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**5**

Of the 18- to 34-year-olds who reported voting, 500 people were selected at random to do a follow-up survey where they were asked which candidate they voted for. There were 287 people in this follow-up survey sample who said they voted for Candidate A, and the other 213 people voted for someone else. Using the data from both the follow-up survey and the initial survey, which of the following is most likely to be an accurate statement?

A) About 123 million people 18 to 34 years old would report voting for Candidate A in the November 2012 presidential election.

B) About 76 million people 18 to 34 years old would report voting for Candidate A in the November 2012 presidential election.

C) About 36 million people 18 to 34 years old would report voting for Candidate A in the November 2012 presidential election.

D) About 17 million people 18 to 34 years old would report voting for Candidate A in the November 2012 presidential election.

Slide 29

Skill-Building Strategies Brainstorming Exercise

Review the Sample SAT Math Questions – Answer Explanations

Use the Skill-Building Strategies Brainstorming Guide to brainstorm ways to instruct and assess Heart of Algebra and Problem Solving and Data Analysis.

Slide 30

Additional Skill-Building Strategies – SAT Suite of Assessments

Provide students with equations and/or explanations that incorrectly describe a graph.

Ask students to identify the errors and provide corrections.

As students work in small groups to solve problems, facilitate discussions in which they communicate their own thinking and critique the reasoning of others.

Organize information to present data and answer a question or show a problem solution.

Ask students to create pictures, tables, graphs, lists, models, and/or verbal expressions to interpret text and/or data to help them arrive at a solution.

Use “Guess and Check” to explore different ways to solve a problem when other strategies for solving are not obvious.

Students first guess the solution to a problem;

Check that the guess fits the information in the problem and is an accurate solution;

Work backward to identify proper steps to arrive at the solution.

Slide 31

For more information about SAT Suite of Assessments scores and reports:

Professional Development Module 6 – Using Assessment Data to Guide Instruction

SAT Suite of Assessments: Using Scores and Reporting to Inform Instruction

Slide 32

Score Report (Statistics for state/district/school)

Mean scores and score band distribution

- Professional Development Modules for the SAT Suite of Assessments
- Overview of the Math Test
- Math Test Information
- Calculator and No-Calculator Portions
- Student-Produced Response Questions
- Math Test Domains
- Math Test Domains Activity
- Heart of Algebra
- What is ‘Heart of Algebra?’
- Heart of Algebra: Assessed Skills
- Heart of Algebra (Calculator)
- Heart of Algebra: Answer
- Problem Solving and Data Analysis
- Connecting the Math Test with Classroom Instruction
- Scores and Reporting
- Sample Reports
- Self Assessment/Reflection

- Motion
- Newton’s third law of motion
- Space Radiation
- Newton’s Laws of Motion
- Newton’s laws of motion
- Static and Kinetic Friction
- Radiation Safety and Operations

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