midterm powerpoint
Traneka Wilson
MidtermAssessment62631.pptx
ECED 6263 Midterm Assessment
7 problems, 1 article reflection
Read the directions carefully
Be sure to use the methods asked for in the directions and to explain your thinking according to the method asked for in the directions
You may download this Midterm Assessment PowerPoint if you would like to do your work or embed your work in this slide presentation. If you do, you can then use the manipulative objects provided in the PowerPoint. You may also do your work on paper if you prefer. In this case, you would upload .jpg, .png, or PDF scan files. Once completed, you will upload your work to the dropbox titled Midterm Assessment linked in this submodule.
# 1
| Exemplary | Number Names: No errors to 43 or more One-To-One Correspondence: Exact Keeping Track: Consistently deliberate and careful Accuracy: Consistently accurate Cardinality: Solid understanding Counting by Groups: Counted by groups larger than one (includes skip-counting) Quantity: Usually attends to number and unit Order Irrelevance: May show some evidence |
| Proficient | Number Names: No errors to 43 or more One-To-One Correspondence: Exact Keeping Track: Consistently deliberate and careful Accuracy: Usually accurate Cardinality: Solid understanding Counting by Groups: Counted by ones Quantity: Attends to number; may attend to unit Order Irrelevance: May show some evidence |
| Emerging | Number Names: Stable order and accurate names to at least 20; may have sequence errors beyond 20 One-To-One Correspondence: Exact or sloppy Keeping Track: Occasionally not deliberate and careful Accuracy: Minor errors or decade skips/repeats Cardinality: Solid understanding Counting by Groups: Counted by ones Quantity: Attends only to number Order Irrelevance: May show some evidence |
| Limited | Number Names: Unstable order, major sequence errors, or correct sequence to less than 20 One-To-One Correspondence: Erratic (rote count often does not match object count) Keeping Track: Typically not deliberate and careful Accuracy: Frequent major errors Cardinality: Uncertain that the last number name used tells the number of objects counted Counting by Groups: Counted by ones Quantity: Attends only to number Order Irrelevance: May show some evidence |
Highlight the differences in the progression of the Counting Assessment Profile.
What changes is/are required for a student to be labeled Emerging?
What changes is/are required for a student to be labeled Proficient?
What changes is/are required for a student to be labeled Exemplary?
# 2
Hundreds
Tens
First way
Fourth way
Third way
Second way
Show 138 four different ways with base ten blocks. The first way should be in the standard representation. List the amount of hundreds, tens, and ones in each way you show 138. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files.
# 3
Identify the problem type for each story problem below:
1. Jabul folded 6 cranes. How many more cranes does he need to fold to have
10 cranes for the peace banner?
2. Some children put on a play for their parents. Five children were rabbits, 2
were squirrels, and 8 were foxes. How many children were in the play?
3. Three children were playing on the monkey bars. Eight more children ran
over to play on the monkey bars with them. How many children were playing
on the monkey bars altogether?
4. Ellen spent $5.28 for lunch today. Larry spent $11.12. How much more
money did Larry spend for lunch than Ellen?
5. James had a book of stickers in his desk. His mother gave him 22 more. He
now has 36 stickers. How many stickers were in his book to start with?
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# 4
Choose one of the following strategies to demonstrate using the subtraction fact 16-9. Support your reasoning with an explanation or representation.
a. Think-Addition
b. Down under 10 (separate/take-away)
c. Down under 10 (difference/comparison)
d. Take from 10
# 5
53 + 127
Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.
# 6
Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.
62 - 37
# 7
Solve the following problem using partial sums strategy. You can download this PowerPoint and show
your work in the slide or you can do your work on paper and submit .jpgs, .pngs., or .pdfs.
124 + 355 = ?
# 8
Read the following article, which is also attached in the CourseDen. Although this article is somewhat old and based on the authors’ work with a team of sixth grade teachers, this is still one of the most relevant pieces written on practice in mathematics instruction at all grade levels. For this question, write a reflection that addresses the following 3 aspects of the article: (1) the 4 levels of cognitive demand; (2) the case studies of Theresa Bradford, Ron Castleman, and their colleagues at Ridgeway; and (3) the authors’ table that lists factors that support the maintenance or decline of tasks in the classroom. Your reflection will be graded based on how thoughtful and thorough you are in discussing those 3 aspects of the article. You may add a slide and attach the reflection directly into the powerpoint, or attach as a separate document in the dropbox for the midterm assessment.
Stein, M. K., & Smith, M. S. (1998). Mathematical tasks as a framework for reflection: From research to practice. Mathematics Teaching in the Middle School, 3(4), 268-275.
