enVisionmath2.0 assessment items in TestNav use content …assets.pearsonglobalschools.com/asset_mgr/pending/enVision2Assess… · A quarter? [1 4] Analyze Student Work. Jack uses

FOR

enVisionmath2.0 assessment items in TestNav™ use content and formats that help prepare students

for Next Generation Common Core assessments.

Students have the opportunity to work with multi-step and multi-part items involving selected-response, constructed-response, and technology features such as drag and drop, drop-down menus, graphing, and various on-screen tools.

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 4

Performance Assessment

Topic 4Performance Assessment

Name

School OlympicsSome fourth-grade students log their exercise activity after school. The Activity Log table shows the daily minutes of activity for each of four students. Leah and Jules skate for exercise and Robert and Apollo run for exercise.

Skating burns an average of 14 calories for each minute of exercise.

Running burns an average of 18 calories for each minute of exercise.

1. Estimate the total number of calories the four students burn for 1 day of activity. Show your work.

2. Leah and Jules want to know exactly how many calories they burn per day.

Part AUse an area model and partial products to find the number of calories Leah burns per day.

Activity Log

Student Minutesper Day

Leah 45Robert 17Jules 36Apollo 24

1 of 2

MTH16_ANC04_CC2_T04_PA.indd Page 41 10/21/14 1:07 PM s-w-018 /147/PE01513_ENG_TRM/MATH/NA/TRM/2013/G4/XXXXXXXXXX/Layout/Interior_Files/Topic_0 ...

Common Core Assessment Practice is included in core lesson practice as well as in Homework and Practice. Math Practices and Problem Solving lessons provide practice with the kind of questions that appear in the Next Generation Performance assessments.

enVisionmath2.0 offers the most important key to success on assessments: daily core instruction that has the same rigor as the assessments. The core instructional model builds the depth of understanding, fluency and proficiency with math practices needed for success on high-stakes assessment.

Assessment Guide Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. X2

ASSESSMENT GUIDEWHY AND WHEN TO ASSESS


10–15 min

Solve

Digital Resources at PearsonRealize.com

Name

I can …

Lesson 9-1Model Addition of Fractions

Look Back! MP.5 Use Appropriate Tools Kyle says 18 + 1

8 + 18 = 3

8. Jillian says 18 + 18 + 1

8 = 324. Use fraction strips

to decide who is correct.

You can use appropriate tools. You can

use drawings, area models, or fraction strips to solve this problem. Show your work in

the space below!

Content Standard 4.NF.B.3a Mathematical Practices MP.1, MP.2, MP.3, MP.4, MP.5

use tools such as fraction strips or area models to add fractions.

Kyle and Jillian are working on a sports banner. They painted 38 of the banner green and 48 purple. How much of the banner have they painted? Solve this problem any way you choose.

Sample answer: Using fraction strips, 18 + 18 + 1

8 = 38.

Kyle is correct.

See margin for sample student work.

18

18

118

465Topic 9 Lesson 9-1

MTH16_SE04_CC2_T09_L01_VLB.indd Page 465 13/06/14 9:46 PM sw-094 /132/PE01513_SE/ENVISION_MATH_ENGLISH/NA/SE/2013/G4/XXXXXXXXXX/Layout/Interior_Fi ...

Jack’s Work Conner’s Work

STEP

1 PearsonRealize.com

Solve

COHERENCE: Engage learners by connecting prior knowledge to new ideas.Students model addition of fractions with like denominators by using appropriate tools and models, including fraction strips, drawings, and number lines.

DEVELOP: PROBLEM-BASED LEARNING

BEFORE

1. Pose the Solve-and-Share ProblemMP.5 Use Appropriate Tools Strategically Listen and look for students who connect the fraction strips (or Teaching Tool 13) to combining the parts of the banner.

2. Build UnderstandingWhat information are you given? [Kyle and Jillian painted 38 of the banner green and 48 of the banner purple.] What are you asked to do? [Determine how much of the banner Kyle and Jillian have painted.]

DURING

3. Ask Guiding Questions As NeededHow can you represent the whole banner that Kyle and Jillian are painting? [I can use the 1 fraction strip, or 1 whole.] Do you need to combine or separate the parts of the banner? [Combine] What operation should you use to find the amount of the banner that Kyle and Jillian painted so far? [Addition]

AFTER

4. Share and Discuss SolutionsStart with students’ solutions. If needed, project Jack’s work to discuss how to use fraction strips and an equation.

5. Transition to the Visual Learning BridgeFraction strips can be used to model how to find the sum of two fractions with like denominators by combining parts of the whole.When adding fractions with like denominators, the numerators are added without changing the denominator.

6. Extension for Early FinishersWhat fraction of a dollar is a penny? [ 1

100] A dime? [ 110]

A quarter? [14]

Analyze Student Work

Jack uses fraction strips and writes an equation. Conner draws an area model to represent the addition.

Solve

Whole Class

Whole Class

Small Group

465

MTH16_TE04_CC2_T09_L01.indd Page 466 30/06/14 9:27 PM sw-094 /113/PE01513_PS/MATH_2016/NA/ANCILLARY/Product_Sampler/Product_Sampler_3_6/Layout ...

20–30 min

18

18

18

1

18

18

18

© Pearson Education, Inc. 4

Common Core Assessment

17. Number Sense Using three different numerators, write an equation in which three fractions, when added, have a sum of 1.

20. What addition problem is shown by the fraction strips below?

19. A bakery sells about 9 dozen bagels per day. About how many bagels does the bakery sell in a typical week? Explain.

18. MP.4 Model with Math A rope is divided into 8 equal parts. Draw a picture to show 18 + 3

8 = 48.

21. Higher Order Thinking Terry ran 110 of

the distance from school to home. He walked 3

10 more of the distance and then

skipped 210 more of the distance. What

fraction of the distance home does Terry still have to go?

22. Jackson said, “I am thinking of two fractions that when added have a sum of one.” Which fractions could Jackson have been thinking about?

� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48

23. Lindsay has 5 red hats, 2 blue hats, and 3 black hats. Which statement is true?

� 810 of the hats are either red or black.




Look back to see if you answered the question that

was asked.

There are 12 bagels in one dozen.

Sample answer: 16 + 26 + 3

6 = 66

About 756 bagels; Sample answer: 12 × 9 = 108; 108 × 7 = 756

Check students’ drawings.

38 + 3

8 = 68

Sample answer: 410 of the distance

468 Topic 9 Lesson 9-1

MTH16_SE04_CC2_T09_L01.indd 468 13/05/14 5:16 PM

*Tools AssessmentPractice

Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13

Do You Understand? Do You Know How?

Name

*For another example, see Set A on page 533.

1. MP.2 Reasoning In the problem on the previous page, why aren’t the purple 1

10 strips the same length as the red strip?

2. What two fractions are being added below? What is the sum?

For 3–4, find each sum.

Leveled Practice For 5–16, find each sum. Use fraction strips or other tools.

3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12

Sample answer: The red strip represents 10

10, or all of the canoes. The purple 1

10 strips represent the 7 silver and brown canoes or 7

10.

Sample answers given.

28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35


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PearsonRealize.com

ToolsPractice Buddy

Assessment

QUICK CHECKCheck mark indicates items for prescribing differentiation on the next page.Items 14 and 22 are worth 1 point. Item 21 is worth up to 3 points.

Error Intervention: Item 2If students have difficulty writing the fractions,then remind them of their work with fractions in Grade 3. Two copies of 18 is 28. Three copies of 18 is 38.

11 Reteaching Assign Reteaching Set A on p. 533.

Multi-Step Problems Page 468 Items 19 and 21

Item 17 Number Sense The easiest solution is to choose three different numbers for the numerators, and use their sum as the denominator.

Item 18 MP.4 Model with Math Students can represent the situation with a picture of the divided rope or with fraction strips.

Item 20 Students should recognize that 3 of the unit fraction 18 are joining another 3 of the unit fraction 18 to get 6 of the unit fraction 18 or 68.

Item 21 Higher Order Thinking To find the solution to this two-step question, students need to determine which operations to use. What is the hidden question you need to answer to be able to solve the problem? [Find the sum of 1

10 + 310 + 2

10] How do you find the

distance Terry still has to go? [Subtract : 1010 - 6

10 = 410]

467–468

MTH16_TE04_CC2_T09_L01.indd Page 467 28/06/14 9:01 AM s-w-100 ~/Desktop/28:06

TYPE OF ASSESSMENT

WHY AND WHEN TO USE THIS ASSESSMENT

INSTRUCTIONAL OUTCOMES INFORMED BY ASSESSMENT RESULTS

Diagnostic Assessment

Why: Diagnose students’ readiness for learning by assessing prerequisite content

When: Before instruction

• Develop individual study plans.

• Make grouping decisions.

• Prescribe specific activities to fill gaps in understanding of prerequisite content.

Formative Assessment

Why: Monitor students’ progress on learning content

When: During daily lessons

• Prescribe specific remediation or enrichment activities on the content.

• Provide alternative instruction (reteach).

• Alter the pace of instruction.

• Adjust the instructional plan for a topic.

Summative Assessment

Why: Measure students’ learning of the content

When: After a group of lessons

• Provide specific remediation activities on the content.

It’s important to know why and when to use a particular type of assessment and then make decisions about instructional outcomes that are informed by the assessment results. See the chart below and the list of resources on page 3.

enVisionmath2.0 offers the most important key to success on end-of-year assessments: daily core instruction that has the same rigor as the assessments. A hallmark of the program is the formative assessment integrated into core instruction through high-cognitive-level, question-driven classroom conversations.

“enVisionmath2.0 offers the most important key to success on end-of-year assessments: daily core instruction that has the same rigor as the assessments.

ENVISIONMATH2.0 RESOURCESDiagnostic Assessment

At the start of the YEAR

A Placement Test Online

G Placement Test Masters

At the start of a TOPIC

H Diagnostic Test Masters

E Review What You Know


During a LESSON

B Questions in the Visual Learning Animation Plus

F Question to use with the Visual Learning Bridge

E Do You Understand? Show Me! (Grades 1–2)

E Convince Me! (Grades 3–6)

F Do You Understand? Show Me! (Grade K)

E Guided Practice

At the end of a LESSON

F Quick Check

A Quick Check Online


At the end of a TOPIC

E Topic Assessment

G Topic Assessment Masters

A Topic Assessment Online

D Topic Assessment by ExamView® CD-ROM

E Topic Performance Assessment

G Topic Performance Assessment Masters

C Fluency Assessment by Practice Buddy Online

D Fluency Assessment by ExamView® CD-ROM

I Fluency Practice/Assessment Masters

G Basic-Facts Timed Test Masters (Grades 1–6)

After a group of TOPICS

A Cumulative/Benchmark Assessment Online

G Cumulative/Benchmark Assessment Masters

A G 3/4-Year Practice Performance Tasks (Grades 3–6)

At the end of the YEAR

A End-of-Year Assessment Online

G End-of-Year Assessment Masters

A G Next Generation Assessment Practice Test (Grades 3–6)

KEY

A Online Assessment D ExamView® CD-ROM G Assessment Sourcebook

B Visual Learning Animation Plus E Student’s Edition, eText, ACTIVe-book H Math Diagnosis and Intervention System 2.0

C Practice Buddy Online (Grades 3–6) F Teacher’s Edition, eText I Teacher’s Resource Masters




10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY




ASSESSMENT GUIDECONTENTS

10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468



Clear and purposeful assessment is at the heart of effective instruction. This Assessment Guide offers general information about assessment as well as specific information about assessment resources in enVisionmath2.0. The Assessment Guide is divided into these parts.

Page

2 Why and When to Assess

4 What to Assess

6 How to Assess

8 Assessment Data

9 Assessment Practice

ASSESSMENT GUIDECONTENTS

10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468



Clear and purposeful assessment is at the heart of effective instruction. This Assessment Guide offers general information about assessment as well as specific information about assessment resources in enVisionmath2.0. The Assessment Guide is divided into these parts.

Page

2 Why and When to Assess

4 What to Assess

6 How to Assess

8 Assessment Data

9 Assessment Practice




10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY







10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY







10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY







10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY







10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY







10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

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6 = 66



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Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY







10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



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Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY







10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



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Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY




Online Assessment in TestNav™




10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



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Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY







10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY







10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY





ASSESSMENT GUIDEWHAT TO ASSESS


10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


COGNITIVE RIGOR MATRIX FOR MATHEMATICS

TYPE OF THINKING

Depth of Knowledge (DOK)DOK LEVEL 1

Recall and Reproduction

DOK LEVEL 2

Basic Skills and Concepts

DOK LEVEL 3

Strategic Thinking and Reasoning

DOK LEVEL 4

Extended Thinking

Remember • Recall conversions, terms, facts

Understand • Evaluate an expression

• Locate points on a grid or number on number line

• Solve a one-step problem

• Represent math relationships in words, pictures of symbols

• Specify, explain relationships

• Make basic inferences or logical predictions from data/observations

• Use models/diagrams to explain concepts

• Make and explain estimates

• Use concepts to solve non-routine problems

• Use supporting evidence to justify conjectures, generalize, or connnect ideas

• Explain reasoning when more than one response is possible

• Relate mathematical concepts to other content areas, other domains

• Develop generalization of the results obtained and the strategies used and apply them to new problem situations

Apply • Follow simple procedures

• Calculate, measure, apply a rule (e.g., rounding)

• Apply algorithm or formula

• Solve linear equations

• Make conversions

• Select a procedure and perform it

• Solve routine problem applying multiple concepts or decision points

• Retrieve information to solve a problem

• Translate between representations

• Design investigation for a specific purpose or research question

• Use reasoning, planning, and supporting evidence

• Translate between problem and symbolic notation when not a direct translation

• Initiate, design, and conduct a project that specifies a problem, identifies solution paths, solves the problem, and reports results

Analyze • Retrieve information from a table or graph to answer a question

• Identify a pattern/trend

• Categorize data, figures

• Organize, order data• Select appropriate

graph and organize and display data

• Interpret data from a simple graph

• Extend a pattern

• Compare information within or across data sets or texts

• Analyze and draw conclusions from data, citing evidence

• Generalize a pattern• Interpret data from

complex graph

• Analyze multiple sources of evidence or data sets

Evaluate • Cite evidence and develop a logical argument

• Compare/contrast solution methods

• Verify reasonableness

• Apply understanding in a novel way, provide argument or justification for the new application

Create • Brainstrom ideas, concepts, problems, or perspectives related to a topic or concept

• Generate conjectures or hypotheses based on observations or prior knowledge and experience

• Develop an alternative solution

• Synthesize information within one data set

• Synthesize information across multiple sources or data sets

• Design a model to inform and solve a practical or abstract situation

Developed by Hess, Carlock, Jones, & Walkup (2009) and adopted by the Smarter Balance Assessment Consortium. Integrates Webb’s Depth-of-Knowledge Levels with a modified Bloom’s Taxonomy of Educational Objectives shown in the first column.

WHAT TO ASSESS ENVISIONMATH2.0 RESOURCES

Math Content

Standards for Mathematical Content including:

• Conceptual understanding

• Procedural skill and fluency

• Applications

• Item Analysis charts for assessments cite content standards for each item on an assessment.


Part C

How many cups of water did Team 3 carry? Use the number line to show the sum.

Part D

Which team carried the most water?

2. Team 1 wanted to know how they did compared to Team 2.

Part A

Draw bar diagrams and write equations to show how to solve the problem.

Part B

How much more water did Team 2 carry than Team 1? Explain how to solve the problem using your equations from Part A. Show your work.

Team 2

Sample answer: c = 68 + 7

8

Team 2 carried 78 cup more; c = 68 + 7

8;

c = 158 cups

m = 248 − 15

8; m = 78 cup

1 point

2 points

2 points

2 points

248 = 112

8

− 158 = 1

5878

Sample answer: m = 248 − 15

8

0 321 681 3

82

58

238 cups

c cups Team 1 carried

68 cups 7

8 cups 58 cups1

48 cups2

m


68 cups 7

8 cups 58 cups1

48 cups2

m

538 Topic 9 Performance Assessment

MTH16_SE04_CC2_T09_PA.indd 538 12/05/14 10:57 AM

DATA

Water Race Teams

Team Members

1 Jay and Victor

2 Abbie and Shawn

3 Suki and Kira

DATA

Water Race Results

Student Cups of Water

Abbie 58

Jay 68

Kira 58

Shawn 178

Suki 168

Victor 78

Name


TOPIC

9Water RaceIn one of the games at the class picnic, students balanced containers filled with water on their heads. The goal was to carry the most water to the finish line. The teams are listed in the Water Race Teams table. The amount of water each student carried is listed in the Water-Race Results table.

1. Mia will hand out the prize to the winning team.

Part A

Did Team 1 carry more or less than 2 cups of water? Tell how you estimated.

Part B

How many cups of water did Team 2 carry? Use fraction strips to show the sum.

248 cups

18

18

18

18

18

18

18

118

18

18

18

18

Less; Sample answer: 68 + 78

is less than 2 since 68 * 1 and 78 * 1.

2 points

2 points

58

1128 = 24

8

+ 178

537Topic 9 Performance Assessment

MTH16_SE04_CC2_T09_PA.indd 537 12/05/14 12:16 PM

TOPIC

9

Scoring Guide

Item Points Topic Performance Assessment in the Student’s Edition

1A 2 1

Correct estimate and explanationCorrect estimate or explanation

1B 2 1

Correct fraction strips model and answerCorrect fraction strips model or answer

1C 2 1

Correct number line and answerCorrect number line or answer

1D 1 Correct answer

2A 2 1

Correct bar diagrams and correct equationsPartially correct bar diagrams and equations

2B 2 1

Correct answer and explanationCorrect answer or explanation

TOPIc PERfORMANcE ASSESSMENTUNDERSTAND ADDITION AND SUBTRACTION OF FRACTIONS

Item Analysis for Diagnosis and Intervention

Item Standard DOK MDIS

1A 4.NF.B.3a 2 H38

1B 4.NF.B.3c, 4.NF.B.3d, MP.4

3 H45

1C 4.NF.B.3c, 4.NF.B.3d, MP.4

3 H45

1D 4.NF.A.2, MP.2 1 H21

2A 4.NF.B.3d, MP.4 4 H38, H46

2B 4.NF.B.3a, 4.NF.B.3c, MP.4

4 H38, H46

537–538 Topic 9

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Math Processes

Standards for Mathematical Practice

• Math Practices Proficiency Rubrics in the Math Practices and Problem Solving Handbook identify behaviors to listen and look for as a way to monitor students’ ongoing proficiency with Math Practices.

• Item Analysis charts cite Math Practices under “Standard”.

• Performance Assessments engage Math Practices and ask students to explain their thinking.

MP

PearsonRealize.com

3. Assess MP.4

MP.4 Behaviors

Listen and look for the following behaviors to monitor your students’ ongoing development of proficiency with MP.4.

Identifies the correct prior knowledge that needs to be applied to solve a problem

Identifies the hidden question(s) in multiple-step problems

Uses numbers, symbols, and words to solve problems

Identifies the operation(s) needed to solve a problem

Uses estimation as appropriate

Use the list of MP.4 behaviors above and the following rubric to evaluate a student’s overall proficiency with MP.4.

Math Practices Proficiency Rubric

4 Exemplary The student exhibits all of the behaviors.

3 Proficient The student exhibits most of the behaviors.

2 Emerging The student exhibits about half of the behaviors.

1 Needs Improvement The student exhibits less than half of the behaviors.

2. Connect MP.4

Connect MP.4 to Content

To see the many places MP.4 is connected to content standards within lessons, look for “MP.4” in red type.

Also see “Connecting Math Practices to Content Standards” in the Teacher’s Edition, pages 1F, 43F, 325F, 365F, 407F, 461F, 587F, 623F, 671F, 729F, 765F, and 815F.

Below is an example of how students could use the math they know to create a bar diagram that represents the relationship between quantities in a problem involving multi-digit multiplication.

The Northside Theater is selling 1,088 tickets for each Cosmic Echoes Concert. If they sold all the tickets for 5 concerts, how many tickets did they sell?

5 × 1,088 = nn = 5,440

They sold 5,440 tickets.

Connect MP.4 to Other Math Practices

Deep understanding of mathematics as well as success with problem solving call for engaging a combination of math practices. The following examples illustrate connections between MP.4 and other math practices.

•MP.2 Reason Abstractly When students model with math, they apply the math the have learned to a new problem. By reasoning abstractly, they can decontextualize how they used math in another situation and connect it to the current situation.

•MP.5 Use Appropriate Tools Strategically When students model with math, various tools help them represent the math they know to solve a problem. Students can use tools such as grid paper, blank bar diagrams, or blank number lines to create a representation of the math in a problem.

1,088 1,088 1,088 1,088 1,088

n tickets sold

F24A

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MP

45 feet

t t t t t t t t t

MP.4 Model with mathematics.

Josie has a piece of twine that is 45 feet long. She wants to use the twine to tie up plants in her garden. If Josie cuts the twine into 9 equal pieces, how long is each piece?

Good math thinkers choose and apply math they

know to show and solve problems from everyday life.

45 ÷ 9 = t

Each piece of twine is 5 feet long.

I can use what I know about division to solve this problem. I can draw a

picture to help.

Thinking Habits Be a good thinker! These questions can help you.

• HowcanIusemathIknowtohelpsolvethisproblem?

• HowcanIusepictures,objects,oranequationtorepresenttheproblem?

• HowcanIusenumbers,words,andsymbolstosolvetheproblem?

F24 Math Practices and Problem Solving Handbook © Pearson Education, Inc. 4

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•MP

Math Practices Animations An animation for each math practice is available at PearsonRealize.com. You might want to play the MP.4 animation as you use page F24 and at other times throughout the year as needed.

•Math Practices Posters A poster for each math practice is available to display in your classroom. You might want to display the MP.4 poster after playing the MP.4 animation.

•Math Practices and Problem Solving Lessons Lessons 3-10, 9-11, and 10-6 focus on MP.4.

1. Develop MP.4

What MP.4 Means

Discuss what Marta is saying at the top of page F24. The key element of MP4 is identifying and applying previously learned concepts and procedures to solve a problem.

Sample Use of MP.4

Have students review the problem statement, Alex’s plan, and Alex’s work. Discuss answers to these questions:

•What math does Alex use as he works on this problem? [He uses division to represent the situation.]

•What does the drawing show? [A length of 45 divided into 9 equal lengths]

•Why is division the operation needed? [When you want to know the size of each equal group or equal portion, you divide.]

Thinking Habits for MP.4

•Which of the Thinking Habits questions were helpful to Alex? [Sample response: All of the questions were helpful. Alex used his knowledge of division, as well as a picture, an equation, numbers, and symbols.]

MATh PRAcTIcES AND PROBLEM SOLvING hANDBOOk

MP.4 MODEL WITH MATHEMATICS

F24 Math Practices and Problem Solving Handbook

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MATH PRACTICES AND PROBLEM SOLVING HANDBOOK

A great resource to help students engage math practices and become good problem solvers!

Math Practices and Problem Solving Handbook

This handbook at the front of the Student’s Edition has two parts:

•Math Practices This part provides a page for each math practice as a resource for students and teachers to use throughout the year when discussing math practices.

•Problem Solving This part provides resources for students and teachers that facilitate problem solving experiences on a daily basis.

Math Practices

•Math Practices Student Pages provide:

- A clarifying statement about what good math thinkers do when they engage the math practice.

- A sample problem that lends itself to engaging the math practice.

- Thinking Habits questions that help students engage the math practice when solving problems.

•Math Practices Teacher Pages include:

- Develop the math practice, which discusses how to use the student page.

- Connect the math practice, which discusses connecting the math practice to content standards and to other math practices.

- Assess the math practice, which lists behaviors related to the math practice and gives a scoring rubric for evaluating students’ proficiency with the math practice.

Also listed are other resources, such as Math Practices Posters and Math Practices Animations.

MP

54

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Cognitive Complexity

Depth of Knowledge (DOK) See page 5.

• Item Analysis charts include a “DOK” column that identifies a DOK level for each item.

It’s important to clarify all aspects of what to assess in the curriculum. enVisionmath2.0 assesses all aspects of the Common Core Standards. This means assessing all aspects of the Standards for Mathematical Content, assessing proficiency with all the Standards for Mathematical Practice, and providing assessments that reflect the levels of cognitive complexity embedded in the standards.

“enVisionmath2.0 assesses all aspects of the Common Core Standards.




10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY







10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY







10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY





ASSESSMENT GUIDEWHAT TO ASSESS


10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


COGNITIVE RIGOR MATRIX FOR MATHEMATICS

TYPE OF THINKING

Depth of Knowledge (DOK)DOK LEVEL 1

Recall and Reproduction

DOK LEVEL 2

Basic Skills and Concepts

DOK LEVEL 3

Strategic Thinking and Reasoning

DOK LEVEL 4

Extended Thinking

Remember • Recall conversions, terms, facts

Understand • Evaluate an expression

• Locate points on a grid or number on number line

• Solve a one-step problem

• Represent math relationships in words, pictures of symbols

• Specify, explain relationships

• Make basic inferences or logical predictions from data/observations

• Use models/diagrams to explain concepts

• Make and explain estimates

• Use concepts to solve non-routine problems

• Use supporting evidence to justify conjectures, generalize, or connnect ideas

• Explain reasoning when more than one response is possible

• Relate mathematical concepts to other content areas, other domains

• Develop generalization of the results obtained and the strategies used and apply them to new problem situations

Apply • Follow simple procedures

• Calculate, measure, apply a rule (e.g., rounding)

• Apply algorithm or formula

• Solve linear equations

• Make conversions

• Select a procedure and perform it

• Solve routine problem applying multiple concepts or decision points

• Retrieve information to solve a problem

• Translate between representations

• Design investigation for a specific purpose or research question

• Use reasoning, planning, and supporting evidence

• Translate between problem and symbolic notation when not a direct translation

• Initiate, design, and conduct a project that specifies a problem, identifies solution paths, solves the problem, and reports results

Analyze • Retrieve information from a table or graph to answer a question

• Identify a pattern/trend

• Categorize data, figures

• Organize, order data• Select appropriate

graph and organize and display data

• Interpret data from a simple graph

• Extend a pattern

• Compare information within or across data sets or texts

• Analyze and draw conclusions from data, citing evidence

• Generalize a pattern• Interpret data from

complex graph

• Analyze multiple sources of evidence or data sets

Evaluate • Cite evidence and develop a logical argument

• Compare/contrast solution methods

• Verify reasonableness

• Apply understanding in a novel way, provide argument or justification for the new application

Create • Brainstrom ideas, concepts, problems, or perspectives related to a topic or concept

• Generate conjectures or hypotheses based on observations or prior knowledge and experience

• Develop an alternative solution

• Synthesize information within one data set

• Synthesize information across multiple sources or data sets

• Design a model to inform and solve a practical or abstract situation

Developed by Hess, Carlock, Jones, & Walkup (2009) and adopted by the Smarter Balance Assessment Consortium. Integrates Webb’s Depth-of-Knowledge Levels with a modified Bloom’s Taxonomy of Educational Objectives shown in the first column.

WHAT TO ASSESS ENVISIONMATH2.0 RESOURCES

Math Content

Standards for Mathematical Content including:

• Conceptual understanding

• Procedural skill and fluency

• Applications

• Item Analysis charts for assessments cite content standards for each item on an assessment.


Part C

How many cups of water did Team 3 carry? Use the number line to show the sum.

Part D

Which team carried the most water?

2. Team 1 wanted to know how they did compared to Team 2.

Part A

Draw bar diagrams and write equations to show how to solve the problem.

Part B

How much more water did Team 2 carry than Team 1? Explain how to solve the problem using your equations from Part A. Show your work.

Team 2

Sample answer: c = 68 + 7

8

Team 2 carried 78 cup more; c = 68 + 7

8;

c = 158 cups

m = 248 − 15

8; m = 78 cup

1 point

2 points

2 points

2 points

248 = 112

8

− 158 = 1

5878

Sample answer: m = 248 − 15

8

0 321 681 3

82

58

238 cups


68 cups 7

8 cups 58 cups1

48 cups2

m


68 cups 7

8 cups 58 cups1

48 cups2

m

538 Topic 9 Performance Assessment

MTH16_SE04_CC2_T09_PA.indd 538 12/05/14 10:57 AM

DATA

Water Race Teams

Team Members

1 Jay and Victor

2 Abbie and Shawn

3 Suki and Kira

DATA

Water Race Results

Student Cups of Water

Abbie 58

Jay 68

Kira 58

Shawn 178

Suki 168

Victor 78

Name


TOPIC

9Water RaceIn one of the games at the class picnic, students balanced containers filled with water on their heads. The goal was to carry the most water to the finish line. The teams are listed in the Water Race Teams table. The amount of water each student carried is listed in the Water-Race Results table.

1. Mia will hand out the prize to the winning team.

Part A

Did Team 1 carry more or less than 2 cups of water? Tell how you estimated.

Part B

How many cups of water did Team 2 carry? Use fraction strips to show the sum.

248 cups

18

18

18

18

18

18

18

118

18

18

18

18

Less; Sample answer: 68 + 78

is less than 2 since 68 * 1 and 78 * 1.

2 points

2 points

58

1128 = 24

8

+ 178

537Topic 9 Performance Assessment

MTH16_SE04_CC2_T09_PA.indd 537 12/05/14 12:16 PM

TOPIC

9

Scoring Guide

Item Points Topic Performance Assessment in the Student’s Edition

1A 2 1

Correct estimate and explanationCorrect estimate or explanation

1B 2 1

Correct fraction strips model and answerCorrect fraction strips model or answer

1C 2 1

Correct number line and answerCorrect number line or answer

1D 1 Correct answer

2A 2 1

Correct bar diagrams and correct equationsPartially correct bar diagrams and equations

2B 2 1

Correct answer and explanationCorrect answer or explanation

TOPIc PERfORMANcE ASSESSMENTUNDERSTAND ADDITION AND SUBTRACTION OF FRACTIONS

Item Analysis for Diagnosis and Intervention

Item Standard DOK MDIS

1A 4.NF.B.3a 2 H38

1B 4.NF.B.3c, 4.NF.B.3d, MP.4

3 H45

1C 4.NF.B.3c, 4.NF.B.3d, MP.4

3 H45

1D 4.NF.A.2, MP.2 1 H21

2A 4.NF.B.3d, MP.4 4 H38, H46

2B 4.NF.B.3a, 4.NF.B.3c, MP.4

4 H38, H46

537–538 Topic 9

MTH16_TE04_CC2_T09_PA.indd Page 538 30/09/14 3:36 PM sw-102 /117/PE01513_PS_R1/Problem_Solving_Math/NA/ANCILLARY/Product_Sampler/Product_Samp ...

Math Processes

Standards for Mathematical Practice

• Math Practices Proficiency Rubrics in the Math Practices and Problem Solving Handbook identify behaviors to listen and look for as a way to monitor students’ ongoing proficiency with Math Practices.

• Item Analysis charts cite Math Practices under “Standard”.

• Performance Assessments engage Math Practices and ask students to explain their thinking.

MP

PearsonRealize.com

3. Assess MP.4

MP.4 Behaviors

Listen and look for the following behaviors to monitor your students’ ongoing development of proficiency with MP.4.

Identifies the correct prior knowledge that needs to be applied to solve a problem

Identifies the hidden question(s) in multiple-step problems

Uses numbers, symbols, and words to solve problems

Identifies the operation(s) needed to solve a problem

Uses estimation as appropriate

Use the list of MP.4 behaviors above and the following rubric to evaluate a student’s overall proficiency with MP.4.

Math Practices Proficiency Rubric

4 Exemplary The student exhibits all of the behaviors.

3 Proficient The student exhibits most of the behaviors.

2 Emerging The student exhibits about half of the behaviors.

1 Needs Improvement The student exhibits less than half of the behaviors.

2. Connect MP.4

Connect MP.4 to Content

To see the many places MP.4 is connected to content standards within lessons, look for “MP.4” in red type.

Also see “Connecting Math Practices to Content Standards” in the Teacher’s Edition, pages 1F, 43F, 325F, 365F, 407F, 461F, 587F, 623F, 671F, 729F, 765F, and 815F.

Below is an example of how students could use the math they know to create a bar diagram that represents the relationship between quantities in a problem involving multi-digit multiplication.

The Northside Theater is selling 1,088 tickets for each Cosmic Echoes Concert. If they sold all the tickets for 5 concerts, how many tickets did they sell?

5 × 1,088 = nn = 5,440

They sold 5,440 tickets.

Connect MP.4 to Other Math Practices

Deep understanding of mathematics as well as success with problem solving call for engaging a combination of math practices. The following examples illustrate connections between MP.4 and other math practices.

•MP.2 Reason Abstractly When students model with math, they apply the math the have learned to a new problem. By reasoning abstractly, they can decontextualize how they used math in another situation and connect it to the current situation.

•MP.5 Use Appropriate Tools Strategically When students model with math, various tools help them represent the math they know to solve a problem. Students can use tools such as grid paper, blank bar diagrams, or blank number lines to create a representation of the math in a problem.

1,088 1,088 1,088 1,088 1,088

n tickets sold

F24A

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MP

45 feet

t t t t t t t t t

MP.4 Model with mathematics.

Josie has a piece of twine that is 45 feet long. She wants to use the twine to tie up plants in her garden. If Josie cuts the twine into 9 equal pieces, how long is each piece?

Good math thinkers choose and apply math they

know to show and solve problems from everyday life.

45 ÷ 9 = t

Each piece of twine is 5 feet long.

I can use what I know about division to solve this problem. I can draw a

picture to help.

Thinking Habits Be a good thinker! These questions can help you.

• HowcanIusemathIknowtohelpsolvethisproblem?

• HowcanIusepictures,objects,oranequationtorepresenttheproblem?

• HowcanIusenumbers,words,andsymbolstosolvetheproblem?

F24 Math Practices and Problem Solving Handbook © Pearson Education, Inc. 4

MTH16_SE04_CC2_FM_MPH_V1.indd Page 24 12/06/14 5:42 PM sw-102 /132/PE01513_SE/ENVISION_MATH_ENGLISH/NA/SE/2013/G4/XXXXXXXXXX/Layout/Interior_Fi ...Other Resources for Developing MP.4 include the following:

•MP

Math Practices Animations An animation for each math practice is available at PearsonRealize.com. You might want to play the MP.4 animation as you use page F24 and at other times throughout the year as needed.

•Math Practices Posters A poster for each math practice is available to display in your classroom. You might want to display the MP.4 poster after playing the MP.4 animation.

•Math Practices and Problem Solving Lessons Lessons 3-10, 9-11, and 10-6 focus on MP.4.

1. Develop MP.4

What MP.4 Means

Discuss what Marta is saying at the top of page F24. The key element of MP4 is identifying and applying previously learned concepts and procedures to solve a problem.

Sample Use of MP.4

Have students review the problem statement, Alex’s plan, and Alex’s work. Discuss answers to these questions:

•What math does Alex use as he works on this problem? [He uses division to represent the situation.]

•What does the drawing show? [A length of 45 divided into 9 equal lengths]

•Why is division the operation needed? [When you want to know the size of each equal group or equal portion, you divide.]

Thinking Habits for MP.4

•Which of the Thinking Habits questions were helpful to Alex? [Sample response: All of the questions were helpful. Alex used his knowledge of division, as well as a picture, an equation, numbers, and symbols.]

MATh PRAcTIcES AND PROBLEM SOLvING hANDBOOk

MP.4 MODEL WITH MATHEMATICS

F24 Math Practices and Problem Solving Handbook

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MATH PRACTICES AND PROBLEM SOLVING HANDBOOK

A great resource to help students engage math practices and become good problem solvers!

Math Practices and Problem Solving Handbook

This handbook at the front of the Student’s Edition has two parts:

•Math Practices This part provides a page for each math practice as a resource for students and teachers to use throughout the year when discussing math practices.

•Problem Solving This part provides resources for students and teachers that facilitate problem solving experiences on a daily basis.

Math Practices

•Math Practices Student Pages provide:

- A clarifying statement about what good math thinkers do when they engage the math practice.

- A sample problem that lends itself to engaging the math practice.

- Thinking Habits questions that help students engage the math practice when solving problems.

•Math Practices Teacher Pages include:

- Develop the math practice, which discusses how to use the student page.

- Connect the math practice, which discusses connecting the math practice to content standards and to other math practices.

- Assess the math practice, which lists behaviors related to the math practice and gives a scoring rubric for evaluating students’ proficiency with the math practice.

Also listed are other resources, such as Math Practices Posters and Math Practices Animations.

MP

54

MTH16_Sampler36_CC2_HB.indd Page 54 6/23/14 11:35 PM s-w-058 /113/PE01513_PS/MATH_2016/NA/ANCILLARY/TEACHER_PROGRAME_OVERVIEW/G3/XXXXXXXXXX/La ...

Cognitive Complexity

Depth of Knowledge (DOK) See page 5.

• Item Analysis charts include a “DOK” column that identifies a DOK level for each item.

It’s important to clarify all aspects of what to assess in the curriculum. enVisionmath2.0 assesses all aspects of the Common Core Standards. This means assessing all aspects of the Standards for Mathematical Content, assessing proficiency with all the Standards for Mathematical Practice, and providing assessments that reflect the levels of cognitive complexity embedded in the standards.

“enVisionmath2.0 assesses all aspects of the Common Core Standards.




10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY







10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY







10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY





ASSESSMENT GUIDEHOW TO ASSESS


10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


HOW TO ASSESS ENVISIONMATH2.0 RESOURCES

Observation Assessment

Walk around and observe as students do work in class. Listen as students reply to questions in class.

• Do You Understand? Show Me! (Grades K–2); Convince Me! (Grades 3–6) is in-class assessment right after instruction to see if students are ready for practice.

• Guided Practice is in-class assessment to see if students are ready for independent practice.

• Independent Practice includes Quick Check items to assess needs for differentiated instruction.

• Guiding questions in the Teacher’s Edition and in the Visual Learning Animation Plus give students a chance to explain their thinking orally in whole class, small group, or individual settings.

Portfolio Assessment

Collect samples of student work.

• Written practice and assessments that show representative samples of student work can be especially helpful during parent-teacher conferences.

Peer Assessment

Have one student check another student’s work.

• Written practice done is class can be an opportunity to have students trade papers and check each other’s work.

• Fluency Practice Activity in each topic in the Student’s Edition is designed to have students compare and discuss solutions.

• Center Games in the On-Level and Advanced Activity Centers are designed to have students compare and discuss solutions.

Self Assessment

Have students evaluate their own progress.

• Self-Assessment Tool is a blackline master Teaching Tool in the Teacher’s Resource Masters. It can be used to have students assess their own understanding of a specific problem, lesson, or topic.

Performance- Based Assessment

Assign tasks that assess complex thinking and ask for explanations.

• Performance Assessments have multi-part items and ask for explanations. Topic Performance Assessments are in the Student’s Edition and Teacher’s Resources Masters; 3/4-Year Practice Performance Tasks are online and in print at Grades 3–6.

Other Paper and Online Assessments

Use various items types in paper and online assessments.

• Item types are described page 7. An item can have multiple parts or multiple responses and can be worth more than 1 point. Scoring guides/rubrics are provided.

ITEM TYPES IN ENVISIONMATH2.0 ASSESSMENTS

Selected Response

Multiple choice: single correct choice

Paper • Bubble in or circle the letter for the correct choice. • Circle a correct response from a list in a box.

Online • Click in a circle near a letter for the correct choice.

• Choose from a drop-down menu to select a response.

Multiple choice: multiple correct choices

Paper • Bubble in or circle the letters by all correct choices.

Online • Click in a box near a letter for every correct choice.

Match Paper • Draw lines between lists of items to show matches. • Write items next to each other to show matches.

Online • Drag and drop to place matching items next to each other.

Order; Categorize Paper • Write items in order; write items in given categories.

Online • Drag and drop to order items or to put them into given cotegories.

Yes/No; True/False

Paper • Circle the correct word for each response.

Online • Click in a box or drag and drop the correct word to indicate each response.

Number Line; Graph Paper • Mark points on a number line or graph.

Online • Click on a number line or graph. • Drag and drop points or values onto a number

line or graph.

Constructed Response

Numbers; Expressions; Equations

Paper • Write numbers/symbols/variables.

Online • Enter numbers/symbols/variables using a computer keyboard.

• Enter numbers/symbols/variables using an on-screen palette.

Graph Paper • Use a pencil to graph.

Online • Use online graphing tools.

Extended Constructed Response

Give explanations or show work

Paper • Write explanations, show computations, draw.

Online • Enter responses using a keyboard and an on-screen palette.

The online Selected Response and Constructed Response items are computer scored. The online Extended Constructed Response items are hand scored.

It’s important to use a range of assessment tools, in order to get a clear picture of what students know and are able to do. enVisionmath2.0 offers a variety of assessment tools that help teachers evaluate student understanding.

Observation assessment in math is especially important for students who struggle with reading and writing or are English language learners.

“enVisionmath2.0 offers in variety of assessment tools that help teachers evaluate student understanding.




10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY







10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY







10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY





ASSESSMENT GUIDEHOW TO ASSESS


10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


HOW TO ASSESS ENVISIONMATH2.0 RESOURCES

Observation Assessment

Walk around and observe as students do work in class. Listen as students reply to questions in class.

• Do You Understand? Show Me! (Grades K–2); Convince Me! (Grades 3–6) is in-class assessment right after instruction to see if students are ready for practice.

• Guided Practice is in-class assessment to see if students are ready for independent practice.

• Independent Practice includes Quick Check items to assess needs for differentiated instruction.

• Guiding questions in the Teacher’s Edition and in the Visual Learning Animation Plus give students a chance to explain their thinking orally in whole class, small group, or individual settings.

Portfolio Assessment

Collect samples of student work.

• Written practice and assessments that show representative samples of student work can be especially helpful during parent-teacher conferences.

Peer Assessment

Have one student check another student’s work.

• Written practice done is class can be an opportunity to have students trade papers and check each other’s work.

• Fluency Practice Activity in each topic in the Student’s Edition is designed to have students compare and discuss solutions.

• Center Games in the On-Level and Advanced Activity Centers are designed to have students compare and discuss solutions.

Self Assessment

Have students evaluate their own progress.

• Self-Assessment Tool is a blackline master Teaching Tool in the Teacher’s Resource Masters. It can be used to have students assess their own understanding of a specific problem, lesson, or topic.

Performance- Based Assessment

Assign tasks that assess complex thinking and ask for explanations.

• Performance Assessments have multi-part items and ask for explanations. Topic Performance Assessments are in the Student’s Edition and Teacher’s Resources Masters; 3/4-Year Practice Performance Tasks are online and in print at Grades 3–6.

Other Paper and Online Assessments

Use various items types in paper and online assessments.

• Item types are described page 7. An item can have multiple parts or multiple responses and can be worth more than 1 point. Scoring guides/rubrics are provided.

ITEM TYPES IN ENVISIONMATH2.0 ASSESSMENTS

Selected Response

Multiple choice: single correct choice

Paper • Bubble in or circle the letter for the correct choice. • Circle a correct response from a list in a box.

Online • Click in a circle near a letter for the correct choice.

• Choose from a drop-down menu to select a response.

Multiple choice: multiple correct choices

Paper • Bubble in or circle the letters by all correct choices.

Online • Click in a box near a letter for every correct choice.

Match Paper • Draw lines between lists of items to show matches. • Write items next to each other to show matches.

Online • Drag and drop to place matching items next to each other.

Order; Categorize Paper • Write items in order; write items in given categories.

Online • Drag and drop to order items or to put them into given cotegories.

Yes/No; True/False

Paper • Circle the correct word for each response.

Online • Click in a box or drag and drop the correct word to indicate each response.

Number Line; Graph Paper • Mark points on a number line or graph.

Online • Click on a number line or graph. • Drag and drop points or values onto a number

line or graph.

Constructed Response

Numbers; Expressions; Equations

Paper • Write numbers/symbols/variables.

Online • Enter numbers/symbols/variables using a computer keyboard.

• Enter numbers/symbols/variables using an on-screen palette.

Graph Paper • Use a pencil to graph.

Online • Use online graphing tools.

Extended Constructed Response

Give explanations or show work

Paper • Write explanations, show computations, draw.

Online • Enter responses using a keyboard and an on-screen palette.

The online Selected Response and Constructed Response items are computer scored. The online Extended Constructed Response items are hand scored.

It’s important to use a range of assessment tools, in order to get a clear picture of what students know and are able to do. enVisionmath2.0 offers a variety of assessment tools that help teachers evaluate student understanding.

Observation assessment in math is especially important for students who struggle with reading and writing or are English language learners.

“enVisionmath2.0 offers in variety of assessment tools that help teachers evaluate student understanding.

Online Assessment in TestNav™




10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY







10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY







10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY





ASSESSMENT GUIDEASSESSMENT DATA


10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


ASSESSMENT DATA

Collecting Assessment Data

• Data from online assessments include a variety of class and individual reports that show results for an item, an assessment, or a group of assessments. Also available are individual and class reports on standards mastery.

All materials available at PearsonRealize.com

Digital

EFFICACY

ASSESSMENT

MATH

PRACTICES

RIGOR

COHERENCE

FOCUS

Assessment Data•Assessment ReportsReportsgeneratedbyonlineassessmentsatPearsonRealize.comincludeindividualandclassviewsoftheassessmentresults.YoucanalsoseereportsonmasteryofCommonCoreStandardsforindividualstudentsandforthewholeclass.

•Using Assessment DataAtPearsonRealize.com,youcaneditstudentinformationandorganizestudentsintogroupsbasedonassessmentdata.

Assessment Practice•Common Core Assessment Practice in LessonsCommonCoreassessmentpracticeisincludedincorelessonpracticeaswellasinHomeworkandPracticeinGrades1–6.MathPracticesandProblemSolvinglessonsinGradesK–6providepracticewiththekindofquestionsthatappearinperformance-basedassessments.

Start Finish

mile38 mile4

8 mile28

miles581

Common Core Performance AssessmentOn Safari Sandra and Ron traveled in a safari car while they were in Tanzania. The diagram shows the distances in miles they traveled from start to finish. How far did Sandra and Ron travel from the leopards to the elephants?

7. MP.2 Reasoning What quantities are given in the problem and what do they mean?

8. MP.1 Make Sense and Persevere What is a good plan for solving the problem?

9. MP.4 Model with Math Draw pictures and write and solve equations to find how far Sandra and Ron travel from the leopards to the elephants.

Zebras Leopards

Elephants

When you model with math, you use a picture, which shows how the quantities in the

problem are related.

528 Topic 9 Lesson 9-11 © Pearson Education, Inc. 4

MTH16_SE04_CC2_T09_L11_MP.indd 528 14/05/14 7:14 PM

•Next Generation Assessment Practice, Grades 3–6 ANextGenerationAssessmentPracticeTest andtwo3/4-YearPracticePerformanceTasksareprovidedonlineandintheAssessmentSourcebook.

37Common Core and enVisionmath2.0

MTH16_TEPO04_CC2_IMPL.indd Page 37 11/03/15 4:25 PM S-015 /121/PE01513_TEPO/MTHc16_CC_2.0_TEPO/NA/Ancillary/MATH/G4/XXXXXXXXXX_G/Layout/Int ...

• Data from other assessments can include more than students’ scores. Look at and discuss students’ work on assessments to gain and then jot down valuable insights into what individual students and the class understand and where they are still struggling.

Using Assessment Data

• Form groups based on assessment data for the purposes of making instructional decisions and assigning differentiated resources.

• Assign differentiation based on assessment data. Differentiation is auto assigned after online Quick Checks, Topic Assessments, and Cumulative/Benchmark Assessments.


Digital

EFFICACY

ASSESSMENT

MATH

PRACTICES

RIGOR

COHERENCE

FOCUS




Start Finish

mile38 mile4

8 mile28

miles581





Zebras Leopards

Elephants








ASSESSMENT PRACTICE IN ENVISIONMATH2.0

Items that Prepare for Performance Assessments

The kind of items on performance assessments are included in:

• Math Practices and Problem Solving lessons in the Student’s Edition that provide items labeled Common Core Performance Assessment.

• Topic Performance Assessments in the Student’s Edition and in the Teacher’s Resource Masters.

• 3/4-Year Practice Performance Tasks (Grades 3–6) in the Assesssment Sourcebook with the same items in the online 3/4-Year Practice Performance Tasks.

Items that Prepare for End-of-Year Assessments

The kind of items on end--of-year assessments are included in:

• Lesson Quick Checks in the Teacher’s Edition (which include Common Core Assessment items at the end of lessons) as well as auto-scored online Quick Checks.

• Topic Assessments in the Student’s Edition and in the Teacher’s Resource Masters as well as auto-scored online Topic Assessments.

• Cumulative/Benchmark Assessments and End-of-Year Assessments in the Teacher’s Resource Masters as well as auto-scored online Cumulative/Benchmark Assessments and the auto-scored online End-of-Year Assessment.

• Next Generation Assessment Practice Test (Grades 3–6) in the Assesssment Sourcebook with the same items in the auto-scored online Next Generation Assessment Practice Test.

Specific Performance Assessments and End-of-Year Assessments Your Students Will Take

In addition to giving students practice with the items described above, it’s also helpful to find out what kind of item types are on the specific performance assessments and end-of- year assessment your students will take. Then give students a chance to take any practice tests for those assessments that are available.

It’s important to collect assessment data and then use that data to inform instruction. enVisionmath2.0 provides resources to facilitate data-driven decision making.

Online assessments at PearsonRealize.com generate a variety of helpful reports and provide ways to edit information about students and form group students as well as prescribe differentiation.

“enVisionmath2.0 provides resources to facilitate data-driven decision making.

ASSESSMENT GUIDEASSESSMENT PRACTICE

It’s important to help students become comfortable with the kind of items on assessments they will be taking. enVisionmath2.0 embeds ongoing preparation for major performance assessments and end-of-year assessments.

This preparation includes practice with items that are similar in format and cognitive complexity to items that will be on assessments.

“enVisionmath2.0 embeds ongoing preparation for major performance assessments and end-of-year assessments.




10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY







10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY







10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


TYPE OF ASSESSMENT































During a LESSON






E Guided Practice


F Quick Check




E Topic Assessment


















KEY





ASSESSMENT GUIDEASSESSMENT DATA


10–15 min

Solve


Name

I can …



8 + 18 = 3






the space below!





8 = 38.

Kyle is correct.


18

18

118




STEP


Solve



BEFORE



DURING


AFTER




100] A dime? [ 110]

A quarter? [14]



Solve

Whole Class

Whole Class

Small Group

465


20–30 min

18

18

18

1

18

18

18







8 = 48.







� 53 and 53

� 14 and 34

� 25 and 45

� 38 and 48







was asked.



6 = 66



38 + 3

8 = 68





Buddy

18

18

18

18

18

115

15

15

110

110

110

110

110

112

112

112

112

112

112

112

112

112

112

112

112

112

16

16

0 1

24 = 1

4 + 14

14

0 126 = 1

6 + 16

36 = 1

6 + 16 + 1

616

0 1 0 1

13

13


Name







3. 25 + 1

5

4. 16 + 1

6

5. 312 + 4

12 6. 410 + 1

10 7. 212 + 4

12

14. 14 + 1

4 15. 25 + 2

5 16. 110 + 2

10 + 110

8. 16 + 2

6 + 36 9. 1

4 + 24 10. 1

3 + 13

11. 58 + 1

8 12. 14 + 3

4 13. 712 + 2

12




10.


28 and 38; 58

26


712

510

612

24

45

66

68

34

44

23

912

410

35



PearsonRealize.com

ToolsPractice Buddy

Assessment









10 + 310 + 2



10 = 410]

467–468


ASSESSMENT DATA

Collecting Assessment Data

• Data from online assessments include a variety of class and individual reports that show results for an item, an assessment, or a group of assessments. Also available are individual and class reports on standards mastery.


Digital

EFFICACY

ASSESSMENT

MATH

PRACTICES

RIGOR

COHERENCE

FOCUS




Start Finish

mile38 mile4

8 mile28

miles581





Zebras Leopards

Elephants








• Data from other assessments can include more than students’ scores. Look at and discuss students’ work on assessments to gain and then jot down valuable insights into what individual students and the class understand and where they are still struggling.

Using Assessment Data

• Form groups based on assessment data for the purposes of making instructional decisions and assigning differentiated resources.

• Assign differentiation based on assessment data. Differentiation is auto assigned after online Quick Checks, Topic Assessments, and Cumulative/Benchmark Assessments.


Digital

EFFICACY

ASSESSMENT

MATH

PRACTICES

RIGOR

COHERENCE

FOCUS




Start Finish

mile38 mile4

8 mile28

miles581





Zebras Leopards

Elephants








ASSESSMENT PRACTICE IN ENVISIONMATH2.0

Items that Prepare for Performance Assessments

The kind of items on performance assessments are included in:

• Math Practices and Problem Solving lessons in the Student’s Edition that provide items labeled Common Core Performance Assessment.

• Topic Performance Assessments in the Student’s Edition and in the Teacher’s Resource Masters.

• 3/4-Year Practice Performance Tasks (Grades 3–6) in the Assesssment Sourcebook with the same items in the online 3/4-Year Practice Performance Tasks.

Items that Prepare for End-of-Year Assessments

The kind of items on end--of-year assessments are included in:

• Lesson Quick Checks in the Teacher’s Edition (which include Common Core Assessment items at the end of lessons) as well as auto-scored online Quick Checks.

• Topic Assessments in the Student’s Edition and in the Teacher’s Resource Masters as well as auto-scored online Topic Assessments.

• Cumulative/Benchmark Assessments and End-of-Year Assessments in the Teacher’s Resource Masters as well as auto-scored online Cumulative/Benchmark Assessments and the auto-scored online End-of-Year Assessment.

• Next Generation Assessment Practice Test (Grades 3–6) in the Assesssment Sourcebook with the same items in the auto-scored online Next Generation Assessment Practice Test.

Specific Performance Assessments and End-of-Year Assessments Your Students Will Take

In addition to giving students practice with the items described above, it’s also helpful to find out what kind of item types are on the specific performance assessments and end-of- year assessment your students will take. Then give students a chance to take any practice tests for those assessments that are available.

It’s important to collect assessment data and then use that data to inform instruction. enVisionmath2.0 provides resources to facilitate data-driven decision making.

Online assessments at PearsonRealize.com generate a variety of helpful reports and provide ways to edit information about students and form group students as well as prescribe differentiation.

“enVisionmath2.0 provides resources to facilitate data-driven decision making.

ASSESSMENT GUIDEASSESSMENT PRACTICE

It’s important to help students become comfortable with the kind of items on assessments they will be taking. enVisionmath2.0 embeds ongoing preparation for major performance assessments and end-of-year assessments.

This preparation includes practice with items that are similar in format and cognitive complexity to items that will be on assessments.

“enVisionmath2.0 embeds ongoing preparation for major performance assessments and end-of-year assessments.

PearsonSchool.com800-848-9500Copyright Pearson Education, Inc., or its affiliates. All rights reserved.

Documents

enVisionmath2.0 assessment items in TestNav use content …assets.pearsonglobalschools.com/asset_mgr/pending/enVision2Assess… · A quarter? [1 4] Analyze Student Work. Jack uses