Case Study Part I Due March 30

Hand in Grid with the second two columns filled in (word processed) –Information gathered Bullet or narrative form Can copy from other assignments if possible Work to match data For barriers: do not have to use “information processing terms” –Information sources List all you used

Required information sources IEPs if students have one (do not hand in) Hand in –Interview questions you adapted/developed with student’s responses (their writing or your word processing of their oral responses) –CABs used with Assessment Overviews –Sliva checklist of “Look Fors” Can skip Disposition toward Learning Mathematics

To think about This is preliminary data You will be adding to this/refining it as you work with your student In picking CABs –Realize we will probably focus more on fractions in the summer

Reminder Grid is on the website

Selecting and Modifying your CABS for the Case Study

Selecting the CABS You will be using the MPS District CABS to develop an assessment for your case study. The questions will be selected from the Number and Operations or Algebraic Reasoning content strands. The assessment should contain 3-4 tasks. In order to complete your assessment, download the word format of the MPS District CABS from the MMP website ( click on the Quick Link for CABS).

“Casting a Wide Net” Please keep the following criteria in mind when thinking about developing your assessment: (1) Begin with tasks at the student’s current grade level. (2) Items should offer the maximum opportunity for the student to demonstrate his/her understanding as well as provide you with sufficient evidence of his/her reasoning. (3) Tasks can be rewritten in order to make them more open- ended if needed. (4) Information from the assessment will be the basis for instructional decisions you make regarding your student’s needs. (5) The assessment will be used again as a tool to monitor growth in math understanding.

“Casting a Wide Net” (1)Begin with tasks at the student’s current grade level. (2)Items should offer the maximum opportunity for the student to demonstrate his/her understanding as well as provide you with sufficient evidence of his/her reasoning. Too simple, routine, or limited Appropriate Level Too difficult or requires more preparation Too simple, routine, or limited Appropriate Level Too difficult or requires more preparation Original Task Transformed Task Task Adapted

Analyzing CABS to Determine Student Understandings & Misconceptions

Before the assessment… Work out the CABS problems you selected. –Come to consensus as a group on the answer. –Try to find multiple methods for solving the problem. Discuss the mathematical understanding you are hoping will surface from the assessment. –What is the mathematics? –What are you hoping to see in the student work? Discuss any potential misconceptions you anticipate the student will demonstrate

Description of Assessment: School: Grade Level: CABS Assessment Overview Identification of the Mathematics Content and Potential Student Misconceptions After working through the assessment, reflect on what you expect students to do. Complete the following table before developing your descriptive feedback. Identify appropriate Key Mathematics Features students may develop as a response to this assessment : Connections to the Comprehensive Mathematics Framework Identify misconceptions you anticipate students will demonstrate : o Understanding o Reasoning o Computing o Engagement o Problem-solving o Understanding o Reasoning o Computing o Engagement o Problem-solving o Understanding o Reasoning o Computing o Engagement o Problem-solving Identify misconceptions identified after analyzing student work: o Understanding o Reasoning o Computing o Engagement o Problem-solving o Understanding o Reasoning o Computing o Engagement o Problem-solving

Comprehensive Math Framework

An Example: Paxolai purchases a video game that costs $ She uses two coupons when she buys the video game. The first coupon gives 25% off of the regular price. The second coupon is for $5.00 off the price of any video game. When the clerk rings up Paxolai’s purchase, he takes the $5.00 off first and then applies the 25% discount. How much does Paxolai pay for the video game? Would the price that Paxolai paid for the video game have increased, decreased or stayed the same if the clerk had taken the 25% discount first and then taken off the $5.00 coupon?

Description of Assessment: School: Grade Level: CABS Assessment Overview Identification of the Mathematics Content and Potential Student Misconceptions After working through the assessment, reflect on what you expect students to do. Complete the following table before developing your descriptive feedback. Identify appropriate Key Mathematics Features students may develop as a response to this assessment : Connections to the Comprehensive Mathematics Framework Identify misconceptions you anticipate students will demonstrate : o Understanding o Reasoning o Computing o Engagement o Problem-solving o Understanding o Reasoning o Computing o Engagement o Problem-solving o Understanding o Reasoning o Computing o Engagement o Problem-solving Identify misconceptions identified after analyzing student work: o Understanding o Reasoning o Computing o Engagement o Problem-solving o Understanding o Reasoning o Computing o Engagement o Problem-solving

Another Example: 11.) Dahmon was collecting baseball cards. He had 21 cards. His friend, Trevon, had three times as many cards. Trevon then lost 19 cards at school. 11a.) How many cards does Trevon have now? 11b.) Write one equation that represents the story problem.

Description of Assessment: School: Grade Level: CABS Assessment Overview Identification of the Mathematics Content and Potential Student Misconceptions After working through the assessment, reflect on what you expect students to do. Complete the following table before developing your descriptive feedback. Identify appropriate Key Mathematics Features students may develop as a response to this assessment : Connections to the Comprehensive Mathematics Framework Identify misconceptions you anticipate students will demonstrate : o Understanding o Reasoning o Computing o Engagement o Problem-solving o Understanding o Reasoning o Computing o Engagement o Problem-solving o Understanding o Reasoning o Computing o Engagement o Problem-solving Identify misconceptions identified after analyzing student work: o Understanding o Reasoning o Computing o Engagement o Problem-solving o Understanding o Reasoning o Computing o Engagement o Problem-solving

After the assessment… Take notes on your observations as the student is working on the assessment. After the assessment, analyze the student’s work for: key Mathematics features already developed. misconceptions demonstrated. The misconceptions become the starting point for your instruction. The key mathematics features not yet developed are the goal(s) for your instruction.