AZ Math Quiz CH 5&6

Which of the following does NOT apply to Formative Assessments?

• Identification of where the learner is, their goal, and paths to reach their goal.

• Tools that check the status of students' development.

• A single score of overall progress.

• Is like a streaming video.

Answer explanation

C. This is because summative assessments are cumulative, where as all other answers define parts within a formative assessment.

Choose the correct pairing.

• Observation: Allows students to demonstrate understanding.

• Performance Task: Blending of observation and questions.

• Investigation: Allowance of students to make mistakes, but to look for understanding on how they process.

• Observation: Use of anecdotal notes or look-for-tools to assess students' understanding.

Answer explanation

D. The answers are purposefully mingled, and I used my own brain error as a personal reminder that "Investigation," is not a part of the three methods, but it is rather, "Interviews."

A rubric used to identify broad categories and can be used for multiple assignments.

Answer explanation

A generic rubric is used for broad categories of performance, and can be used for multiple assignments. This is in comparison to a task-specific rubric, which uses performance indicators to describe what students' work should look like at each level.

Select all true statements about how tests or self-assessment can enhance learning.

• Both self-assessment and peer-assessment are valuable for student learning.

• Tests should attend to the five mathematical principles; conjecture, collaboration, communication, chaos, and celebration.

• Well constructed tests will yield more information than just correct or incorrect answers.

• Pressures behind content and testing goes beyond the classroom.

Answer explanation

All answers are correct. Based on Learning Objectives 5.4 and 5.5.

Which are NOT beneficial ways to shape instruction?

• Showing counter-examples.

• Use of same materials and prompts.

• Moving on without all students understanding.

• Teachers should use evidence gathered via assessment to create content.

Answer explanation

B and C. Teachers should use various methods to teach content, and should not be moving on abruptly without students having a full understanding.

Personal Question: How do you know when to move on? Where I currently am, when teaching 6th grade some students are still on a 3rd grade level, how do you balance this?

How can teachers work toward equitable math instruction? Select all that apply.

• Focus on different strengths students bring to their learning.

• Do not teach ELL or ENL students content that may be too difficult.

• Instruction should focus on the big ideas, with a focus on conceptual understanding and procedural fluency.

• Attending to a students math identity has a powerful impact on teachers development of equitable instruction.

Answer explanation

A, C and D. B is incorrect, because that idea suggests those students are incapable. Teachers should strive to set aside one-on-one time to work with students who may need further assistance, in any manner.

Please state the definition, followed by tiers of the Multi-Tiered System of Support.

Answer explanation

Looking for key idea

Definition: A systematic process for achieving higher levels of performance for all students.

Tier One: Foundation/ Core; Represents core instruction given to all students.

Tier Two: Students who did not exceed Tier One may have minor interventions, these may fade over time as needed.

Tier Three: Further intensive instruction for struggling students.

Identify three ways to help struggling students, or those with special needs in math, be successful.

Answer explanation

First: attention to "special needs in math," to align with the idea that students may not have special needs in every content area.

1. Systematic, teacher-led instruction on specific strategies and skills. Used to build on previous content learned.

3. Use of multiple representations (symbolic, abstract, etc.)

Explicit attention to mathematic vocabulary. This helps create clear understanding between teacher and student with consistency.

Structured environment- eliminate confusion, focus attention.

Identify and remove barriers- use friendly numbers, adjust visual displays.

Provide clarity- clarify, emphasize, adapt delivery modes, provide examples AND non-examples.

encourage self-assessment/ evaluation

In what ways can you promote inclusivity in math for ELL and ENL students. Select all that apply.

• Teach them the English definitions only, so they understand in class.

• Use of classroom vignette while teaching.

• Create an anchor chart to help explain symbols and what they mean, using relevant languages.

• Do not allow different procedures when problem solving.

Answer explanation

B and C. Teachers should encourage their students in their natural language, while also promoting explicit instruction in math vocabulary. Teachers should also understand that symbols with specific meaning may not mean the same to multilingual students, and should work to help clarify meaning.

Some students who seem to be daydreaming or not paying attention in class may actually be beyond the average concepts, and in fact bored with the content at hand.

• True

• False

Answer explanation

Students who are gifted or talented may already be comfortable with content, and become bored and unfocused in the classroom setting.