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6561

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Mathematics

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Jan 9, 2024

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Summative Evaluation Lymarie Coriano-Gonzalez Master of Science in Education, Walden University MATH 6561: Learning and Teaching Math Dr. Nan Sattler June 30, 2023.

Learning Goals Targeted in the Assessment The mathematics learning goal targeted in the assessment was for students to compose and decompose a number into ten ones and some more ones in word problems by counting, drawing or writing equation (Woods, 2016, p.11). Summative Evaluations 2

Mathematics Content Knowledge and Skills  During the assessment students were provided to utilize different was and strategies to solve a problem where they compose and decompose a number by using ten frames, manipulatives, drawing, adding ad subtracting equations and sentences stems to respond. They had the opportunity to demonstrate proficiency knowledge and skills in more than one occasion. Summative Evaluations 3

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Level of Cognitive Demand The level of cognitive demand was a combination of Low and High because students were requiring using their mathematical thinking and apply them when they were resolving the math problem. Also, is high cognitive demand as well because according to Smith and Stein (2018), students need to make connections, analyze information, and draw conclusions to solve them. Summative Evaluations 4

Assessment Knowledge and Experiences  This assessment it does offered all learners, regardless of their prior knowledge and experiences. Teachers before introducing a new standard it should review the previous standards before, so this can help to refresh their experiences. It is evidence that when a teacher before introducing a new content review their knowledge and experiences, it’s evidence that students make a better understanding to the new content. Summative Evaluations 5

Targeted Mathematics Content Knowledge and Skills  The students work reveals that most of them understand how to compose and decompose a number into ten ones and some more ones, specially by using the ten frames. Students were able to demonstrate their knowledge using the ten frames because this strategy help them to visual a compose number that it is decompose by having a ten-frame full which means a group of ten and the second ten frame has the few more ones. Summative Evaluations 6

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Common Misconceptions The misconceptions in the students work sample I noticed was the transition from concrete to representational and from representational to abstract. Next, the transition using the sentence stem to equations. Also, some students didn’t see the number zero as a number (for the few more ones). Lastly, students assuming the answer without using the strategies first before responding. Summative Evaluations 7

Revision or Modification in the Assessment To make modifications in the assessment to be more effective, is delivering using a polished method, concerns, and encouragement. This can be made by:  Informing the students to use their best strategy to respond to a problem.  Ask students questions that will help them uncover any misconceptions and observing how their classmates tackle the issues.  Removing the multiple-choice questions and allowing the students do demonstrate the strategy of their understanding of how to solve the problem. Summative Evaluations 8

Kindergarten Assessment AKS 18.NBT.1 Summative Evaluations 9

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References Good, S. C., & Ottley, J. R. (2019). Learning Mathematics through Everyday Play Activities. YC: Young Children, 74(3), 73–78. Retrieved from: https://web.s.ebscohost.com/ehost/command/detail?vid=4&sid=ef0a16d7c800407c8aecfe1505d614e6%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1laG9zdC1saXZlJnNjb3BlPXNpdGU%3d#AN=137223400&db= euee McDuffie, A. R., Wohlhuter, K. A., & Breyfogle M. L. (2011). Tailoring tasks to meet students’ needs. Mathematics Teaching in the Middle School, 16(9), 550–555. Retrieved from: https://waldenu.instructure.com/courses/61169/files/3677350?wrap=1 GWINNETT PUBLIC SCHOOLS. (2023). Kindergarten Mathematics. Retrieved from: https://www.gcpsk12.org/Page/332244 Laureate Education, Inc.. (2016). Summative Evaluation Sheet. Retrieved from: https://waldenu.instructure.com/courses/61169/assignments/488826?module_item_id=1543686 5 Practices for Orchestrating Productive Mathematics Discussions. (2018). The Five Practices(2nd ed.) Common Core State Standards for Mathematics. (n.d.). Mathematics Kindergarten K.NBT. Number and Operations in Base Ten. (p. 12). Retrieved from: https://www.georgiastandards.org/Georgia-Standards/Documents/Grade-K-5-Mathematics-Standards.pdf Summative Evaluations 10

WK6Assgn+coriano+L

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