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# Mike & kerri03.ppt

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## Mike & kerri03.pptPresentation Transcript

• New York StateMath Assessment th 4 GradeMr. Michael Fiorentino Mrs. Kerri McBride
• Schedule of Assessment ●Tuesday, May 6th th ●Wednesday, May 7 th ●Thursday, May 8 ●Make-up dates: May 9th – May 13th
• Test Format
• Session 1: Multiple Choice
• Short ResponseThere are a total of 134 blocks inthe bucket. Sam counted 64 redblocks and 22 blue blocks. The restof the blocks are green. How manygreen blocks are there?Show your work.Answer _______
• Extended Response
• Test Manipulatives
• Key Idea #1: Students use mathematical reasoning to analyze Mathematical Reasoningmathematical situations, make conjectures, gather evidence,and construct an argument. A.Use models, facts, and relationships to drawconclusions about mathematics and explain their thinking. B.Use patterns and relationships to analyze mathematicalsituations. C.Justify their answers and solution processes. D.Use logical reasoning to reach simple conclusions.
• Key Idea #1 – Mathematical Reasoning
• Key Idea #2: Number & Numeration Students use number sense and numeration to develop an understandingof the multiple uses of numbers in the real world, the use of numbers tocommunicate mathematically, and the use of numbers in the development ofmathematical ideas. A.Use whole numbers and fractions to identify locations, quantity groupsof objects, and measure distance. B.Use concrete materials to model numbers and number relationships forwhole numbers and common fractions, including decimal fractions. C.Relate counting to grouping and to place-value. D.Recognize the order of whole numbers and commonly used fractionsand decimals E.Demonstrate the concept of percent through problems related to actualsituations.
• Key Idea #2 – Number & Numeration
• Key Idea #3: Operations Students use mathematical operations and relationshipsamong them to understand mathematics. A.Add, subtract, multiply and divide whole numbers. B.Develop strategies for selecting the appropriatecomputational and operational methods in problem-solving situations. C.Know single digit addition, subtraction,multiplication and division facts. D.Understand the commutative and associativeproperties.
• Key Idea #3 - Operations
• Key Idea #4: Modeling/Multiple Representation Students use mathematical modeling/multiple representation to providea means of presenting, interpreting, communicating, and connectingmathematical information and relationships. A.Use concrete materials to model spatial relationships. B.Construct tables, charts, and graphs to display and analyze real-worlddata. C.Use multiple representations (simulations,manipulative materials anddiagrams) as tools to explain the operation of everyday procedures. D.Use variables such as height, weight and hand size to predict changesover time. E.Use physical materials, pictures, and diagrams to explainmathematical ideas and processes to demonstrate geometrical concepts.
• Key Idea #4 – Modeling/ Multiple Representation
• Key Idea #5: Measurement Students use measurement in both metric and English measure toprovide a major link between the abstractions of mathematics and thereal world in order to describe and compare objects and data. A.Understand that measurement is approximate, never exact. B.Select appropriate standard and nonstandard measurement toolsin measurement activities. Understand the attributes of area, length,capacity, weight, volume, time, temperature and angle. C.Estimate and find measures such as length, perimeter, area andvolume using both standard and nonstandard units. D.Collect and display data. E.Use statistical methods such as graphs, tables and charts tointerpret data.
• Key Idea #5 - Measurement
• Key Idea #6: Uncertainty Students use ideas of uncertainty to illustrate that mathematicsinvolves more than exactness when dealing with every day situations. A.Make estimates to compare actual results of both formal andinformal measurement. B.Make estimates to compare to actual results of computations. C.Recognize situations where only an estimate is required. D.Develop a wide variety of estimation skills and strategies. E.Determine the reasonableness of results. F.Predict experimental possibilities. G.Make predictions using unbiased random samples. H.Determine probabilities of simple events.
• Key Idea #6 - Uncertainty
• Key Idea #7: Patterns/Functions Students use patterns and functions to develop mathematicalpower, appreciate the true beauty of mathematics, and constructgeneralizations that describe patterns simply and efficiently. A.Recognize, describe, extend, and create a wide variety ofpatterns. B.Represent and describe mathematical relationships. C.Explore and express relationships using manipulative materials. D.Solve for an unknown using manipulative materials. E.Use a variety of manipulative materials and technologies toexplore patterns. F.Interpret graphs. G.Explore and develop relationships among two- and three-dimensional geometric shapes.
• Key Idea #7 – Patterns/Functions
• Scoring: Session 1 ●Sent to the State ●Scanned and Scored
• Scoring: 2-Point Rubric
• Scoring: 3-Point Rubric
• Test Taking Strategies●Carefully read all directions.●Use tools to help you solve problems.●Be sure to show all you work.●Use diagrams, graphs and tables that are provided.●Visualize the problem.●Draw pictures when appropriate.●Underline key words and circle numbers in a wordproblem.●Check your work.●Explain how you arrived at a solution.●Review vocabulary regularly.●Practice using a ruler.