Numeracy &

Mathematical ReasoningAssessment Photo Album

Faythe AllenWalden UniversityDr. Paul TrautmanAssessment for Student LearningEDUC-6731B,C-3October 12, 2014

WHAT WILL I LEARN?

Common Core Standards ELA/Literacy W.7.1Write arguments to support claims with clear reasons and relevant evidence.

ELA/Literacy W.7.1Write arguments to support claims with clear reasons and relevant evidence.

Mathematics 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers.

Mathematics 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers.

Problem solvers know what has been done, know why the procedure was appropriate, and know how to justify it with reasons and evidence.

Problem solvers know what has been done, know why the procedure was appropriate, and know how to justify it with reasons and evidence.

Applying the properties and rules of integers aids in solving real world problems.

Applying the properties and rules of integers aids in solving real world problems.

Writers use complete, logical sequence text with evidence and detail using language appropriate for the topic and audience.

Writers use complete, logical sequence text with evidence and detail using language appropriate for the topic and audience.

UNDERSTANDINGS

How are rational numbers used in everyday life?

How are rational numbers used in everyday life? How do I know which mathematical

operation to use?How do I know which mathematical operation to use? How are verbal ideas translated to the language of

mathematics?How are verbal ideas translated to the language of mathematics?Ess

ential

Quest

ions

WHAT WILL I BE ABLE TO DO?

• Analyze situations in which positive and negative numbers are used

• Evaluate fractions, decimals, and percent's in real world contexts.

• Construct arguments to support mathematical reasoning that provides clear and relevant evidence

Diagnostic

Parent Survey

FormativeSelf

Performance Task

Paper & Pencil

Rubrics

YOUR LEARNING WILL BE GUIDED THROUGH A SERIES OF ON-GOING ASSESSMENTS

YOU WILL USE ASSESSMENTS TO IMPROVE YOUR UNDERSTANDING

I WILL USE ASSESSMENTS TO ADJUST MY TEACHING TO BETTER HELP YOU

Pre-Assessments Let’s See What You Know…. Diagnostic Self Assessment

http://www.thoughtfulclassroom.com/tools/PDFs/What_Comes_to_Mind.pdf

PARENT SURVEYLearn more about the facets of family/school relationships that drive student outcomes………….

http://surveymonkey.com/s/CJYQ57Y

The following best describes your attitude toward math as a child.

☐ Loved it! Did what I had to do.☐ Hated it!☐ Can't remember

Let’s Talk to the Family…………..

Extended Constructed Response Questions

Self Assessing Task Cards & Rubrics

Exit Tickets

Activity Labs

Quizzes

FREQUENT CHECKS FOR UNDERSTANDING MULTIPLE OPPORTUNITIES TO PRACTICE WHAT YOU’RE LEARNING

Peer/Team Reviews

Choice Boards

Question & Answer Sessions

Self Assessments

Activity Labs

Revisions & Improvements

Web Quests Cyber Chases

Do-Nows Journals

Conferences

Distances Between Houses A Formative Assessment

Represent the relative position of houses on a number line, with the school at zero, points to the west are represented by negative numbers, and points to the east are represented by positive numbers. Use http://www.createagraph.com to model the position of houses, stores, schools and businesses in your neighborhood. Construct viable arguments for your blueprint. (Oral Presentation)Evaluate your work using the rubric.Think, Pair, Share-How does my community use blueprints?

SUMMATIVE ASSESSMENTSDEMONSTRATING WHAT YOU’VE

LEARNED-CHOICE OF PERFORMANCE TASK

-PENCIL-AND-PAPER ASSESSMENTS

THE PERFORMANCE TASKS I The three seventh grade classes at Healy Middle School collected the most box tops for a school fundraiser, and won a $600 prize to share. Mr. Malcolm’s class collected 3,760 box tops, Ms. Wenger’s class collected 2,301, and Ms. Bishop’s class collected 1,855. How should they divide the money so that each class gets the same fraction of the prize money as the fraction of the box tops they collected? All explanations must include mathematical reasoning with clear relevant evidence. Select one of the following options: (a) Write a letter to the principal explaining how the the money should be divided between the three classes classes.• (b) (b) Create a power point presentation showing the principal principal the correct way to divide the money.• (c) Present an argument to the class justifying why they the principal should agree to the way you divided the money. the money.

or At the beginning of the month, you had $154.56 in your school bookstore account. Your purchases include notebooks and pens that cost $36, an English book for $69.99, a thesaurus for $16.99, and a planner for $12.95. At the register, you decide to get a college hoodie that is $60 on sale for ½ off the original price. Calculate your new balance. Apply the properties of numbers to determine the ending balance in your bookstore account. One week later, you receive a letter from the school saying that you did not have sufficient funds in your account to cover the purchase. Do you agree with the bookstore? Select one of the following options: (a) Write a letter to the bookstore accountant to defend your position and provide mathematical evidence to support your claim. (b) Create a spreadsheet in Excel to justify the debits and credits to your account showing the account balance as a positive or negative balance. (c) Design an algorithm for finding the solution to the problem and present it to your classmates.

II

RUBRIC FOR PERFORMANCE TASKS

PAPER & PENCILMUL

TIPLE

CHOICE

24

÷

⅓=

(a)

8

(b

) 48

(c

) 64

(d) 7

2

TRUE/

FALSE

THE EXTEND

ED CONSRUC

TED RESPON

SE/ESSAY

Create an

algorithm

for solvin

g the prob

lem: 24

pounds of

four are d

ivided int

o ⅓ pound

portions.

How many

⅓ pound po

rtions can

be

made? Exp

lain your

process us

ing mathem

atical

reasoning

and releva

nt evidenc

e.

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