MIAA 330

Mathematics Assessments
Presented by: Caroline Butler Shelley Lake Pam Parkerson Heather Voyer

 Use summative assessments based on California mathematics standards for deriving demographic, process, and outcome data at the student, school, and district levels for guiding instruction and developing curriculum.

Student Demographics for Mable Barron Asian 78 (11%) Black 75 (10.37%) Hispanic 225 (31.12%) Multiple Race 2 (0.28%) Native American 3 (0.41%) White 340 (47.03%) Female 368 (51%) Male 355 (49%)
http://www.movoto.com/public-schools/ca/stockton/primary/062169002580-mable-barron/6835-cumberlandpl.htm

 Develop assessments to determine students understanding, fluency, and proficiency in mathematics for each grade span (K-3, 4-7, Algebra One).

2nd Grade Expanded notation, place value Selected Response: Choose all the ways by which you can get the sum of 16. a) 8+8 b) 10-6 c) 6+8 d) 9+5 e)12+4

Rubric: 2 points if only a and e are chosen 1 point if either only a or only e are chosen 0 points for any other combination

Constructed Response: How many ways can you represent the number 958?

Rubric: 1 point for each correct representation up to a maximum of 5. Correct answers may look like, but not be limited to: 900+50+8, $9.58, nine hundred fifty eight, drawings of base-ten blocks showing the correct amount, tally marks showing the correct amount, a ruler or thermometer showing 958 units of something.

Grade 5 Constructed Response Task: Explain how 2.4 0.4 is similar to 24 4. Model your findings using base-ten blocks.
Scoring Rubric: Responses to this task will receive 0-2 points, based on the following
2 points: The student has a thorough understanding of how 2.4 0.4 is similar to 24 4. The student is able to solve both problems and realize both quotients are six. The student has modeled the two problems using base-ten blocks appropriately and provided a complete explanation of sound mathematical reasoning. 1 point: The student has partial understanding of how 2.4 0.4 is similar to 24 4. The student solved both problems correctly, but provided an explanation of reasoning that was incomplete or did not make sense. OR The student made a minor error in the computation or model, but provided an explanation that showed a general understanding of how the two problems were similar. 0 points: The student has little understanding of how the two problems were similar. The student did not complete any parts correctly.

Extended Response Question for Grades 4-7 1/6 +1/6 + 1/6 + 1/6 + 1/6 + 1/6= 6/6 1. Explain why the denominator doesnt change while the numerator is adding? Use two methods to express your answer. (drawing, writing, symbols, etc)

2. Create another fraction that doesnt equal a unit and explain the relationship between that fraction and a unit? Use more than one method to express your thinking. (drawing, writing, symbols, etc)

Algebra 1: Extended Response: 1. Jack rides his bicycle home from school, a distance of 10 km. Benny mom picks him up after school and drives him the 70 km to his home.

Write an expression in terms of x for the time taken for Jack to reach home if he averages a bicycle speed of 8 km/h. B.) Write an expression in terms of x for the time taken for Benny to reach home if he drives at an average speed of 35 km/h. IN terms of X, find the difference in times of the two journeys. If the boys depart from school at the same time, who will arrive home first?

Rubric: 2 points: If you travel a distance d at a constant speed s, the time taken will be d/s. For part (a), the time taken will be the distance 10x (in kilometers) divided by the speed 8 (km per hour). (1 hour) Do part (b) the same way. The time taken will be the distance 70x (in kilometers) divided by the speed 35 (km per hour). 2 hours. For part (c), take one from the other. of an hour or 45 min. difference. For part (d), Jack gets home first, because even though he moves at a slower rate, he has less distance to travel. 1 point: Student is able to decide that Jack will arrive at home first and show basic understanding of calculations through justified response. 0 points: Students simply state who arrives home first but show no steps to justify their reasoning.

 Plan instruction that is based on students mathematical thinking by using error analysis processes to review and understand students misconceptions and to distinguish whether a specific error reflects a misunderstanding of the mathematical process or a need for language development in the area of mathematical concepts. *

Expanded Constructed Response: It took Earl hour to do his math homework, and 1/3 hour to do his language. How long did Earl spend on his homework? a.) How many min. did he spend on his math homework? b.) How many minuets did he spend on his language homework? How many minuets/time total?

After exploring units and the relationship between the numerator and denominator The Test

Pieces you have are the numerator

1/3 =1/4 misconception

Error Analysis Extended response

Assessments, observations, and activities confirmed

that the students needed more work with manipulating fractions. Packing their gear bag gave all students a struggle. I had one that quit because it was too hard. Multiple methods and exposure will help open their minds to new thinking Transferring information from one situation to another seemed difficult. Rectangular strips to bag opening. Have students construct units of various shapes. Have students explain their drawings written and orally

 Plan instruction that is based on students mathematical thinking by analyzing the learning trajectories of individual students.

Longer, Shorter or the same (measurement and length) preparation for equivalence - Composing and decomposing numbers in base 10 and recognizing equivalence - Number Operations Fractions Introduction to Fraction Concepts ( , and 1/3) - Recognizing Fractions - Fraction Computation Application: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions Analyze Proportional relationships and use them to solve real-world and mathematical problems Finding irrational and rational numbers to exemplify general statements.

 Use assessment for identifying gaps in students knowledge and for designing instruction to bridge the gaps, language assessments for identifying gaps in understanding mathematics terms, summative assessments and standardized assessments for measuring student growth.

O Advice: Create two versions of

each test. *Students must be completely current with class project work and homework, and they must accept the second test's result. -Jane Hunter