You are here

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

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
$33.95