Teaching Strategies, Learning Activities, and Differentiation Techniques
Mathematical Reasoning and Science
2014 GED® Assessment
Target
Skill
CCR Overarching
Standard Statement
Quantitative Problem Solving
with Rational Numbers (25%)
2014 GED® Assessment
Target Q.1: Apply number
sense concepts, including
ordering rational numbers,
absolute value, multiples,
factors, and exponents.
4.NF: Extend understanding
of fraction equivalence and
ordering.
6.NS: Apply and extend
previous understandings of
multiplication and division to
divide fractions by fractions.
7.NS: Apply and extend
previous understandings of
operations with fractions to
add, subtract, multiply, and
divide rational numbers.
8.EE: Work with radicals and
integer exponents.
Required Skills*
Based upon 2014 GED®
Assessment Targets
Q.1.a: Order fractions and decimals,
including on a number line.
Q.1.b: Apply number properties involving
multiples and factors, such as using the
greatest common multiple, greatest
common factor, or distributive property to
rewrite numeric expressions.
Teaching Strategies
Q.1.a: Use large group instruction to show a
number line on projector – place letters to
match locations. Drag & drop, etc.
Q.1.b: Will have to teach FOIL pattern to
understand distributive property. First
demonstrate low numbers and increase
difficulty by using letter variables. Show
how a larger number expression can be
“reduced” or simplified to easier numbers,
divide by 10, divide by 100 to decrease
numbers.
- Reinforce FOIL with a YouTube video
Q.1.c: Share chart of squares compared to
multiplication table. Demonstrate square
toot to mult. table as well. Demonstrate
“chaining” a number to a higher exponent to
attach,
Q.1.d: Use number lines to refer to
thermometers and other real-life number
line/negative applications.
Q.1.c: Apply rules of exponents in
numerical expressions with rational
exponents to write equivalent expressions
with rational exponents.
N.RN: Extend the properties
of exponents to rational
exponents.
Ohio ABLE Professional Development Network — 2014 Spring Teacher Academy: DRAFT STRATEGY MATRIX – Math & Science
Learning Activities
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Make sure that students know their
multiplication tables!
Talk about how these math
problems (and solving them) will
help them develop critical thinking
skills that will help them on the
GED test AND in their everyday
life.
Students can repeat same using
mimio/
Students can use worksheets of
number lines to match or fill-in
decimals/fractions on sheet of
paper
Find computer instruction on Kahn
Academy
Find an interactive numberline on
the computer for practice – also
uses mouse skills
Use SmartBoard to play Math
Jeopardy to identify equivalent
fractions/decimals
Student practice in distributive
property with short expressions
and increase difficulty. Practice
with partners. Try to simplify
expression with a white board to
erase fasters
Prime factor tree worksheet (fill in
Differentiation Techniques
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Multiplication flash cards for
those without their basic skills
Use: National Library Virtual
Manipulative’s website.
Some students may need handson manipulatives like a ruler,
fraction pieces, or decimal picture
cares to place them in order
before they can use numeric
forms. Advanced students may
want to create questions about to
do sizes or manufacturing
measurements
Keep the acronym in front of the
students as pattern – create a
worksheet to fill in the missing
chain produced in the simplified
version.
Make a game of “deal or no deal”
with exponents and multiplication
i.e. I will give you $2.00 a day for
30 days or I will give you $5.00
and increase it exponentially for 4
days. Deal or No Deal?
Students may match different
flashcards of (hands-on) “2 x 2
with 22 with 4” or “4 x 4 x 4 with
43 with 64” as student gets
concept do the 3 match
Page 1 of 22
2014 GED® Assessment
Target
Skill
CCR Overarching
Standard Statement
Required Skills*
Teaching Strategies
Based upon 2014 GED®
Assessment Targets
Q.1.d: Identify absolute value of a rational
number as its distance from 0 on the
number line and determine the distance
between two rational numbers on the
number line, including using the absolute
value of their difference.
Learning Activities
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2014 GED® Assessment
Target Q.2: Add, subtract,
multiply, divide, and use
exponents and roots of
rational, fraction, and
decimal numbers.
7.NS: Apply and extend
previous understandings of
operations with fractions to
add, subtract, multiply, and
divide rational numbers.
7.EE: Solve real-life and
mathematical problems
using numerical and
algebraic expressions and
equations.
Q.2.a: Perform addition, subtraction,
multiplication, and division on rational
numbers.
Q.2.b: Perform computations and write
numerical expressions with squares and
square roots of positive, rational numbers.
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Q.2.c: Perform computations and write
numerical expressions with cubes and
cube roots of rational numbers.
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Use manipulatives to perform basic
functions.
Modeling
Use real life context to set up practice
situations.
Explanation of terms
Use manipulatives through modeling
Video-Khan Academy,
Model thought process used to approach
each item type. (Done by following
Explicit Instruction Model)
Present contextualized real world
scenarios and proper application of skills.
PEMDAS
Chunking lessons to gradually increase
difficulty.
“I do, we do, you do” by mapping
complex problems into step by step
procedures.
Ohio ABLE Professional Development Network — 2014 Spring Teacher Academy: DRAFT STRATEGY MATRIX – Math & Science
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Differentiation Techniques
the blank)
Apply the concepts to use in
geometry word problems – model
real life issues i.e. tiling a floor etc.
Students can practice with
worksheets that show the solution
to an exponent vs numbers
multiplied.
Find a game online on
mathplaygroun.com
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Balance chemical equations
Whole class instruction
Small group work with students of
different levels.
Individual practice.
Group presentation of problem
solving used to accomplish
solution.
Integrate technology to reinforce
the concept via KhanAcademy or
other available resources.
Provides additional resource
outside of the to enrich learning.
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Scaffolding to meet needs of
each individual learner.
Engage multiple modalities to
address different learning styles.
(Manipulatives)
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Page 2 of 22
2014 GED® Assessment
Target
Skill
CCR Overarching
Standard Statement
8.EE: Work with radicals and
integer exponents.
Required Skills*
Q.2.d: Determine when a numerical
expression is undefined.
N.RN: Extend the properties
of exponents to rational
exponents.
N.Q: Reason quantitatively
and use units to solve
problems.
2014 GED® Assessment
Target Q.3: Calculate and
use ratios, percents, and
scale factors.
6.RP: Understand ratio
concepts and use ratio
reasoning to solve
problems.
7.RP: Analyze proportional
relationships and use them
to solve real-world and
mathematical problems.
7.G: Draw, construct, and
describe geometrical figures
and describe the
Teaching Strategies
Based upon 2014 GED®
Assessment Targets
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Learning Activities
Differentiation Techniques
Vary examples to address sub-topics.
Vary examples to link prior knowledge
and student interest. Easy way to link to
cross-curriculum lesson planning.
Q.2.e: Solve one-step or multi-step
arithmetic, real world problems involving
the four operations with rational numbers,
including those involving scientific
notation.
Q.3.a: Compute unit rates. Examples
include but are not limited to: unit pricing,
constant speed, and persons per square
mile, BTUs per cubic foot.
Use of Manipulatives, grouping, graphical
representations, modeling,
Right/Wrong – defend why right and why
wrong
Q.3.b: Use scale factors to determine the
magnitude of a size change. Convert
between actual drawing and scale
drawings.
Recipes – Double, Triple, Half
Graphical representations of D, R, T
Provide graph/create graph
Compare – compare/contrast
Compute/explain
Item/Price chart – determine if
proportional relationship
Determine proportionality from linear
graph to lead to slope.
Make trail mix – proportion of fruit to
nuts, graph one to the other, find the
constant
Q.3.c: Solve multistep, arithmetic, realworld problems using ratios or proportions,
including those that require converting
units of measure.
Ohio ABLE Professional Development Network — 2014 Spring Teacher Academy: DRAFT STRATEGY MATRIX – Math & Science
Page 3 of 22
2014 GED® Assessment
Target
Skill
CCR Overarching
Standard Statement
relationships between them.
N.Q: Reason quantitatively
and use units to solve
problems.
Required Skills*
Based upon 2014 GED®
Assessment Targets
Teaching Strategies
Learning Activities
Differentiation Techniques
Teaching Strategies
Learning Activities
Differentiation Techniques
Q.3.d: Solve multistep, arithmetic, real
world problems involving percents.
Examples include but are not limited to:
simple interest, tax, markups or
markdowns, gratuities and commissions,
percent increase and decrease.
G-MG: Apply geometric
concepts in modeling
situations.
2014 GED® Assessment
Target
Skill
inQuantitative Problem Solving
in Measurement (20%)
CCR Overarching
Standard Statement
GED®
2014
Assessment
Target Q.4: Calculate
dimensions, perimeter,
circumference, and area of
two-dimensional figures.
6.EE: Apply and extend
previous understandings of
arithmetic to algebraic
expressions.
7.G: Solve real-life and
mathematical problems
involving angle, measure,
area, surface area, and
volume. Explain volume
formulas and use them to
Required Skills*
Based upon 2014 GED®
Assessment Targets
Q.4.a: Compute the area and perimeter of
triangles and rectangles. Determine side
lengths of triangles and rectangles when
given area or perimeter.
Q.4.b: Compute the area and
circumference of circles. Determine the
radius or diameter when given area of
circumference.
Q.4.c: Compute the perimeter of a
polygon. Given a geometric formula,
compute the area of a polygon. Determine
side lengths of the figure when given the
perimeter or area.
Q.4.d: Compute perimeter and area of 2-D
composite geometric figures, which could
include circles, given geometric formulas
as needed.
Give every day examples
Wallpaper border is perimeter
Paint on the wall is surface area
Circle drawn on board to represent
circumference
Vocabulary
 2 dimensional
 Face
 Perimeter
 Circumference
 Radius
 Diameter
Provide formulas needed
Ohio ABLE Professional Development Network — 2014 Spring Teacher Academy: DRAFT STRATEGY MATRIX – Math & Science
Divide students into partners.
Have e teams solve word problems
using formulas.
Have students create their own
problems where they must find
circumference and perimeter of
various real world situations.
Partner students so that upper and
lower level students work together.
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All three learning styles are
used
Calculator or hand
calculations
Group and individual setting
Bring class back together and write
out an explanation of the differences
between perimeter and circumference
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Use real world topics to show
how to use formulas (Ex.
Landscaping and building
scenarios)
Page 4 of 22
2014 GED® Assessment
Target
Skill
CCR Overarching
Standard Statement
Required Skills*
solve problems.
8.G: Understand and apply
the Pythagorean Theorem.
Teaching Strategies
Based upon 2014 GED®
Assessment Targets
Demonstrate how to solve formulas
Q.4.e: Use the Pythagorean theorem to
determine unknown side lengths in a right
triangle.
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2014 GED® Assessment
Target Q.5: Calculate
dimensions, surface area,
and volume of threedimensional figures.
6.EE: Apply and extend
previous understandings of
arithmetic to algebraic
expressions.
7.G: Solve real-life and
mathematical problems
involving angle, measure,
area, surface area, and
volume.
8.G: Know the formulas for
the volumes of cones,
cylinders, and spheres and
use them to solve real-world
Q.5.a: When given geometric formulas,
compute volume and surface area of
rectangular prisms. Solve for side lengths
or height, when given volume or surface
area.
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Q.5.b: When given geometric formulas,
compute volume and surface area of
cylinders. Solve for height, radius, or
diameter when given volume or surface
area.
Q.5.c: When given geometric formulas,
compute volume and surface area of right
prisms. Solve for side lengths or height,
when given volume or surface area.
Q.5.d: When given geometric formulas,
compute volume and surface area of right
pyramids and cones. Solve for side
lengths, height, radius, or diameter when
given volume or surface area.
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Present formula sheet and explain
what is supposed to be memorized
and how to use each formula using
examples.
Collect measurements
Tools that can be used to measure
L.c.5 Disruption of ecosystems and
extinction
Resources:
Table
Formulas
Technology:
Calculator
Web resources
Vocabulary
Demonstration with and usage of
Manipulatives
Websites for modeling volume and surface
area
Lecture geometric formula for volume and
surface area (use demonstration)
Word wall or Powepoint or worksheet of
vocabulary used in volume and surface area
Ohio ABLE Professional Development Network — 2014 Spring Teacher Academy: DRAFT STRATEGY MATRIX – Math & Science
Learning Activities
Differentiation Techniques
o Perimeter of fence
o Area for grass seed
o Pythagorean theorem
for pathway
o Circumference of
pool/pond/tree
You can use all types of shapes and
sizes to illustrate the different types of
formulas
Web videos – habitat destruction and
deforestation; conservation strategies
Divide class into two groups.
1. Each group is given a problem
involving a sample tree and a growth
table. Groups will predict the growth
of the tree based on the data in the
table.
2. Each group then calculates the
surface area of the tree to determine
the size of tree wrap necessary to
protect the tree from winter snow.
Physically constructing surface area
and volume with cubes and using
concrete shapes ie. Kleenex box
Watching videos on YouTube…
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EFL 1-3
Focus on vocabulary and
determining appropriate
formula/operation and basic
table reading skills
EFL 4-6
Focus on data analysis, making
predictions, and deeper
exploration of vocabulary
Alternative media
Partner activities
Calculators
Level-based progression
( use Socrative as deciding tool)
Ie. Use Exit ticket
Introduce vocab. of vol./surf area
Entry ticket of prior knowledge of
volume and surface area
Page 5 of 22
2014 GED® Assessment
Target
Skill
CCR Overarching
Standard Statement
and mathematical problems.
Required Skills*
Teaching Strategies
Based upon 2014 GED®
Assessment Targets
Q.5.e: When given geometric formulas,
compute volume and surface area of
spheres. Solve for radius or diameter
when given the surface area.
Learning Activities
Differentiation Techniques
Practice solving formulas on wkshts
Q.5.f: Compute surface area and volume
of composite 3-D geometric figures, given
geometric formulas as needed.
Q.6.a: Represent, display, and interpret
categorical data in bar graphs or circle
graphs.
2014 GED® Assessment
Target Q.6: Interpret and
create data displays.
3.MD: Represent and
interpret data.
Q.6.b: Represent, display, and interpret
data involving one variable plots on the
real number line including dot plots,
histograms, and box plots.
S.ID: Summarize, represent,
and interpret data on a
single count or measurable
variable.
7.RP: Analyze proportional
relationships and use them
to solve real-world and
mathematical problems.
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Lecture
Demonstration
View videos
Group discussions
Computer web searches
Hands on science experiment
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Data collection,
Data interpretation.
Analyze patterns in the data.
Model how to make different types of
graphs.
Students will need to be able to listen for
explicit instruction on the formation of the
graph creation
Display the same data in all the different
types of graphs given.
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Q.6.c: Represent, display, and interpret
data involving two variables in tables and
the coordinate plane including scatter plots
and graphs.
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8.SP: Investigate patterns of
association in bivariate data.
Ohio ABLE Professional Development Network — 2014 Spring Teacher Academy: DRAFT STRATEGY MATRIX – Math & Science
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Internet search: discuss scientific
process using websites.
Students formulate various
hypotheses.
Students formulate a classroom
science experiment regarding
growing tomatoes They must
follow
Scientific process. They of course
can alter only one variable.
Tomatoes are grown in the
classroom, data recorded, and
students graph data on Excel.
Hypothesis is proved or disproved.
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Students are responsible for
different activities of the
experiment based on their skill
levels in a multi-level class.
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Whole group vs. paired students
Individual vs. paired students
Represesent numbers vs
percentages
Let each individual chose how
they represent their data.
Add an extension activity to go
along with the data information
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Poll class and create a graph
using info from the class such
as…shoe size, hair color, types of
clothing, dislikes/likes, track
homework over a period time,etc.
Use a circle to show percentage of
different colors of candy.
Scatterplot shoe size to height.
Use a line graph to show average
salaries from famous people they
identify with from year to year.
Page 6 of 22
2014 GED® Assessment
Target
Skill
CCR Overarching
Standard Statement
Required Skills*
Q.7.a: Calculate the mean, median, mode
and range. Calculate a missing data value,
given the average and all the missing data
values but one, as well as calculating the
average, given the frequency counts of all
the data values, and calculating a
weighted average.
2014 GED® Assessment
Target Q.7: Calculate and
use mean, median, mode,
and weighted average.
6.SP: Develop
understanding of statistical
variability.
S.MD: Calculate the
expected value of a random
variable; interpret it as the
mean of the probability
distribution.
Teaching Strategies
Learning Activities
Differentiation Techniques
Engagement: (I DO)
 Graph of local temperatures from the
previous month
Explain/Model:
 Define terms
 Show examples of the different
calculations using the temperatures
graph
Technology use:
 Introduce Excel
 Input data into the spreadsheet and
compare answers
Age Activity (WE DO)
 List the ages of all the students
 Use that data to do the
calculations
 Enter data into Excel and
compare results
 Challenge Question: How
would you find a missing age if
you were given the average of
the ages and the list of ages
that had one missing?
Assignments (YOU DO)
 Scaffold data sets of varying
complexity
 Select individual learning
activities to fit student’s ability
 Include different challenge
questions based on student’s
ability
Based upon 2014 GED®
Assessment Targets
Engagement:
 Use scientific results of candy bar
samples to find nutritional values
(mean, median, mode)
 Reading candy bar labels
 Graph scaffolding
Model/explain:
 show how to find mean/median/mode
 reading bar graphs
 interpreting bar graphs
Tech
 Use plotting software
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Collect real-life data: temperature over
time, ages of class members, number of
family members, etc…
Refer to Sport’s Page stats for football,
car racing, baseball, etc…
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Ohio ABLE Professional Development Network — 2014 Spring Teacher Academy: DRAFT STRATEGY MATRIX – Math & Science
Write argument which is worst
candy bar for body based on fat
and sugar
Bar graph of different brands
candy bar calorie content
Determine if health claims are valid
in advertising
Work backwards to find missing
data point when avg. is given
Work with test scores of students
to find weighted avg. to determine
grade
When given median and mode,
find missing data points
Create” box and whisker” charts.
Create graphs/chart using data.
Determine fluctuations in statistics
depending on games missed due
to injury, a bad night at the plate, a
blown tire, etc…
Discuss how a few ‘high’ or ‘low’
scores can affect the average and
how that fluctuation varies
‘depending’ on the number of team
members.
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Use blocks to model average
Scaffold finding mean, median,
mode mathematically and
pictorially
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Modeling
Chunking information
Group work
Use real-life data
Page 7 of 22
2014 GED® Assessment
Target
Skill
CCR Overarching
Standard Statement
2014 GED® Assessment
Target Q.8: Utilize counting
techniques to determine
probabilities.
S.CP: Conditional
Probability and the Rules of
Probability**
Required Skills*
Teaching Strategies
Based upon 2014 GED®
Assessment Targets
Q.8.a: Use counting techniques to solve
problems and determine combinations and
permutations.
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Q.8.b: Determine the probability of simple
and compound events.
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7.SP: Investigate chance
processes and develop, use,
and evaluate probability
models.
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Learning Activities
Engagement:
Marbles
Table construction
Equations
Vocabulary:
Ratio
Probability
Reducing/lowest terms
Numerator/denominator
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Use manipulatives to demonstrate
probability, combinations, and
permutations (different color items,
coins, etc,)
Discuss factorials (the ! symbol)
Group discussion
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Differentiation Techniques
using marbles to determine
probability
Students are given instructions for
each event through 5 events.
students will determine the ratio of
striped to black marbles after 5th
event
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After each event, a visual
account of the difference in
ratios to help determine the final
probability at the end of the 5th
event
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Peer tutoring and reviews
Khan Academy for instruction on
combinations and permutation
Start with 50% probability, and
then make ratios incrementally.
Can make more advanced by
adding more players
** Denotes a CCSS STEM standard; not included among the core adult learning standards.
Skill
2014 GED® Assessment
Target
Algebraic
Problem
Solving with
Expressions
and Equations
(30%)
CCR Overarching
Standard Statement
GED®
2014
Assessment
Target A.1: Write, evaluate,
and compute with
expressions and
polynomials.
6.EE: Apply and extend
Required Skills*
Teaching Strategies
Based upon 2014 GED®
Assessment Targets
A.1.a: Add, subtract, factor, multiply and
expand linear expressions with rational
coefficients.
A.1.b: Evaluate linear expressions by
substituting integers for unknown
quantities.
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Make sure that students know their
multiplication tables!
Talk about how these math problems
(and solving them) will help them develop
critical thinking skills that will help them
on the GED test AND in their everyday
life.
Ohio ABLE Professional Development Network — 2014 Spring Teacher Academy: DRAFT STRATEGY MATRIX – Math & Science
Learning Activities

Use: National Library Virtual
Manipulative’s website.
Hands on Activities – different color
M n M candy
Algebra Tiles
Online resources – ex: Khan
Academy
Differentiation Techniques
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Multiplication flash cards for
those without their basic skills.
Tutors
Small Group
Simple and complex expressions
Manipulatives
Page 8 of 22
Skill
2014 GED® Assessment
Target
CCR Overarching
Standard Statement
previous understandings of
arithmetic to algebraic
expressions. Reason about
and solve one-variable
equations and inequalities.
7.EE: Use properties of
operations to generate
equivalent expressions.
A.APR: Perform arithmetic
operations on polynomials.
A.SSE: Interpret the
structure of expressions.
Write expressions in
equivalent forms to solve
problems.
Required Skills*
Based upon 2014 GED®
Assessment Targets
A.1.c: Write linear expressions as part of
word-to-symbol translations or to represent
common settings.
Teaching Strategies
Learning Activities
Differentiation Techniques
A.1.b: Explicit Instruction
Vocabulary
Teach distributive properties
Manipulatives
A.1.d: Add, subtract, multiply polynomials,
including multiplying two binomials, or
divide factorable polynomials.
A.1.e: Evaluate polynomial expressions by
substituting integers for unknown
quantities.
A.1.f: Factor polynomial expressions.
A.1.g: Write polynomial expressions as
part of word-to-symbol translations or to
represent common settings.
A.1.h: Add, subtract, multiply and divide
rational expressions.
A.1.i: Evaluate rational expressions by
substituting integers for unknown
quantities.
A.1.j: Write rational expressions as part of
word-to-symbol translations or to represent
common settings.
Ohio ABLE Professional Development Network — 2014 Spring Teacher Academy: DRAFT STRATEGY MATRIX – Math & Science
Page 9 of 22
Skill
2014 GED® Assessment
Target
CCR Overarching
Standard Statement
2014 GED® Assessment
Target A.2: Write,
manipulate, and solve linear
equations.
6.EE: Reason about and
solve one-variable equations
and inequalities.
7.EE: Solve real-life and
mathematical problems
using numerical and
algebraic expressions and
equations.
Required Skills*
Teaching Strategies
Based upon 2014 GED®
Assessment Targets
A.2.a: Solve one-variable linear equations
with rational number coefficients, including
equations whose solutions require
expanding expressions using the
distributive property and collecting like
terms or equations with coefficients
represented by letters.
A.2.b: Solve real-world problems involving
linear equations.
A.2.c: Write one-variable and multi-variable
linear equations to represent context.
Concept building
 Modeling using scales and number
blocks to represent equations.
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Learning Activities
Substitute in values for x-guess and
test by hands-on movement of pawns
and blocks.
Differentiation Techniques
Beginning-use pawns and blocks
Intermediate- Use Area model for
Algebra
Paper/pencil, whiteboard, and dry
erase board.
Using models, substitute in values for
x-guess and test by hands-on
movement of pawns and blocks.
For Advanced students-solve for a
particular variable in a problem, for
example y=mx+b.
To increase complexity, increase numbers
and steps.
Paper pencil algorithm.
Introduce equations for a line.

Using graphing calculators
8.EE: Analyze and solve
linear equations and pairs of
simultaneous linear
equations.
A.REI: Solve equations and
inequalities in one equation.
A.CED: Create equations
that describe numbers or
relationships.
A.2.d: Solve a system of two simultaneous
linear equations by graphing, substitution,
or linear combination. Solve real-world
problems leading to a system of linear
equations.
Ohio ABLE Professional Development Network — 2014 Spring Teacher Academy: DRAFT STRATEGY MATRIX – Math & Science
Page 10 of 22
Skill
2014 GED® Assessment
Target
CCR Overarching
Standard Statement
2014 GED® Assessment
Target A.3: Write,
manipulate, solve, and
graph linear inequalities.
6.EE: Reason about and
solve one-variable equations
and inequalities.
7.EE: Solve real-life and
mathematical problems
using numerical and
algebraic expressions and
equations.
A.REI: Solve equations and
inequalities in one equation.
Required Skills*
Teaching Strategies
Based upon 2014 GED®
Assessment Targets
A.3.a: Solve linear inequalities in one
variable with rational number coefficients.
A.3.b: Identify or graph the solution to a
one variable linear inequality on a number
line.


Algebra vocabulary
Explicit instruction
Explain
Model
Guided practice
Application
A.3.d: Write linear inequalities in one
variable to represent context.
2014 GED® Assessment
Target A.4: Write,
manipulate, and solve
quadratic equations.
A.4.a: Solve quadratic equations in one
variable with rational coefficients and real
solutions, using appropriate methods. (e.g.,
quadratic formula, completing the square,
factoring, inspection.)


Students solve a given problem
and use colored pencils to graph
the answer
Construct a symbol chart to
remember greater than and less
than
Manipulatives (real-life items) to represent
the values used in the inequalities. Use
graphic organizers to add visual component.
Gather information (prices) from a store’s
website (technology component).
Shopping Spree activity. Students
develop/given a list of items to buy.
Total spent must be under or less
than a certain amount of money.
This could be used for a holiday
meal, school shopping, etc. The one
variable (x) represents dollars. Price
of items in terms of x (e.g. $5 item
costs 5x, $12 item costs 12x).








A.3.c: Solve real-world problems involving
inequalities.
A.CED: Create equations
that describe numbers or
relationships.
Learning Activities
Vocabulary including quadratic equations
Graphing various values
Provide examples
Drill and Practice
Leveled groups
Ohio ABLE Professional Development Network — 2014 Spring Teacher Academy: DRAFT STRATEGY MATRIX – Math & Science

Generating a graph/chart
Use input/output chart
Analysis of an existing chart that
is non-linear
Identify relationships between
Differentiation Techniques

Assign student activities by
complexity level
Budgeting household expenses to
not exceed income.
Include % discounts to take it to
multi-step problems.
Buying multiple items in various
combinations. (6 times 5x)




Factoring vs Solving
Predicting outcomes
Defining Vocabulary related to
Quadratics
Leveled groups
Page 11 of 22
Skill
2014 GED® Assessment
Target
CCR Overarching
Standard Statement
A.REI: Solve equations and
inequalities in one equation.
Required Skills*
Teaching Strategies
Based upon 2014 GED®
Assessment Targets
A.4.b: Write one-variable quadratic
equations to represent context.




Skill
Algebraic Problem
Solving with
Graphs and
Functions (25%)
CCR Overarching
Standard Statement
2014 GED® Assessment
Target A.5: Connect and
interpret graphs and
functions.
6.NS: Apply and extend
previous understandings of
numbers to the system of
rational numbers.
Differentiation Techniques
input and outputs.

A.CED: Create equations
that describe numbers or
relationships.
2014 GED® Assessment
Target
Learning Activities
“Write” a quadratic formula by having
students memorize and recite it to the
class the next day using different tones
of voice--as a pregnant women, as a rap,
as someone using the restroom, etc. All
say some thing but it is entertaining.
“Manipulate” with graphing tools to show
students how it looks.
Teach perfect square
Use story problems to demonstrate real
life situations and what it means to solve
a quadratic equation.
Using graph along side the story problem
to demonstrate what the meaning of the
points on the graph represent.





How to read points on a
coordinate plane.
Story problems to a table to a
graph
Using the graphing tool
Trial and error


Lower students could plot the
points on the graph, input and
output table.
Higher level students could
figure out the units used on
the x/y axis
Cooperative learning
Required Skills*
Based upon 2014 GED®
Assessment Targets
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.c: Interpret unit rate as the slope in a
proportional relationship.
Teaching Strategies
A.5.a
 Vocabulary
 Coordinate grids
 Quadrants
 Mathematical Reasoning, pg 70-71
(Explicit Instruction and Guided
Practice);
Use of Technology - Hot Spot Practice
A.5.b
Ohio ABLE Professional Development Network — 2014 Spring Teacher Academy: DRAFT STRATEGY MATRIX – Math & Science
Learning Activities
A.5.a
 Students plot, locate and identify
points;
 student whiteboards;
 Graphit;
 Workbook pg 98-101
 Create personal grid
A.5.b
Plotting points, finding slope of line
Differentiation Techniques
A.5.a
 Cooperative groups (include
multi-level students in each
group)
 “If you do not use you, you lose
it. We need a review.”
Example:
 Compare different functions
o Linear
Page 12 of 22
Skill
2014 GED® Assessment
Target
CCR Overarching
Standard Statement
Required Skills*
Teaching Strategies
Based upon 2014 GED®
Assessment Targets
 Vocabulary
 Coordinate grids
 Mathematical Reasoning pg 74-75
 Use of Slope formula
A.5.e: For a function that models a linear or
 Multi-step Problem-solving
nonlinear relationship between two
 Use of Technology – Fill in blank
quantities, interpret key features of graphs
A.5.b + SP.6.d
and tables in terms of quantities, and
 Plot Points on a graph using real-world
sketch graphs showing key features of
relationships from nutrition labels
graphs and tables in terms of quantities,

Compare lines from different products
and sketch graphs showing key features
 Compare old/new serving sizes
given a verbal description of the
 Compare regular vs. lite
relationship. Key features include:
A.5.d
intercepts; intervals where the function is
Mathematical Reasoning pg
increasing, decreasing, positive, or
Example:
negative; relative maximums and
minimums; symmetries; end behavior, and  Multiple representations
o Graph
periodicity.
o Tables
o Equations
 Use of technology
o Graphing calculators
o Spreadsheets
 Vocabulary development
Progressions for the Common Core State
Standards in Mathematics: Functions
A.5.d: Graph two-variable linear equations.
8.F: Define, evaluate, and
compare functions. Use
functions to model
relationships between
quantities.
8.EE: Understand the
connections between
proportional relationships,
lines, and linear equations.
A.CED: Create equations
that describe numbers or
relationships.
F.IF: Interpret functions that
arise in applications in
terms of the context.
Analyze functions using
different representations.
A.6.a: Write the equation of a line with a
given slope through a given point.
2014 GED® Assessment
Target A.6: Connect
coordinates, lines, and
equations.




Substitution
Understand coordinate plane
Vocabulary & Development
Prior knowledge of coordinate
plane/slope
Ohio ABLE Professional Development Network — 2014 Spring Teacher Academy: DRAFT STRATEGY MATRIX – Math & Science
Learning Activities
Differentiation Techniques
student whiteboards;
Workbook pg 106-109
Math Can Do project lesson, story to
plot points.
A.5.b + SP.6.d
 Make graphs
 Plot data
 Idea of steepness
 Look at new graph – determine
cal/serving
 Use graph to create a table
 Use a table to create graph
 Identify slope (single serving)
from just two data points
A.5.d
Workbook pg
Example:
 Mathematical Models with
Applications 2: The Sounds of
Music
 Egg Launch Contest
 Riding a Ferris Wheel Has Its Ups
and Downs
 Graphs (2004)
 Graphs (2007)
 Sorting Functions
o Quadratic
o Higher-order functions
(e.g., cubic)
o Exponential
o Logarithmic
o Trigonometric
A.5.b + SP.6.d
Easier vs. Harder data sets to plot


Graph data based on Science
concepts - temperature, mass
acceleration, traveling, and
distance, miles per hr. Find points
on a line, find the slope,
Translate to basic algebraic
equation. Review prior
knowledge. Use a
manipulative of a simple
roof/slope.
Page 13 of 22
Skill
2014 GED® Assessment
Target
CCR Overarching
Standard Statement
A.CED: Create equations
that describe numbers or
relationships.
G.GPE: Expressing
Geometric Properties with
Equations**
Required Skills*
Teaching Strategies
Based upon 2014 GED®
Assessment Targets
A.6.b: Write the equation of a line passing
through two given distinct points.



A.6.c: Use slope to identify parallel and
perpendicular lines and to solve geometric
problems.

Learning Activities
determine the y intercept. Use
the information to determine the
equation of that line.
Solve equations.
Review relationship of equations and
graphs.
Review vocabulary associated with
equations and graphs.
Plot an equation together.



2014 GED® Assessment
Target A.7: Compare,
represent, and evaluate
functions.
8.EE: Understand the
connections between
proportional relationships,
lines, and linear equations.
8.F: Define, evaluate, and
compare functions.
F.IF: Understand the
concept of a function and
use function notation.
Analyze functions using
different representations.
Look at graph line already
produced and discuss how to
write the appropriate equation.
In pairs, have students complete
practice problems.
Students will present their
solutions to the class
Differentiation Techniques

This is a higher level math. It
would be frustrating to the
lower level students and would
not be presented to them till
they are ready.
A.7.a: Compare two different proportional
relationships represented in different ways.
Examples include but are not limited to:
compare a distance-time graph to a
distance-time equation to determine which
of two moving objects has a greater speed.
Multiple Representations:
 Graph
 Table
 Rule
 Equations
Using the National Weather Service:
Multi ability groups
Students will gather data to develop
a table for comparison of average
rainfall for a month.
Peer Tutoring
A.7.b: Represent or identify a function in a
table or graph as having exactly one output
(one element in the range) for each input
(each element in the domain).
Technology:
 Graphing calculators
 Excel spreadsheets
 Computer delivered instruction
Students draw individual graphs and
use data from M&M packs using
coordinating colored pencils.
Use graph paper
A.7.c: Evaluate linear and quadratic
functions for values in their domain when
represented using function notation.
Vocabulary development
Reading
A.7.d: Compare properties of two linear or
quadratic functions each represented in a
different way (algebraically, numerically in
tables, graphically or by verbal
descriptions). Examples include but are not
limited to: given a linear function
represented by a table of values and a
linear function represented by an algebraic
expression, determine which function has
the greater rate of change.
Kahn Academy
Give student choice of graph to
design
Use same data and turn into different
types of graphs
1. PowerPoint of variety of graphs
2.Vocabulary ( data, x-axis, y-axis, line
graph, bar graph, etc.)
3. Use technology (PPT, Learning videos)
Ohio ABLE Professional Development Network — 2014 Spring Teacher Academy: DRAFT STRATEGY MATRIX – Math & Science
Page 14 of 22
** Denotes a CCSS STEM standard; not included among the core adult learning standards.
2014 GED®
Science Practice
Skill
Analyze Scientific and Technical Arguments, Evidence,
and Text-based Information (30%)
CCR Correlations
2014 GED® Science Practice
SP.1: Comprehending
scientific presentations
CCR Anchor Standards for
Reading: R.2, R.4, R.8
CCR Anchor Standard for
Language: L.4
Required Skills*
Based upon 2014 GED®
Science Practices
SP.1.a: Understand and explain textual
scientific presentations.
SP.1.b: Determine the meaning of
symbols, terms and phrases as they are
used in scientific presentations.
Teaching Strategies
Learning Activities
Differentiation Techniques
1. Independent reading, sections at a time,
highlighting & underlining.
2. Group discussion and student questions
followed by teacher inquiry.
3. Examine, discuss, and create graphs &
diagrams.
Vocabulary development
Scientific Terminology
Model
Flow Charts
Demonstration
1. An activity which includes
individual students collecting data
and graphing it.
2. Students present their data and
graph to the class.
Graphs at different tables
Track weather
-look at pattern of storm
-Do regions
-Changing seasons
Students are assigned different
levels in the data they collect and
the type of graph they generate
from that data.
Working in a group
-Lower level would do the driving
-Higher level would explain
Work in partners high with low
level
1. Research topic related to collected data.
2. Support a hypothesis with textual
evidence.
1. Use text evidence to support
findings in data collection.
2. Pose a question for which
students will formulate a
hypothesis, then find evidence to
support.
1. Pose questions of different
levels.
2. Either provide materials for
supporting evidence or have
students do their own research.
CCR Standards for
Mathematical Practice: MP.2,
MP.4, MP.6
GED®
2014
Science Practice
SP.3: Reasoning from data
CCR Anchor Standards for
Reading: R.1
SP.3.a: Cite specific textual evidence to
support a finding or conclusion.
Choose text, talk about big idea “concept”,
highlight vocabulary needed, define
vocabulary. Include physical and digital
resources. Teach main idea AND supporting
details.
Ohio ABLE Professional Development Network — 2014 Spring Teacher Academy: DRAFT STRATEGY MATRIX – Math & Science
Read article/text as a group, read
independently highlighting
vocabulary and main ideas/concepts.
Independently define vocab./main
ideas, and as a group reread
article/text and talk about
conclusions.
Choose article/text with different
EFL’s. Depending on level either
give them a conclusion or let them
draw their own conclusions.
Page 15 of 22
2014 GED®
Science Practice
Skill
CCR Correlations
2014 GED® Science Practice
SP.5: Working with findings
Required Skills*
Based upon 2014 GED®
Science Practices
SP.5.a: Reconcile multiple findings,
conclusions or theories.
CCR Standards for
Mathematical Practice: MP.3,
MP.7
2014
Science Practice
SP.6: Expressing scientific
information
1. Compare and contrast.
Learning Activities
1. Students perform experiments
and compare findings.
2. Discuss the various theories of global
warming: does it really exist?
2. Use the internet to research
3. Review data from different studies to
scientific and general public
analyze and compare and contract
articles on global warming
findings and determine how scientists use
the data to make scientific ‘conclusions’.
CCR Anchor Standard for
Reading: R.9
GED®
Teaching Strategies
Differentiation Techniques
1. Level of experiment.
2. Amount of scaffolding in
assigned experiment.
3. Chunking
4. Work groups
5. Technology
SP.6.c: Express scientific information or
findings verbally.
CCR Anchor Standard for
Reading: R.7
CCR Anchor Standard for
Writing: W.2
CCR Standards for
Mathematical Practice: MP.2,
MP.6
Ohio ABLE Professional Development Network — 2014 Spring Teacher Academy: DRAFT STRATEGY MATRIX – Math & Science
Page 16 of 22
2014 GED®
Science Practice
Required Skills*
CCR Correlations
Based upon 2014 GED®
Science Practices
Applying Scientific Processes and
Procedural Concepts (40%)
Skill
2014 GED® Science Practice
SP.2: Investigation design
(experimental and
observational)
CCR Anchor Standards for
Reading: R.2, R.5, R.8, R.9
CCR Anchor Standards for
Writing: W.5, W.7
CCR Standards for
Mathematical Practice:
MP.3, MP.4, MP.8
S.MD: Statistics and
Probability: Using
Probability to Make
Decisions
2014 GED® Science Practice
SP.3: Reasoning from data
SP.2.a: Identify possible sources of error
and alter the design of an investigation to
ameliorate that error.
SP.2.b: Identify and refine hypotheses for
scientific investigations.
SP.2.c: Identify the strength and
weaknesses of one or more scientific
investigation (i.e. experimental or
observational) designs.
SP.2.d: Design a scientific investigation.
SP.2.e: Identify and interpret independent
and dependent variables in scientific
investigations.
Teaching Strategies
Warm Up:
*define terms
*Provide example
Presentation:
*KWL chart
*provide explicit instruction
*read scientific article
*class discussion
*form hypothesis
*conduct experiment
*website data
The teacher will:
o prepare the materials for simple
investigations that can be done in
class.
o explicitly present the process of a
scientific investigation.
o model vocabulary with context
o use questioning strategies to evaluate
the design of the investigation
o provide charts to consider strengths
and weaknesses
Learning Activities
Practice:
*Textbook/internet reading
*Guided practice
*small group activity
*large group discussion
The student will:
o prepare and complete a
simple investigation (baking
soda/vinegar, oil/water, etc)
o re-form hypotheses based on
real-life results and re-perform
investigation
o use vocabulary within context
Differentiation Techniques
*reword/re-explain
*students explain in their own
words
*scaffold
*reduce number of questions or
answers on practice items
To provide support for students:
o lower levels sequence
process cards; higher levels
create the cards and then
sequence process
o some see video, some
watch a model, some need
to do hands-on on own or
with others
SP.3.b: Reason from data or evidence to a
conclusion.
Ohio ABLE Professional Development Network — 2014 Spring Teacher Academy: DRAFT STRATEGY MATRIX – Math & Science
Page 17 of 22
2014 GED®
Science Practice
Required Skills*
CCR Correlations
Based upon 2014 GED®
Science Practices
Skill
CCR Anchor Standards for
Reading: R.1, R.2, R.3
Teaching Strategies
Learning Activities
Differentiation Techniques
SP.3.c: Make a prediction based upon data
or evidence.
CCR Standards for
Mathematical Practice:
MP.3, MP.4, MP.7, MP.8
2014 GED® Science Practice
SP.4: Evaluating
conclusions with evidence
SP.4.a: Evaluate whether a conclusion or
theory is supported or challenged by
particular data or evidence.
CCR Anchor Standard for
Reading: R.8
CCR Standards for
Mathematical Practice:
MP.3, MP.7
GED®
2014
Science Practice
SP.7: Scientific theories
SP.7.a: Understand and apply scientific
models, theories and processes.
CCR Anchor Standards for
Reading: R.3, R.5
CCR Anchor Standards for
Language: L.3
CCR Standards for
Mathematical Practice:
MP.2, MP.4
Ohio ABLE Professional Development Network — 2014 Spring Teacher Academy: DRAFT STRATEGY MATRIX – Math & Science
Page 18 of 22
2014 GED®
Science Practice
Required Skills*
CCR Correlations
Based upon 2014 GED®
Science Practices
Reasoning Quantitatively and
Interpreting
Data in Scientific Contexts (30%)
Skill
2014 GED® Science Practice
SP.1: Comprehending
scientific presentations
Teaching Strategies
Learning Activities
Differentiation Techniques
SP.1.c: Understand and explain nontextual scientific presentations.
CCR Standards for
Mathematical Practice: MP.2,
MP.4, MP.6
S.ID: Statistics and
Probability: Interpreting
Categorical and Quantitative
Data
SP: Statistics and
Probability
Ohio ABLE Professional Development Network — 2014 Spring Teacher Academy: DRAFT STRATEGY MATRIX – Math & Science
Page 19 of 22
2014 GED®
Science Practice
Required Skills*
CCR Correlations
Based upon 2014 GED®
Science Practices
Skill
2014 GED® Science Practice
SP.3: Reasoning from data
Teaching Strategies
Learning Activities
Differentiation Techniques
SP.3.d: Using sampling techniques to
answer scientific questions.
CCR Standards for
Mathematical Practice: MP.4,
MP.7, MP.8
S.CP: Statistics and
Probability: Conditional
Probability and the Rules of
Probability
SP: Statistics and
Probability
2014 GED® Science Practice
SP.6: Expressing scientific
information
CCR Anchor Standard for
Reading: R.7
SP.6.a: Express scientific information or
findings visually.
SP.6.b: Express scientific information or
findings numerically.
CCR Anchor Standard for
Writing: W.2
CCR Standards for
Mathematical Practice: MP.2,
MP.4, MP.6
Ohio ABLE Professional Development Network — 2014 Spring Teacher Academy: DRAFT STRATEGY MATRIX – Math & Science
Page 20 of 22
2014 GED®
Science Practice
Required Skills*
CCR Correlations
Based upon 2014 GED®
Science Practices
Skill
2014 GED® Science Practice
SP.7: Scientific theories
SP.7.b: Apply formulas from scientific
theories.
CCR Standards for
Mathematical Practice: MP.2,
MP.4, MP.8
SP.8.a: Describe a data set statistically.
2014 GED® Science Practice
SP.8: Probability and
statistics
CCR Standards for
Mathematical Practice: MP.4,
MP.6
Multiple:
o Representations
 Graphs, Geometric shapes, charts
o Chemicals
 Explosion
 Technology
 PowerPoint, microscope, videos,
SmartBoard


SP.8.b: Use counting and permutations to
solve scientific problems.
S.MD: Statistics and
Probability: Using
Probability to Make
Decisions
S.ID: Statistics and
Probability: Interpreting
Categorical and Quantitative
Data
Teaching Strategies

Survey students as an opening
discussion
Explicit instruction on calculating
probability
Explain
Model
Guided practice
Application
Cover relevant vocabulary terms
Discovery, Graphic Organizer, Excel
(spreadsheets and creating graphs),
presentation of outcomes, analysis
Learning Activities





Perform chemical
explosion/experiment and relate
results to Big Bang Theory
Show video discuss facts as
presented
Create evolutionary chart
Survey students for favorite fast
food, candy bars, etc
Make a chart of the results and
answer probability questions
Using M&M’s, Chex Mix, mixed
nuts,(don’t use Skittles, they’ve been
recalled), do the typical probability
experiment. Other data sets can be
created using characteristics of
people in the room.
Differentiation Techniques







Scaffolding
Open ended questions
Student
demonstration/teaching
Role Play (different periods)
Scaffolding charts of varying
complexity
Work in pairs on worksheets
of varying complexity
Incorporate probability in more
complex work problems
Locate statistics on internet and
determine the validity of that
statistic.
Use excel to create spreadsheets.
SP.8.c: Determine the probability of
events.
SP: Statistics and
Probability
S.CP: Statistics and
Probability: Conditional
Probability and the Rules of
Probability
Ohio ABLE Professional Development Network — 2014 Spring Teacher Academy: DRAFT STRATEGY MATRIX – Math & Science
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Ohio ABLE Professional Development Network — 2014 Spring Teacher Academy: DRAFT STRATEGY MATRIX – Math & Science
Page 22 of 22