Ged Preparation Mathematics Reasoning (#9900134) 


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Course Standards

Notes:
  • Information on the GED® tests is based on the Assessment Guide for Educators, GED Testing Service®.




General Course Information and Notes

VERSION DESCRIPTION

PURPOSE
The GED® Preparation Program consists of four content-area assessments: Reasoning through Language Arts, Mathematical Reasoning, Science, and Social Studies. The purpose of the program is to prepare students to obtain the knowledge and skills necessary to pass the Official GED® Tests and be awarded a State of Florida High School Diploma. An additional performance level will certify that the student is career and college ready. This program strives to motivate students not only to obtain a GED® diploma, but to continue their education to earn a postsecondary degree, certificate, or industry certification.

The purpose of the Mathematical Reasoning course of the GED® program is to prepare students to pass the GED® Mathematical Test. This test will focus on the fundamentals of mathematics in two major content areas: quantitative problem solving and algebraic problem solving. Students will achieve a deeper conceptual understanding, procedural skill and fluency, and the ability to apply these fundamentals in realistic situations.

THE 2014 GED® ASSESSMENT
Information on the GED® 2014 Assessment and the performance targets and content topics are derived from the Assessment Guide for Educators provided by GED® Testing Service. The manual can be downloaded at http://gedtestingservice.org.

The GED® Mathematical Reasoning standards included in this framework are based on the Florida State Standards and similar career-and-college readiness standards. In addition to the content-based indicators listed with each performance target, the GED® mathematics test will also focus on reasoning skills, as embodied by the GED® Mathematical Practices. The mathematical practices provide specifications for assessing real-world problem-solving skills in a mathematical context rather than requiring students only to memorize, recognize and apply a long list of mathematical algorithms. See Chapter Two more information on Mathematical Practices in the Assessment Guide for Educators which can be downloaded at http://gedtestingservice.org.

Webb’s Depth of Knowledge (DOK) Model
Bloom’s Taxonomy was used to guide the development of test items for the GED® 2002 series. The GED Testing Service® is using Webb’s Depth of Knowledge model to guide test item development for the GED® 2014 assessment. In Bloom’s Taxonomy, different verbs represent six levels of cognitive processes. However, unlike Bloom’s system, the DOK levels are not a taxonomical tool that uses verbs to classify the level of each cognitive demand. The DOK is the cognitive demand required to correctly answer test questions. The DOK level describes the kind of thinking involved in the task. A greater DOK level requires greater conceptual understanding and cognitive processing by the students. The DOK model includes 4 levels: (1) recall, (2) basic application of skill/concept, (3) strategic thinking, and (4) extended thinking. Roughly 80 percent of the items across all four tests will be written to DOK levels two and three, and roughly 20 percent will require test-takers to engage level one DOK skills. Level four entails skills required to successfully complete long-term research projects. Therefore, DOK level four is beyond the scope of this assessment.

PROGRAM STRUCTURE
The GED® program is non-graded and characterized by open-entry/open-exit and/or managed enrollment, self-paced instructional modules, differentiated instruction, flexible schedules, and performance-based evaluation. Agencies are awarded one LCP (V-Y) per test passed by the student. While the course length can vary, the recommended length for Mathematical Reasoning is approximately 250 hours.

Course Number

Course Title

Length

LCP Level

9900134

GED Mathematical Reasoning

Varies

Y


Program procedures include the following:
  1. Determining eligibility for enrollment: 
    1. Must be 16 years of age or older. 
    2. Legal withdrawal from the elementary or secondary school with the exceptions noted in Rule 6A-6.014, FAC. 
    3. Student does not have a State of Florida diploma. 
    4. Student must be functioning at or above a 9.0 grade level
  2. Diagnosing learning difficulties as necessary. 
  3. Prescribing individualized instruction. 
  4. Managing learning activities. 
  5. Evaluating student progress. 
Note: F.S. 1003.435 (4) states that “ a candidate for a high school equivalency diploma shall be at least 18 years of age on the date of the examination, except that in extraordinary circumstances, as provided for in rules of the district school board, a candidate may take the examination after reaching the age of 16.”


ACCOMMODATIONS
When a student with a disability is enrolled in an adult education class with modifications to the curriculum framework, the particular accommodations must be specified in the student’s Section 504 Accommodation Plan or any other accommodation plan.

Federal and state legislation requires the provision of accommodations for students with disabilities to meet individual needs and ensure equal access. Students with disabilities in adult education programs must self-identify, provide documentation, and request accommodations, if needed. It is recommended that accommodations be identified on a Transition Individual Educational Plan (TIEP), a Section 504 Accommodations Plan, or the development of a plan with their service provider. Accommodations received in secondary education may differ from those received in adult education.

Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands, and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.


Special Notes:
Career Development Standards
The Adult Career Pathways System includes the following career development standards for students to achieve in their career exploration and planning. Students can access Florida CHOICES or a comparable system for career exploration and planning activities.  Agencies determine if the career plan is developed at intake or integrated into classroom instruction.  If the student is preparing for all four GED® tests, agencies determine in which course the career plan should be developed.

The following is the list of career development standards:
CP.01   Develop skills to locate, evaluate, and interpret career information.
CP.02   Identify interests, skills, and personal preferences that influence career and education choices.
CP.03   Identify career cluster and related pathways that match career and education goals.
CP.04   Develop and manage a career and education plan. 


General Information

Course Number: 9900134 Course Path: Section: Adult General Education > Subject: Adult Education > SubSubject: General Educational Development Preparation (9900130) >
Abbreviated Title: GED PREP MATH REASNG
Course Status: Course Approved



Qualifications

Any Field - Any coverage, degreed or non-degreed, listed in the CCD.