars at www.wonderlic.com/webinars Visit our blog at blog.wonderlic.com