TIME For Kids: Practicing for Today's Tests

Kristin Kemp

Description

Practice makes perfect! With this invaluable classroom resource, third grade students will become comfortable taking state mathematics tests and will develop their higher-order thinking skills through extensive practice. These practice sets include higher-level questions and multi-step math problems and are the perfect test preparation for Partnership for Assessment of Readiness for College and Careers (PARCC), Smarter Balanced Assessment Consortium (SBAC), and other state testing.

Informations

• Publié par: Shell Education
• Date de parution: 01 mars 2016
• Nombre de lectures: 0
• EAN13: 9781480755994
• Langue: English
• Poids de l'ouvrage: 5 Mo

Extrait

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Practicing for Today’s Tests

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Author Krîstîn Kemp

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Introduction Author Stacy Monsman, M.A.

Consultant Donna Ventura, M.A.Ed.

Publishing Credits Corînne Burton, M.A.Ed.,President; Emîly R. Smîth, M.A.Ed.,Content Director; Angela Johnson, MFA, M.S.Ed.,Editor; Johnson Nguyen,Multimedia Designer; Valerîe Morales,Assistant Editor

Image Credits Noted graphîcs and vîsuals provîded byTIME F OR K IDS .TIME F OR K IDS and theTIME F OR K IDS logo are regîstered trademarks of TIME Inc. All other îmages are from Shutterstock.com, unless otherwîse noted.

Standards © Copyrîght 2016. Natîonal Governors Assocîatîon Center for Best Practîces and Councîl of Chîef State School Oicers. All rîghts reserved.

Shell Education A dîvîsîon of Teacher Created Materîals 5301 Oceanus Drîve Huntîngton Beach, CA 92649‑1030 www.tcmpub.com/teachers ISBN 978‑1‑4258‑1442‑7 © 2016 Shell Educatîonal Publîshîng, Inc.

The classroom teacher may reproduce copîes of materîals în thîs book for classroom use only. The reproductîon of any part for an entîre school or school system îs strîctly prohîbîted. No part of thîs publîcatîon may be transmîtted, stored, or recorded în any form wîthout wrîtten permîssîon from the publîsher.

#51442—TIME F OR K IDS : Practicing for Today’s Tests

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Tàblé of Conénŝ

Introduction Today’s Next Generatîon Tests. . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Makîng It Meanîngfu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Practice Exercises Practîce Exercîse 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Practîce Exercîse 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Practîce Exercîse 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Practîce Exercîse 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Practîce Exercîse 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Practîce Exercîse 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Practîce Exercîse 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Practîce Exercîse 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Practîce Exercîse 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Practîce Exercîse 10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Practîce Exercîse 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Practîce Exercîse 12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Practîce Exercîse 13. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Practîce Exercîse 14. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Practîce Exercîse 15. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Practîce Exercîse 16. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Practîce Exercîse 17. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Practîce Exercîse 18. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Practîce Exercîse 19. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Practîce Exercîse 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Practîce Exercîse 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Practîce Exercîse 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Practîce Exercîse 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Practîce Exercîse 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Practîce Exercîse 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Appendices Appendîx A: References Cîted . . . . . . . . . . . . . . . . . . . . . . . . . 113 Appendîx B: Questîon Types . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Appendîx C: Top Tîps: Preparîng for Today’s Tests . . . . . . . . . . . 118 Appendîx D: Mathematîcs Toos . . . . . . . . . . . . . . . . . . . . . . . . . 120 Appendîx E: Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

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Todày’ŝ NéX Généàîon Téŝŝ

“Lîfe îs good for ony two thîngs: dîscoverîng mathematîcs and teachîng mathematîcs.” —Sîmeon Poîsson

Interestîngy enough, the French mathematîcîan, Sîmeon Poîsson, does not mentîon testîng mathematîcs! However, math teachers everywhere reaîze that tests of mathematîcs are a reaîty. And a new reaîty emerges în today’s next generatîon tests. A pressîng chaenge îs indîng hîgh‑quaîty resources that push students wîth more rîgorous probems.K :TIME F OR IDS Practîcîng for Today’s Testsanswers thîs very ca. It încorporates the rîgor of current mathematîcs standards, the organîzatîon of mathematîca strands, and hîgher‑eve thînkîng demands of next generatîon tests înto an easy‑to‑use resource.

Whà’ŝ Dîfféén àbou Todày’ŝ Sàndàdŝ? Due to wîde varîance în standards, a desîre hîstory înluences our present sets of standards for coherence and cear îdeas of what math at the natîona and state eves (O’Conne and educatîon ooks îke at each grade eve SanGîovannî 2013). has been a contînuay evovîng process. In What a of the new standards have în common 1989, the Natîona Councî of Teachers of îs a focus on understandîng mathematîcs Mathematîcs (NCTM) producedCurrîculum better. Thîs îs achîeved through fewer but and Evaluatîon Standards for School more rîgorous standards that are aîgned wîth MathematîcsNCTM foowed up. Then, coege and career expectatîons. They are wîth theîr powerfu document,Prîncîples înternatîonay benchmarked whîe aso buîdîng and Standards for School Mathematîcs, în upon the strengths and essons of prevîousy 2000. Both focus on math content organîzed exîstîng state standards. A research‑based by strands and the hîgher‑eve thînkîng approach îs empoyed, assurîng rîgorous skîs necessary for true mathematîca content and the appîcatîon of hîgher‑order understandîng.Addîng It Up: Helpîng Chîldren skîs (Natîona Governors Assocîatîon 2010). Learn Mathematîcs(2001), from the Natîona Upon cose readîng, however, much of the Research Councî, echoes the need for math content îs quîte famîîar. What’s dîfferent, carîty în math educatîon, addressîng the then? Fîrst, from a content perspectîve, ît probem‑sovîng and reasonîng processes îs the focus, coherence, and rîgor of the appîcabe to a math content and necessary current standards that dîfferentîate them from for conceptua understandîng. NCTM’s earîer versîons. Currîculum Focal Poînts for Prekîndergarten through Grade 8 Mathematîcs(2006) îs another noted document în thîs quest for unîfyîng standards and îdentîfyîng semîna math topîcs wîth a aser‑eyed focus. A thîs

#51442—TIME F OR K IDS : Practicing for Today’s Tests

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Todày’ŝ NéX Généàîon Téŝŝ (cont.)

Whà’ŝ Dîfféén àbou Todày’ŝ Sàndàdŝ? (cont.)

Shîfîng Sàndàdŝ Less îs truy more! The focus of the standards sîgnîicanty narrows the scope of the content, dîrectîng the tîme and energy of the math cassroom toward deeper experîences on îdentîied topîcs. But make no mîstake, a focus on fewer standards îs not a substîtute for truy focused standards. These are not broad, genera statements but specîic, cear standards (Natîona Governors Assocîatîon 2010). Thîs îs a concerted effort to move away from the frequenty cîted “mîe wîde, înch deep” crîtîcîsm irst noted by Schmîdt, McKnîght, and Raîzen în 1997. Today, there îs ess “coverage” to încrease the depth of earnîng. In fact, “ess topîc coverage can be assocîated wîth hîgher scores on those topîcs covered because students have more tîme to master the content that îs taught” (Gînsburg, A., 2005). The takeaway here îs to teach ess and earn more!

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Servîng as a vîta înk, coherent standards carefuy connect earnîng wîthîn and across grades so students can buîd on understandîng. Each standard îs not a new event but an extensîon of prevîous earnîng.

Rîgorousdoes not meanharder. Rather, thîs characterîstîc of the standards reates to appîcatîon, skîs, and conceptua understandîng (Student Achîevement Partners 2013). Conceptua understandîng can be thought of as the abîîty to expaîn math to someone ese, represent ît în dîfferent ways, appy ît to sove sîmpe and compex probems, reverse gîvens and unknowns, and compare and contrast ît to other concepts (Leînwand, Brahîer, and Huînker 2014). Thîs îs a shîft from thînkîng of math as a group of “trîcks” to thînkîng of ît as deep, connected understandîng.

Even a cursory examînatîon of the actîon verbs în the new standards reveas the need for conceptua understandîng în addîtîon to more skî‑drîven cacuatîons and manîpuatîons of numbers. A reveaîng exercîse îs to count the number of tîmes verbs such as the foowîng appear în the standards:înterpret,generate, understand,analyze,explaîn,relate,apply, extend,use,andevaluate.Then, do a sîmîar count of more skî‑reated verbs, such as îdentîfy,wrîte,graph,read,ind,multîply, add,subtract,anddîvîde.Certaîny, these skî‑reated verbs are stî încuded and stî sîgnîicant. However, the hîgher‑eve thînkîng verbs igure more promînenty.

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Todày’ŝ NéX Généàîon Téŝŝ (cont.)

Whà’ŝ Dîfféén àbou Todày’ŝ Sàndàdŝ? (cont.)

SàndàdŝDîvén Téàçhîng Another hamark of today’s standards îs that math îs more than content. There îs now an emphasîs on math processes such as reasonîng, appyîng, connectîng, and communîcatîng (O’Conne and SanGîovannî 2013). The standards are not “new names for od ways of doîng busîness” but a ca to take next steps (Natîona Governors Assocîatîon, 2010). Teachîng strategîes used în cassrooms shoud consîstenty încude the processes of math as we as rîch content.

“Mathematîcs îs not neary as much about speed and memorîzatîon as ît îs about beîng abe to grappe wîth a nove probem, try varîous approaches from a coectîon of optîons, and inay reach an accurate answer” (Van de Wae, Karp, Lovîn, and Bay‑Wîîams 2014). We, as teachers, are earnîng technîques such as facîîtatîng and questîonîng as we reaîze the împortance of organîzatîon and carefu task seectîon. We want our students to earn from one another through dîscussîons în sma and arge groups. There are fewer skî‑and‑practîce probems but more mutîstep probems. Vocabuary îs emphasîzed and, above a, number sense, reasonîng, and sovîng rea probems are at the heart of our essons (Van de Wae, Karp, Lovîn, and Bay‑Wîîams 2014).

#51442—TIME F OR K IDS : Practicing for Today’s Tests

Unîts of study are organîzed around strands of mathematîcs. These arge groups of reated standards serve as the bîg îdeas that connect topîcs across grade eves. The strands are cross‑cuttîng themes, servîng as organîzîng prîncîpes for înstructîon. What unîies the strands? The processes of math and tasks that încude hîgher‑eve thînkîng hod the strands together.

Our teachîng and organîzatîon low from the standards. The next înevîtabe step îs our assessment, whîch îs aso îs content‑ and process‑drîven.

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Todày’ŝ NéX Généàîon Téŝŝ (cont.)

Whà’ŝ Dîfféén àbou Todày’ŝ Sàndàdŝ? (cont.) Thîs overvîew îustrates key mathematîcs concepts and thînkîng skîs assocîated wîth each of the content strands. It deconstructs the crîtîca understandîngs of the strands to îdentîfy the împortant “what” (concepts) and “how” (thînkîng skîs) for teachers and students. Notîce the repeated use of severa hîgher‑eve thînkîng skîs în many dîfferent content strands.

Strand

Operatîons and Agebraîc Thînkîng

Number and Operatîons în Base Ten

Number and Operatîons— Fractîons

Measurement and Data

Geometry

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Key Concepts

•addîtîon •subtractîon •mutîpîcatîon •dîvîsîon •reatîonshîp between mutîpîcatîon and dîvîsîon •mutîpîcatîon and dîvîsîon facts wîthîn 100

•pace vaue system •mutî‑dîgît arîthmetîc

•unît fractîons •fractîon equîvaence •fractîon orderîng •fractîon comparîson

•tîme •îquîd measures •voume •reatîonshîp of voume to mutîpîcatîon and addîtîon •masses of objects •conversîon of measurements •data

•shapes •attrîbutes/propertîes •înes •anges •coordînate pane

•factors •mutîpes •numerîca expressîons •patterns •probems wîth the four operatîons

•propertîes of operatîons •decîmas to hundredths

•decîma notatîon for fractîons •addîtîon, subtractîon, mutîpîcatîon, and dîvîsîon of fractîons

•area •reatîonshîp of area to mutîpîcatîon and addîtîon •perîmeter •înear vs. area measures •ange measures

Key Thinking Skis

•anayze •expaîn •generate •îdentîfy •înterpret •reate

•generaîze •perform

•appy •buîd •compare

•convert •dîstînguîsh •estîmate •înterpret •recognîze

•anayze •cassîfy •compare •descrîbe •draw

(Natîonal Governors Assocîatîon 2010; Van de Walle, Karp, Lovîn, and Bay‑Wîllîams 2014)

•represent •sove •understand •use •wrîte

•understand •use

•extend •understand •use

•reate •represent •sove •understand

•graph •îdentîfy •reason •sove

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Todày’ŝ NéX Généàîon Téŝŝ (cont.)

Whà’ŝ Unîqué àbou Théŝé Aŝŝéŝŝménŝ? Whether your summatîve assessment îs specîic to your state or from a mutîstate consortîum, there are severa unîfyîng aspects of next generatîon assessments. The focus îs on dîfferent questîon types that coîncîde wîth hîgh‑quaîty teachîng of the standards. When anayzîng the formats of the questîons, descrîptors such asmultî‑answer multîplemultîstep questîons, choîce, hîgher‑level questîons, andcomplex‑thînkîngquestîonsare frequenty used. The emergence of pîggyback questîons, în whîch prevîous soutîons are buît upon for ater soutîons, îs noted as we. Many of the tests are shîftîng to onîne patforms. A of thîs îs în an effort to provîde “evîdence of proicîency wîth împortant mathematîcs content and practîces” (Leînwand, Brahîer, and Huînker 2014). To gather thîs type of evîdence, assessment prompts are structured to revea understandîng and reasonîng. For exampe, examîne these reated probems:

“Traditiona” Probem

8 + 12 =

Katîe has 2 quarters, 3 dîmes, and 9 pennîes. How much money does she have?

Fînd the area and perîmeter of a 2×9 rectange.

Jesse watches 2 hours of teevîsîon every day. How many hours of teevîsîon does he watch în one week?

Lîst the irst 10 mutîpes of 5.

4 Sove 8 dîvîded by .

Fînd the quotîent and any remaînder of 45 dîvîded by 4.

Possibe “Next Generation” Probem

Some frîends went to the zoo. There were 8 gîrs. There were 12 boys. How many tota frîends went to the zoo?

Katîe has 10 coîns în her bank. She has more than $.50 but ess than $1.50. What coîns coud she have? Prove that your soutîon îs correct.

Draw two unîque rectanges wîth areas of 18 square unîts. Are theîr perîmeters the same or dîfferent? Why dîd thîs happen?

Jesse watches 2 hours of teevîsîon each day. How many hours does he watch în one year? How many hours wî he watch în 10 years?

Do mutîpes of 5 aways have a 5 în the ones pace? Why or why not?

Wrîte a story sîtuatîon that shows 8 dîvîded by 4 a  nd îts soutîon.

Brandon has $45 on hîs coffee shop gîft card. How many $4 îced coffees can he buy? Wî he have any money eft over? Prove your soutîon.

#51442—TIME F OR K IDS : Practicing for Today’s Tests

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Todày’ŝ NéX Généàîon Téŝŝ (cont.)

Whà’ŝ Unîqué àbou Théŝé Aŝŝéŝŝménŝ? (cont.) The hîgher‑eve assessments are a response to the hîgher‑eve standards and teachîng. As teachers move away from drî‑and‑kî rote memorîzatîon wîth îts focus on gettîng quîck, correct answers—or, în the words of math expert Phî Daro, “answer gettîng” (Gînsburg 2014)—and înstead move toward a focus on thînkîng and usîng înformatîon for în‑depth probems, the assessments aso shîft accordîngy. These shîftîng exams încude performance‑based tasks rooted în probem‑sovîng înstead of some of the more tradîtîona, standardîzed test questîons of the past. A good way to thînk about ît îs înstead of “teachîng to the test,” teachers today are “testîng to the teachîng.” The more rîgorous teachîng îs drîvîng the assessments to be more rîgorous as we. Admîttedy, the changîng assessments and the one your state, dîstrîct, or schoo utîmatey chooses may stî be în a condîtîon of lux. However, regardess of the assessment or îts ina format, the emphasîs on deep mathematîca understandîng and the students’ abîîtîes to communîcate that understandîng remaîns a centra theme. Hepîng you to prepare your students for thîs eve of understandîng and communîcatîon îs the goa of thîs resource.

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Whà’ŝ Unîqué àbou Thîŝ Réŝouçé? Many test preparatîon guîdes are compîatîons of fu‑ength practîce tests. However,TIME F OR K IDS : Practîcîng for Today’s Testsîs a coectîon of practîce exercîses. The focus îs on hîgher‑eve mathematîca thînkîng and the quaîty tasks that support ît. Of course, strategîes for effectîve test takîng are reînforced. But these strategîes are the strategîes for mathematîca thînkîng, hîgher‑eve teachîng, and deep earnîng. Partnerîng wîth TIME F OR K IDS aows thîs resource the unîque opportunîty to use engagîng îmages, math graphîcs, and rea data for authentîc, true math tasks. Such tasks are at the heart of standards‑based teachîng and assessîng. Wîthîn the practîce exercîses, you wî ind the carefuy constructed mutîpe‑choîce, mutî‑answer, and short‑answer tasks students need to practîce. Pus, practîce exercîses încude TIME F OR K IDS performance‑based tasks to extend and enhance earnîng. There are sîgnîicant opportunîtîes for students to appy theîr earnîng and practîce open‑ended as we as structured probems under theîr teachers’ guîdance. At îts core,TIME F OR K IDS : Practîcîng for Today’s Testsîs a coectîon of soîd, standards‑based mathematîca tasks. It îs the hope that these tasks wî compement and support your teachîng în the cassroom.

In the words of one teacher, “It was not enough to teach better mathematîcs; I aso had to teach mathematîcs better” (Rînehart 2000). If you ind yoursef comîng to a sîmîar reaîzatîon, thîs resource îs for you and your students!

#51442—TIME F OR K IDS : Practicing for Today’s Tests

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