K20 LEARN | Power Up: Math ACT Prep, Week 2

Summary

In this activity, students will focus on how and when to use their calculator. Students will be given several algebraic problems to solve and will reflect on how to use their calculator to efficiently answer ACT-style math questions. This is the second activity in a 10-week "Power Up" series for ACT prep.

Essential Question

How can I increase my ACT score?

Learning Objectives

Understand how to use my calculator.
Evaluate when to use my calculator.

Materials List

Activity Slides (attached)
Pencil
Paper
Calculators

Introduction

5 Minute(s)

Introduce the activity using the attached Activity Slides. Use the Bell Ringer strategy to begin class. Display slide 3 and have students get their calculator. Follow regular classroom procedures for this.

Once students have their calculator, move to slide 4 and have students independently answer the question on a piece of notebook paper or elsewhere if you have a classroom norm for bellwork. After a minute, move to slide 5 and have students answer the second bell ringer question.

After a minute, show slide 6 and have students discuss the questions on the slide with a partner. Facilitate a brief discussion on which question they could have answered without a calculator.

Share the essential question on slide 7 and the learning objectives from slide 8.

Activity

25 Minute(s)

Teacher's Note: Purpose and Pacing

During this portion of the activity, students will see six ACT-style questions that will have them practice how to use their calculator and hopefully rethink the habit of using it for every step of every math problem. Coach them to NOT reach for their calculator while reading the question, but instead to try pencil and paper and think before they pick it up. Even if they feel they need it for every question, they should not start with their calculator.

Spend approximately 3-4 minutes on each question. That is one minute for students to answer the question—remember, the ACT has 60 questions to be completed in 60 minutes—and 2-3 minutes to discuss. This will keep the activity on pace. If you are unable to review all six questions during your class period, consider using the extra question(s) as later bellwork.

Show slide 9 and read the quote from the ACT: “…all problems may be solved without a calculator.” Let students know that it is okay to not use a calculator on a question on the ACT. In other words, not using calculator on a question does not mean that students are doing that problem incorrectly.

Transition to slide 10 and let students know that what is the most important is for them to use a calculator that they are most comfortable with. It does not have to be a fancy, expensive calculator. It is most important that they use a calculator that they know how to use. If they have a calculator that they are unsure of it being allowed on the ACT, share the link on the slide to the ACT’s Calculator Policy.

Have students get out a piece of paper if they have not already done so and show slide 11. Have students independently solve the question on the slide.

After a minute, move to slide 12 and ask the class what they think: Is it faster to solve this problem with or without a calculator? Facilitate a brief discussion and talk through some of the pros and cons of using a calculator on this question. Then be sure to share the answer: E.

Teacher's Note: Question 1

If students solely rely on their calculator, there is a lot of room for error, and test writers are ready for those common mistakes with their answer choices. Students often forget to put parentheses around negative numbers when taking them to a power in their calculators. So if students typed: 3*–1^4–4*–1^3, they get a result of 1.

If students do type the problem correctly into their calculators: 3*(–1)^4–4*(–1)^3 = 7, then they would get the right answer. Rather than relying on a calculator that could report back an incorrect answer if not used properly, encourage students to think about a negative number to an even power versus a negative number to an odd power. And remind them that they do not need a calculator to multiply 1 by itself. Push students to see that they should be able to look at this problem as 3(1) – 4(–1), and that is the most they should need to put into a calculator. Most students should be able to complete this problem entirely without a calculator.

Remember, demonstrating during this portion of the activity will be helpful to students. Use the technology resources you have available, such as document cameras or software that connects to your calculator to display the buttons pressed.

Move to slide 13. Have students independently solve the question on the slide.

After a minute, move to slide 14 and ask the class what they think about the question: Is it faster to solve this problem with or without a calculator? Facilitate a brief discussion and talk through some of the pros and cons of using a calculator on this question. Then be sure to share the answer: J.

Move to slide 15. Have students independently solve the question on the slide.

After a minute, move to slide 16 and ask the class what they think about the question: Is it faster to solve this problem with or without a calculator? Facilitate a brief discussion and talk through some of the pros and cons of using a calculator on this question. Then be sure to share the answer: B.

Move to slide 17. Have students independently solve the question on the slide.

After a minute, move to slide 18 and ask the class what they think about the question: Is it faster to solve this problem with or without a calculator? Facilitate a brief discussion and talk through some of the pros and cons of using a calculator on this question. Then be sure to share the answer: J.

Move to slide 19. Have students independently solve the question on the slide.

After a minute, move to slide 20 and ask the class what they think about the question: Is it faster to solve this problem with or without a calculator? Facilitate a brief discussion and talk through some of the pros and cons of using a calculator on this question. Then be sure to share the answer: A.

Move to slide 21. Have students independently solve the question on the slide.

After a minute, move to slide 22 and ask the class what they think about the question: Is it faster to solve this problem with or without a calculator? Facilitate a brief discussion and talk through some of the pros and cons of using a calculator on this question. Then be sure to share the answer: F.

Wrap-Up

5 Minute(s)

Now is the time for students to reflect on their learning. Show slide 23 and have students get a new piece of paper. Direct students not put their name on their paper and to answer the following prompt: When or how should you use your calculator on the ACT?

Introduce students to the Commit and Toss strategy and move to slide 24. Have students crumple their paper, kindly toss it across the room, pick up someone else’s paper, and read it. As time allows, ask for volunteers to share their peer’s statements.

Before you dismiss, show slide 25: You Powered Up! and remind students to practice the action they selected on their Goal Setting handout from week 1.

Next Step

Complete the following week’s activity, “Power Up: Math ACT Prep, Week 3,” which will review area and perimeter.

Research Rationale

Standardized testing in high schools has long stood as a metric for assessing college readiness and school accountability (McMann, 1994). While there has been debate surrounding the accuracy of such metrics, as well as concerns regarding equity, many institutions of higher education continue to make these scores part of the admissions process (Allensworth & Clark, 2020; Black et al., 2016; Buckley et al., 2020). Aside from admissions, it is also important to keep in mind that standardized test scores can also provide students with scholarship opportunities they wouldn’t otherwise have (Klasik, 2013). Though the topic of standardized testing continues to be debated, effective test prep can ensure that our students are set up for success.

With several benefits to doing well on college admissions tests, it is important to consider how best to prepare students for this type of high stakes test. Those students from groups that may historically struggle to find success, such as those in poverty or first generation college students, especially stand to benefit from effective test preparation (Moore & San Pedro, 2021). The American College Test (ACT) is one option students have for college admissions testing that is provided both at national centers and school sites. Taking time to understand this test including the timing, question types, rigor, and strategies for approaching specific questions can help to prepare students to do their best work on test day and ensure their score is a more accurate representation of what they know (Bishop & Davis-Becker, 2016).

Resources

ACT. (2023). ACT Calculator Policy. The ACT Calculator Policy. https://success.act.org/s/article/ACT-calculator-policy
Allensworth, E. M., & Clark, K. (2020). High school GPAs and ACT scores as predictors of college completion: Examining assumptions about consistency across high schools. Educational Researcher, 49(3), 198-211.
Bishop, N.S. & Davis-Becker, S. (2016). Preparing examinees for test taking: Guidelines for test developers and test users. 2nd edition. Crocker, L. (Ed). In Handbook of test development (pp. 129-142). Routledge.
Black, S. E., Cortes, K. E., & Lincove, J. A. (2016). Efficacy Versus Equity: What Happens When States Tinker With College Admissions in a Race-Blind Era? Educational Evaluation and Policy Analysis, 38(2), 336–363. http://www.jstor.org/stable/44984542
Buckley, J., Baker, D., & Rosinger, K. (2020). Should State Universities Downplay the SAT?. Education Next, 20(3).
K20 Center. (n.d.). Bell Ringers and Exit Tickets. Strategies. https://learn.k20center.ou.edu/strategy/125
K20 Center. (n.d.). Commit and Toss. Strategies. https://learn.k20center.ou.edu/strategy/119
McMann, P. K. (1994). The effects of teaching practice review items and test-taking strategies on the ACT mathematics scores of second-year algebra students. Wayne State University. https://www.monroeccc.edu/sites/default/files/upward-bound/McMannP.-the-effects-of-teaching-practice-review-items-ACT-mathematics-second-year-algebra.pdf
K20 Center. (n.d.). Bell Ringers and Exit Tickets. https://learn.k20center.ou.edu/strategy/125
K20 Center. (n.d.). Commit and Toss. Strategies. https://learn.k20center.ou.edu/strategy/119
Klasik, D. (2013). The ACT of Enrollment: The College Enrollment Effects of State-Required College Entrance Exam Testing. Educational Researcher, 42(3), 151–160. http://www.jstor.org/stable/23462378
Moore, R., & San Pedro, S. Z. (2021). Understanding the Test Preparation Practices of Underserved Learners. ACT Research & Policy. Issue Brief. ACT, Inc. https://files.eric.ed.gov/fulltext/ED616526.pdf

Authentic Lessons for 21st Century Learning

Power Up: Math ACT Prep, Week 2

Summary

Essential Question

Learning Objectives

Materials List

Introduction

Activity

Wrap-Up

Next Step

Research Rationale

Resources

Publisher

Downloads

Facilitator Resources

Authentic Lessons for 21st Century Learning

Summary

Essential Question

Learning Objectives

Materials List

Introduction

Activity

Wrap-Up

Next Step

Research Rationale

Resources

Publisher

Downloads

Facilitator Resources

Related Resources