It began with a tweet.
And then my #OLW, “curious” surfaced.
What would a student response be?
Quirky, out of the box. Unexpected!
How about response #2?
And again, an unexpected answer!
Now, all in, I had to ask 3 more so I had an even 5.
Small data pool.
But yet, bigger than an N of 1.
Answer 1: “He will have to take the 98 burned cookies sprinkled in powdered sugar because Cameron’s friends and family ate the 185 good cookies!”
Answer 2: “If he promised to take 283 cookies, Cameron will go to the store and make 98 more cookies so he can take the cookies he promised.”
Answer 3: “Cameron wanted to make sure the cookies were good, so he ate four. Then he could only fit 135 cookies into his container. He took 135 cookies to the cookie swap and left the rest for his brother.”
Answer 4: “Cameron will be so embarrassed that he burnt the cookies that he will not go to the cookie swap. He won’t be taking any cookies.”
Answer 5: “Cameron was taking the 185 cookies that were fine to the cookie swap. Along the way, he met a man who was hungry so he gave the man five cookies. Then he met his friend Albert who was not going to the cookie swap because he didn’t have any cookies. Cameron gave him 80 cookies. Cameron took the 100 he had left.
If any of these students “chose” a multiple choice answer and filled in the bubble, would we have known WHY they missed the answer?
100% accurate according to the stories. Hmmm. When a wrong answer is a RIGHT answer!
Thank you, Betsy, Beth, Deb, Kathleen, Kelsey, Lanny, Melanie, and Stacey for this weekly forum from Two Writing Teachers. Check out the writers, readers and teachers here.
After the commenting challenge this weekend (75 comments), it seemed only fitting to continue on with some mathematical thinking. Math was always easy for me and I did love the work I did in bookkeeping. That double entry self checking process. But it was the “independent study” – the opportunity to work at my own pace that drew me in. After all, I was a senior. So here as I contemplate numbers . . .
5% cheerleader “Rah”
What’s the total?
Can you see?
It all adds up to,
What are your percentages?
How would you describe yourself?
Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this daily forum each March. Check out the writers, readers and teachers here.
I can do math.
It’s not my first choice.
Give me a book.
Let me write,
let me deliver a speech or two,
Just let me choose!
It’s not that math’s hard.
But because it’s “One Right Answer”
And I change my mind
and YET AGAIN!
I forgot my lifelines . . .
I could have skype messaged Lynn
or text messaged Katie.
I could have contacted Chad or JJ.
I contacted THE GOOGLE.
I was checking my great nephew’s 5th grade math.
Confident was I
After all I had taught fourth grade
And I thought I was successful
Even if it was back before Columbus discovered America!
REALLY, How hard could it be?
Problem Example (No REALpictures – didn’t think of that either!)
Something like this block . . . repeated about 50 million times like it had been stamped onto the paper as a block of problems about 30 times.
It’s been a long time since I’ve seen something that looks like exponents. I’m pretty sure that I did not see this in my grade 5 math.
What did I need?
Confirmation of this:
or even this chart:
or even this would have been helpful
OR even this (all courtesy of THE GOOGLE!)
I was brave.
I googled again.
Checking my great nephew’s math homework.
Worrying that it would be “WRONG”
When it looked pretty darn “RIGHT”!
I’m NOT just an AUNT;
I’m the World’s BEST Great Aunt!
My confidence wanes
I’d hate for the homework to be counted wrong.
So I ask THE GOOGLE one more time
Then I text my niece and nephew,
“If B’s math is wrong, it would be my fault. He had me check it. I used a bit of Google and believe it to be all good.”
His mother replied,
“Excellent. I stopped being able to help him with math in second grade when they switched to the common core.”
Math woes . . .
Literacy is so much easier!
How do you solve problems?
How do you know when your problem solving works?
Who do you ask for help?
What do you do when you don’t “KNOW something”?
Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Lisa, Melanie, and Stacey for this weekly forum and the #SOLSC that runs from March 1 to the 31st. Check out the writers, readers and teachers here.
Wow! More and more resources are available for teachers as they develop lessons to meet the requirements of the Common Core. Parents and community members who would like to view some Exemplar lessons for English Language Arts at grades 3, 7, and 8 can do so at this link.
Publications designed to explain the Common Core to parents are available for each grade level at the following links provided by the Council of the Great City Schools .
How have you informed your parents of the changes required by the Common Core? And your school community? How could these resources help your communication processes?
My last post was about Smarter Balanced Assessments (SBAC) because my home state of Iowa will be using these in the future. That post included a link to some sample assessment items as they will look online and additional released SBAC test items. Today’s post provides a brief glimpse into the sample assessments currently available from Partnership for Assessment of Readiness for College and Careers (PARCC).
Item and Task prototypes can be found for both English Language Arts (ELA) and Mathematics at http://www.parcconline.org/samples/item-task-prototypes
Summative assessments for ELA are available at the following grade-level links. Do click on the pdf’s below the task for additional information about teacher directions and the intent of the task.
Permissions are still pending so the entire task is NOT yet posted for any grade level. The link does describe the “type of assessment” that is included.
How could you use this information?
Discussions at your grade level could center around these questions:
Is this the text that your students are reading? Do you have common formative assessments at your grade level?
These samples could help you frame common tasks and instruction for reading, writing, and speaking! Should you assess your students using these tasks? ONLY, if you have provided instruction that would be aligned with the tasks! 🙂
I just finished reading Maureen Devlin’s post about teachers taking assessments. That is a practice that would benefit teachers of all grade levels and content areas. Check out that post – Take the Test! (And if you are on Twitter, you should be following her @lookforsun)
Smarter Balanced Assessments are available for preview! Have YOU worked through any of the sample items or tasks?
Sample Items and Tasks
Accessing the Sample Items and Tasks
The sample items and performance tasks are compatible with desktop and laptop computers with the following Internet browsers:
• Firefox 3.6 or newer
• Internet Explorer 8 or newer
• Chrome 18 or newer
• Safari 4.1 or newer
In addition, Android and iPad tablets with 9.5 inch screens (10 inch class) or larger are supported with the following Internet browsers:
• Chrome 18 or newer (Android)
• Safari 4.1 or newer (iPad)
Explore sample items and performance tasks:
• Frequently asked questions (PDF)
(Thanks to Deb Hindman at the Iowa Department of Education for this information about SBAC!)
Do you want to see more than one passage? Additional SBAC Sample Items
Smarter Balanced Assessment Consortium (SBAC) has released sample items that teachers and districts can use as part of their preparation in the transition to SBAC related assessments.
What did you learn from the sample tasks?
If the assessment task asked the reader to identify three key ideas, is it possible to highlight more than three and increase the likelihood of a correct answer?
Were any of the answers questionable in your own mind?