My kids can : making math accessible to all learners, K–5
Assessing Through Talk During our remaining time of this small-group meeting, I wanted the students to consistently connect thei ...
strategy or story with more consistency. I asked them to jot down their own story for comparing fractions and let them know that ...
PETE: The pizzas don’t get smaller, the pieces do. TARA: Yeah, remember they get skinnier and skinnier and the more people, the ...
grids so that they could easily maintain equal-size wholes and see the equal pieces. The students worked in pairs to construct t ...
participate in our small-group discussions and listen to each others’ ideas contribute ideas to our large-group discussions wit ...
9 After One Number Is the Next! Assessing a Student’s Knowledge of Counting Maureen McCarty As a first-year teacher, I often fel ...
I observed her countless times standing at her desk rhythmically touching, tapping, or shifting whatever it was she was working ...
tests as the only form of assessment was dangerous in the same way because I was highlighting only her areas of need and then fe ...
representation would support her in explaining her thinking. Our conversation follows. TEACHER: What about 6 and 7? Which is big ...
After finishing her stick of 8, she laid it down next to the stick of 7 and in- dependently made an observation. TAMARA: Almost ...
In Dice Sums, I saw an opportunity to give Tamara access to the objective and more experience with the 1 pattern with just a sl ...
TEACHER: So— TAMARA:[interrupts without looking up from her paper] I want to keep going. As I watched, she repeated each equatio ...
and explained 1 to her classmates in a share or wrap-up one day. Returning to the language “after _ is__” triggers her to the ...
10 Assessing and Developing Early Number Concepts Working with Kristen Anne Marie O’Reilly Although I am an experienced mathemat ...
invitation to participate. I was puzzled about why she wasn’t participating in our math discussions. However, when the mathemati ...
the magic pot (Russell et al. 2008b). When I walked past Kristen, I saw her usual series of tally marks on her paper, along with ...
TEACHER: So could you use the cubes to show that? How would you use the cubes to show that? [Kristen counts 18 cubes.] Then what ...
Next, I asked her to count starting at 76. She counted 76, 77, 78, 79, 30, 31, 32, 33, 34, 35. Then I asked her count from 93. S ...
some success so she could build her confidence. When a child has so many gaps, like Kristen, it can be challenging to find activ ...
Revisiting Counting My assessments of Kristen’s work forced me to revisit what I thought I knew about counting. I began to refin ...
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