# Mathematical Assessment

Demonstration of Advanced Practice Aritz Cardenas Kara Villalobos Cassie McLemore

1. ASSESSMENTS

Assessments K-3 - Cassie
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Selected Response: What number sentence is another way to represent the missing number in the following equation: 36 ÷ 4 = ________?

________ × 4 = 36  36× 4 = _________  36 + 4 = ________  _______ ÷ 4 = 36
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Scoring Rubric: Responses to this item will receive between 0-2 points based on the following 2 points – The students has a solid understanding by choosing A. 1 point – The student knew that the opposite operation was division but chose B. 0 points – the student chose C or D which are incorrect and demonstrate no understanding.

Assessments 4-7 - Aritz

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Constructive Response: A Best Buy store manager needs to acquire 71 PlayStation 4 video game consoles to his store. If each shipping truck can hold 19 consoles, how many trucks will the manager need to fulfill his order? Show your work Answer: _____________________ trucks.

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Scoring Rubric: Responses to this item will receive between 0-2 points based on the following 2 points – The students demonstrated the knowledge required to solve this problem and showed the process in which this problem was solved. 1 point – The students demonstrated some knowledge but did not solve problem correctly. o points – The student was unable to determine what needed to be done to solve this problem.

Assessment Algebra I - Kara

Extended Response: Design your dream bedroom. Your bedroom cannot have an area larger than 600 square feet. Draw a schematic of the room on the graph paper provided at a 1ft to 2 square ratio and and include at features such as a door (4 ft) a bed (4ft X 6 ft) a window (3ft) and at least four other items of your choosing at the same conversion rate. Explain how you determined the size of your bedroom. What additional features did you choose and why? How did you determine their size for the schematic? Scoring Rubric: Responses to this item will receive between 0-2 points based on the following 3 points – Student demonstrated the knowledge to solve the problem and were able to draw a properly proportioned schematic with all required items. They also were able to explain their thinking and describe their additional features. 2 points – Student demonstrated the knowledge to solve the problem and were able to draw a properly proportioned schematic with all required items, but were unable to explain their thinking and describe their additional features. 1 point – Student attempted to solve problem, but schematic was not properly proportioned and explanation was not present.

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Assessment Reflection
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Cassie K-3 Aritz 4-7 Kara Algebra I

2. Implementations

Implementation K-3 - Cassie
Teaching addition and subtraction review for assessment  Manipulative  Word choice  Error Analysis
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Reflection

Implementation 4-7 - Aritz

Lesson review on Inequalities for an assessment.

http://imathworksheets.com/algebraworksheets/solving-inequalitiesworksheet-1.pdf
Reflection

Implementation Algebra I Kara

Lesson on graph analysis

Reflection

3. Comprehensive School Mathematics Plan

Comparing Numbers
◦ Cassie – K-3 ◦ Aritz – 4-7 ◦ Kara - Algebra I

Comparing Numbers K-3

Place Values
◦ Important to build the foundation in all grade levels.
 Reasoning abstractly and quantitatively.  Using manipulates to show the value in the tens spot is not just a 1, 2, 3 but a 10, 20, or 30.  Using sentence frames for correct phrasing/wording.
 I have _____ tens and ______ ones.  Who has _____ tens and ______ ones.

 Critique the reasoning of others.  Discussion questioning Wrap-up (whole class).

Comparing Number 4-7
4th and 5th grade comparing numbers ties in what students should have learned in the 1st and 2nd grades  In those grades, students learned to compare place value by comparing numbers with numbers; also explore money concepts  in 4th grade, students learn about place value with addition & subtraction  In 5th, students compare place values with decimals.

Comparing Numbers Algebra I
Two walking to school Twostudents cars racing one red car one green car

School Distance Per Hour Miles form

Timein inMinutes Seconds Time

Comparing Numbers Algebra I
Two students walking to school
What is this point?

Distance form School

Ris e Run

Time in Minutes