Faythe Allen Walden University Dr. Paul Trautman EDUC 6731 B, C-3 Numeracy & Mathematical Reasoning Assessment Photo Album

1. Numeracy
&
Mathematical Reasoning
Assessment Photo Album
Faythe Allen
Walden University
Dr. Paul Trautman
Assessment for Student
Learning
EDUC-6731B,C-3
October 12, 2014

2. WHAT WILL I LEARN?
Common Core Standards
ELA/Literacy
ELA/Literacy
W.7.1
W.7.1
Write arguments to
support claims with
clear reasons and
relevant evidence.
Write arguments to
support claims with
clear reasons and
relevant evidence.
Mathematics
7.NS.3
Mathematics
7.NS.3
Solve real-world and
mathematical problems
involving the four
operations with rational
numbers.
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.
UNDERSTANDINGS
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.
How are
rational
numbers
used in
everyday
How are
rational
numbers
used in
everyday
life?
How are verbal ideas translated to the language of
mathematics?
Essential Questions
How How do do I I know know which which mathematical
mathematiclaifle ?
operation operation to to use? use?
How are verbal ideas translated to the language of
mathematics?

3. 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

4. Rubrics
Performance Task
Diagnostic
Parent Survey
Formative
Self
Paper & Pencil

5. 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

6. Pre-Assessments
Let’s See What You
Know…. Diagnostic Self
Assessment
http://www.thoughtfulclassroom.com/tools/PDFs/What_Comes_to_Mind.pdf

7. Let’s Talk to the Family…………..
PARENT SURVEY
Learn more about the facets of family/school
relationships that drive student outcomes………….
The following best
describes your attitude
toward math as a child.
☐ Loved it!
 Did what I had to
do.
☐ Hated it!
☐ Can't remember
http://surveymonkey.com/s/CJYQ57Y

8. FREQUENT CHECKS FOR UNDERSTANDING
MULTIPLE OPPORTUNITIES TO PRACTICE WHAT YOU’RE LEARNING
Extended
Constructed
Response
Questions
Self
Assessing
Task Cards
& Rubrics
Exit Tickets
Activity
Labs
Quizzes
Peer/Team
Reviews
Choice Boards
Question &
Answer
Sessions
Self
Assessments
Activity Labs
Revisions &
Improvements
Web Quests Cyber Chases
Do-Nows Journals
Conferences

10. 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?

11. SUMMATIVE ASSESSMENTS
DEMONSTRATING WHAT YOU’VE
LEARNED
-CHOICE OF PERFORMANCE TASK
-PENCIL-AND-PAPER ASSESSMENTS

12. 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.

13. or
II
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.

14. RUBRIC FOR PERFORMANCE TASKS
Points
1
Poor
2
Average
3
Excellent
Score
(1-3):
Understanding The solution is not complete indicating
that parts of the problem are not
understood.
The solution shows that the student has
a broad understanding of the problem
and the major concepts necessary for
its solution.
The solution shows a deep
understanding of the problem
including the ability to identify the
appropriate mathematical concepts
and the information necessary for its
solution.
The solution addresses very few
mathematical components presented in
the task.
The solution addresses some
mathematical components presented in
the task.
The solution completely addresses
most of the mathematical
components presented in the task.
Problem
Solving
A partially correct strategy is chosen,
or a correct strategy for only solving
part of the task is chosen.
Uses correct strategies based on the
mathematical situation in the task that
leads to a correct solution.
Uses a very efficient and
sophisticated strategies leading
directly to a correct solution.
Steps and solution have many
mathematical errors.
Most of the steps and solution have no
mathematical errors.
Almost all of the steps and
solution have no mathematical
errors.
Communication Very little awareness of audience or
purpose is communicated
Some awareness of audience and
purpose is communicated, and may
take place in the form of paraphrasing
the task.
A sense of audience and purpose is
communicated.
Everyday, familiar language is used to
communicate ideas
Formal math language is used
throughout the solution to share and
clarify ideas.
Precise math language and
symbolic notation are used to
consolidate math thinking and to
communicate ideas.
Explanation is a little difficult to
understand, and may lack and may
lack some critical components
Explanation is clear and correct but
may lack few critical components.
Explanation is detailed, clear, and
correct and includes critical
components.
Neatness and
Organization
The work appears sloppy and
unorganized. It is hard to know what
information goes together
The work is presented in a neat and
organized fashion that is somewhat
easy to read.
The work is presented in a neat,
clear, organized fashion that is
easy to read.
Writing Many grammar, usage, mechanics, and
spelling errors.
Some grammar, usage, mechanics, and
spelling errors.
Correct grammar, usage,
mechanics, and spelling.

15. PAPER & PENCIL
MULTIPLE
CHOICE
24 ÷ = ⅓
(a) 8
(b) 48
(c) 64
(d) 72
TRUE/FALS
E
THE EXTENDED CONSRUCTED RESPONSE/ESSAY
Create an algorithm for solving the problem: 24 pounds of four are
divided into pound portions. How many pound portions can ⅓ ⅓
be made? Explain your process using mathematical reasoning and
relevant evidence.

16. On the road to becoming
Independent, Successful Learners