Assessment in this unit
Key Ideas, Expectations, and Opportunities
Using Assessment to Meet Individual Needs
The explicit Expectations and assessment tasks in this unit describe what it means to "get it." Providing feedback
on these Expectations helps identify students who need to access the content another way, need further
practice opportunities, or are ready to extend or deepen their understanding of a concept. Instructional opportunities
that help support the varied needs of students also need to be identified. These opportunities provide
models that can be replicated or used multiple times and can be used in a variety of settings (e.g., home, transitions,
support classroom, as a center).
The Assessment Program serves the
following purposes:
- It provides information to teachers about what students know and can do. This information is used to guide instruction. An activity may help teachers answer questions about whole-class instruction: What do I do next? In the next minute? Next lesson? Next class? Next unit? Other assessments may help teachers decide how to support individual students, including those who struggle with a concept and those who are ready to be challenged.
- It communicates the goals of instruction to parents and students. What teachers choose to assess communicates to the class what they value. For example, if teachers want students to work hard at communicating problem-solving strategies, then it is important to assess mathematical communication.
- It provides feedback to students and parents about student progress. This includes teacher evaluation of student progress as well as students' assessment of their own progress.
Key Mathematical Ideas
The mathematical content in Math Trailblazers is organized around a set of Key Ideas. These Key Ideas are
based on the National Council of Teachers of Mathematics (NCTM) Standards for the grade band as well as
current thinking in the mathematics education community, e.g., Charles (2005), NCTM (2000), Van de Walle
(2013). There is a set of Key Ideas for each content strand: Number, Algebra, Geometry, Measurement, and
Data. They are based on "big ideas" in mathematics and describe what students should be able to do within
each strand. The Key Ideas are shown in the table in Figure 1.
| 1. Number Sense: Understand the base-ten number system, recognize relationships among quantities and numbers, and represent numbers in multiple ways. |
2. Operations: Understand the meaning of numerical operations and their application for solving problems. |
3. Computation and Estimation: Use efficient and flexible procedures to compute accurately and make reasonable estimates. |
|
| 1. Identifying Patterns: Identify and describe patterns and relationships, including how a change in one variable relates to a change in a second variable. |
2. Tables and Graphs: Represent patterns and relationships with graphs, tables, and diagrams. |
3. Symbols: Represent patterns and relationships with symbols (includes using variables in formulas and as unknowns in equations). |
4. Using Patterns: Apply relationships, properties, and patterns to solve problems, develop generalizations, or make predictions. |
| 1. Shapes: Identify, describe, classify, and analyze 2- and 3-dimensional shapes based on their properties. |
2. Orientation and Location: Use coordinate systems to specify locations and describe spatial relationships. |
3. Motion: Apply transformations (slides, flips, and turns) and use symmetry to analyze mathematical situations. |
4. Geometric Reasoning: Use visualization, spatial reasoning, and geometric modeling to solve problems. |
| 1. Measurement Concepts: Understand measurable attributes of objects or situations (length, area, mass, volume, size, time) and the units, systems, and processes of measurement. |
2. Measurement Skills: Use measurement tools, appropriate techniques, and formulas to determine measurements. |
| 1. Data Collection: Select, collect, and organize data to answer questions, solve problems, and make predictions. |
2. Data Representation: Select and create appropriate representations, including tables and graphs, for organizing, displaying, and analyzing data. |
3. Data Description: Describe a data set by interpreting graphs, identifying patterns, and using statistical measures, e.g., average and range. |
4. Using Data: Apply relationships and patterns in data to solve problems, develop generalizations, and make predictions. |
Figure 1: Key Ideas for Math Trailblazers (Key Ideas addressed in Unit 5 are shaded.)
Expectations
To monitor students' growth across and within grades, there is a set of Expectations that describes what
students are "expected" to do within each content strand. Expectations show the growth of the mathematical
content within the Key Ideas for each strand.
| EXPECTATIONS |
|
Use this list of Expectations to assess students on the key concepts and skills in this unit. |
| E1* |
Represent quantities (to the hundreds) using connecting cubes, words, and symbols. |
| E2* |
Compose and decompose numbers using ones, tens, and hundreds. |
| E3* |
Show different partitions of numbers using connecting cubes, number lines, and number
sentences (e.g., 154 = 100 + 50 + 4). |
| E4 |
Estimate a quantity using 10 and 100 as benchmarks. |
| E5 |
Read and write numbers (to the hundreds). |
| E6* |
Make connections between place value concepts and representations of numbers with
counters, number lines, number sentences, and symbols. |
| E7* |
Recognize that different partitions of a number have the same total
(e.g., 50 + 4 = 40 + 14). |
| E8 |
Solve addition and subtraction word problems (e.g., adding to, putting together, comparing)
involving two or three whole numbers using number lines, number sentences, or the
200 Chart. |
| E9 |
Read and write time to the nearest hour and half hour using analog and digital clocks. |
| E10 |
Measure volume of containers using nonstandard units. |
| E11 |
Make a data table and a bar graph to find information about a data set. |
| E12 |
Read a data table and a bar graph to find information about a data set. |
| E13 |
Make predictions and generalizations about a data set using a data table and a graph. |
| E14* |
Use math fact strategies to add (direct modeling, counting strategies, reasoning from
known facts) for the facts in Group F (8 + 6, 9 + 6, 9 + 7, 10 + 4, 10 + 5, 10 + 6,
10 + 7, 10 + 8, 9 + 8, 9 + 9). |
| E15* |
Determine the unknown number in an addition or subtraction sentence relating three
whole numbers for the facts in Group F. |
Targeted Practice
This unit provides opportunities for additional targeted practice for some of the
Expectations. See the chart in Figure 3 and the descriptions that follow. These opportunities connect directly
to assessment tasks, so the practice can be tailored to the current level of student progress.
- For students who are struggling with the Expectation, practice is targeted toward the foundational concepts
and skills involved and often provides a different way to access the content.
- For students who are making significant progress toward the Expectation, practice is designed to help
move toward proficiency and autonomy.
- For students who are already meeting the Expectation, opportunities are provided to deepen or extend
understanding.
| Expectation |
Opportunities for Targeted Practice |
| E1.* |
Represent quantities (to the hundreds) using cubes, words, and
symbols. |
|
| E2.* |
Compose and decompose numbers using ones, tens, and hundreds. |
|
| E3*. |
Show different partitions of numbers using connecting cubes, number
lines, and number sentences (e.g., 154 = 100 + 50 + 4). |
|
| E6.* |
Make connections between place value concepts and representations
of numbers with counters, number lines, number sentences, and
symbols. |
|
| E7.* |
Recognize that different partitions of a number have the same total
(e.g., 50 + 4 = 40 + 14). |
|
| E9. |
Read and write time to the nearest hour and half hour using analog
and digital clocks. |
|
| E14.* |
Use math fact strategies to add (direct modeling, counting strategies,
reasoning from known facts) for the facts in Group F (8 + 6, 9 + 6,
9 + 7, 10 + 4, 10 + 5, 10 + 6, 10 + 7, 10 + 8, 9 + 8, 9 + 9). |
|
| E15.* |
Determine the unknown number in an addition or subtraction sentence
relating three whole numbers for the facts in Group F. |
|
* Denotes Benchmark Expectation
Figure 3: Expectations for Unit 5 with opportunities for targeted practice
Workshop
Much of the targeted practice is in Lesson 6 Workshop: Place Value Practice which provides
menus of activities that revisit key concepts and skills developed earlier in the unit. Based on students' self-assessment
of their confidence with Content Expectations, students select activities from a Workshop Menu.
See Figure 4. Teacher guidance can help students find the appropriate level of practice based on evidence
from earlier assessment tasks.
Figure 4: Workshop Menu from Lesson 6
Games
There are two games in this unit that can be used to provide targeted practice. The games can be
played in a center, as part of class transitions, in another setting, or at home.
Activities
There are two activities described in this unit that can be used to provide targeted practice. These
activities can be tailored to meet the needs of students. These activities can be used placed in a learning center,
sent home, or used in other settings.
) on the Unit 5 Key Assessment Opportunities Chart. See
Figure 2. In this unit, students will also become better acquainted with the Math Practices Expectations by discussing
them in the context of a specific problem and receiving feedback.