You are here

Disable VAT on Taiwan

Unfortunately, as of 1 January 2020 SAGE Ltd is no longer able to support sales of electronically supplied services to Taiwan customers that are not Taiwan VAT registered. We apologise for any inconvenience. For more information or to place a print-only order, please contact uk.customerservices@sagepub.co.uk.

Uncovering Student Thinking About Mathematics in the Common Core, Grades 3-5
Share
Share

Uncovering Student Thinking About Mathematics in the Common Core, Grades 3-5
25 Formative Assessment Probes



November 2013 | 248 pages | Corwin

Take the guesswork out of grades 3-5 math assessment!

Expertly pinpoint and reverse your students’ common math difficulties with this must-have resource from best-selling authors Cheryl Tobey and Carolyn Arline. You’ll find 25 research-based assessment probes designed specifically for Grades 3-5 and the new Common Core Standards for Mathematics. Learn to ask the right questions to uncover just where your students get confused, and apply practical strategies to get them quickly back on track – while learning is already underway. It’s all here in this detailed and time-saving guide.

Organized by strand, the probes will enable you to:

  • Quickly and objectively identify and correct students’ difficulties
  • Systematically address conceptual misunderstandings and procedural mistakes-- before they become long-term problems
  • Plan targeted instruction and remediation in multiplication and division, problem solving, the four operations, factorization, and beyond
  • Master the essential CCSM mathematical processes and proficiencies for Grades 3-5

With the help of sample student responses, extensive Teacher Notes, reproducibles, and research-based tips and resources, you’ll quickly eliminate the guesswork and join thousands of busy teachers who’ve used these easy-to-implement probes to foster solid math proficiency!

 
Preface: Mathematics Assessment Probes
 
Acknowledgments
 
About the Authors
 
Chapter 1. Mathematics Assessment Probes
Questioning Student Understanding: Determine the Key Mathematical Concepts You Want Students to Learn

 
Uncovering Student Understanding: Use a Probe to Uncover Understandings and Areas of Difficulties

 
What Is the Structure of a Probe?

 
QUEST Cycle: Structure of the Supporting Teacher Notes

 
Beginning to Use the Probes

 
How to Navigate the Book

 
Final Chapter 1 Thoughts

 
 
Chapter 2. Operations and Algebraic Thinking Probes
Completing Number Sentences

 
Multiplication and Division Sentences (Number Models)

 
Classifying Numbers Card Sort

 
Which Answer Makes Sense? (Working With Remainders)

 
Evaluating Expressions

 
 
Chapter 3. Number and Operations: Base-Ten Probes
Rounding Whole Numbers

 
Subtracting Whole Numbers

 
Are They Equivalent?

 
Rounding Decimals

 
Adding Decimals

 
Decimal Division Estimates

 
 
Chapter 4. Number and Operations: Fractions Probes
Locating a Fraction on a Number Line

 
Equivalent Fractions Card Sort

 
Representing Decimals

 
Comparing to 1/2

 
Fraction Estimates: Addition

 
 
Chapter 5. Measurement and Data Probes
What Does the Graph Say?

 
Comparing Lengths

 
Estimating Measures

 
Comparing Metric Measures

 
 
Chapter 6. Geometry and Geometric Measurement Probes
Finding Area

 
Naming the Perimeter

 
Volume of the Box

 
Classifying Angles Card Sort

 
Names of the Shape

 
 
Chapter 7. Additional Considerations
Establishing Learning Targets

 
Individual Metacognition and Reflection (The 4Cs)

 
Giving Student Interviews

 
Addressing Individual Needs

 
Promoting Math Talk

 
Supporting the Mathematical Practices

 
Sharing Experiences and Promoting Professional Collaboration

 
Summary

 
 
Appendix A. Information on the Standards for Mathematical Practice
 
Appendix B. Developing Assessment Probes
 
Appendix C. Action Research Reflection Template: QUEST Cycle
 
References
 
Index

The book does not align with NYS's current Next Generation Learning Standards. Some great strategies are useful and applicable across all content areas. Would be confusing to my students who are learning and implementing the Next Gen standards.

Mrs Jennifer Harris
Education Dept, Hobart & William Smith Clgs
June 2, 2024

Cheryl Rose Tobey

Cheryl Rose Tobey is a senior mathematics associate at Education Development Center (EDC) in Massachusetts. She is the project director for Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and a mathematics specialist for Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD); both projects are funded by the National Science Foundation (NSF). She also serves as a director of development for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2). Her work is primarily in the areas of formative assessment... More About Author

Emily Roche Fagan

Emily R. Fagan is a senior curriculum design associate at Education Development Center (EDC) in Massachusetts where she has developed print and online curricula as well as professional development and assessment materials in mathematics for fourteen years. She was Director of the MathScape Curriculum Center, a project funded by the National Science Foundation (NSF) to support schools, districts, and teachers in curriculum implementation, and she directed the revision of MathScape: Seeing and Thinking Mathematically (McGraw-Hill, 2005). She was a developer and facilitator of three NSF-funded projects, Addressing Accessibility in Mathematics... More About Author

Purchasing options

Please select a format:

ISBN: 9781452270241
$39.95