Introduction 15required in CCSS-driven assessments such as the assessments
developed by Partnership for Assessment of Readiness for
College and Career (PARCC) and Smarter Balanced Assessment
Consortium (SBAC). While building familiarity with format
can help students improve results, it is the rigor and required
critical thinking that are the most important aspects of this new
problem solving component. This rigorous problem solving
component uses Bloom’s (1956) levels of cognitive demand,
which direct the type of thinking in conjunction with Webb’s
(2002) Depth of Knowledge (DOK) levels which target the
actual task. While recall and reproduction (DOK level 1) are
included, the majority of the problem solving is aimed at
reaching Skill and Concept (DOK level 2), Strategic Thinking
(DOK level 3), and Extended Reasoning/Thinking (DOK
level 4). The problems are also directly linked to the CCSS
for Mathematical Practice. Each problem has two versions of
the same content at the same level. The two versions can be
used to gather pre and post data. Or the fi rst version can be
utilized instructionally with the intervention teacher and the
second version tackled by each student independently. Student
progress can be monitored with the problem solving and the
progress monitoring tool.
This math intervention book is a tool for educators. The
book includes addition and subtraction through multifaceted
number concepts designed for third through fi fth grade
students. The companion book Math Intervention: Building
Number Power with Formative Assessments, Differentiation, and
Games (Grades PreK–2) includes early number concepts through
addition and subtraction concepts. It is necessary to include
addition and subtraction concepts in both books because these
ideas are critical to both grade level bands. There may even be