Module 2 Activity Workbook, Summaries of Mathematics

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Module 2

Activity Workbook

*Select to complete Activity #4, #5, or #6, depending upon level of students.

• Module 2 Checklist Contents Page
• Activity #1 – Identify General Outcome and Specific Skill Measures 4-
• Activity #2 – Using a Diagnostic Assessment
• Activity #3 – Assessment Survey
• Activity #4* – Score Measures and Graph Scores 8-
• Activity #5* – Score a Computation Measure and Graph Results 11-
• Activity #6* – Score a Concepts and Applications Measure and Graph Results 13-
• Activity #7 – Navigate the NCII Tools Chart for Progress Monitoring in Math
• Journal Entry – Reflect Upon Your Current Progress Monitoring Practices
• Activity #8 – Graph a Set of Student Scores from an Early Numeracy Measure 20-
• Activity #9 – Decision Making Based on Data 22-
• Activity #10 – Setting Goals and Making Decisions Based on Data 24-
• Discussion Board – Share Your Current Structure for Making DBI Decisions
• Classroom Application: Start or Continue Progress Monitoring

• Part 1
• Activity #

Look at the examples of formative assessments.

Is each an example of a general outcome measure or single-skill measure?

1. _________________________________

2. _________________________________

26 × 14

403

• 27

• 23.6 (^) + 37.37.

• Part 1
• Activity #1 (cont.) 3. _________________________________

4. _________________________________

39 6247 24 4289 43 8192 524623

61 1729 81 9261 57 4389 271239

2

• 5

12

• 3

83

• 12

62

• 21

14

• 28

37 9 + 5 =___ – 15 11 – 3 =

---

• Part 1
• Activity #

You will conduct a survey of the assessments available at your school.

Fill in the table about your current formative, diagnostic, and summative assessments.

Then, fill in your assessment needs for DBI.

Assessments We Have Assessment Name Formative Diagnostic Summative

Helpful for DBI?

Assessments We Need Assessment Name Formative Diagnostic Summative

Helpful for DBI?

Notes/Comments:

• Part 2
• Activity #

Watch the videos and score each early numeracy measure.

Early Numeracy Indicators: Number Identification

Use this video and score along with the teacher. https://youtu.be/2YidrJ3zabQ

https://www.progressmonitoring.org/

• Part 2
• Activity #4 (cont.)

Early Numeracy Indicators: Missing Number

Use this video and score along with the teacher.

https://youtu.be/CxeZ35d6h

https://www.progressmonitoring.org/

• Part 2
• Activity #

Look at this Computation measure.

1. Score the measure by problems correct.
2. Score the measure by digits correct.
3. Graph the digits correct score on the student’s graph. Total Number of Problems Correct:

Total Number of Digits Correct:

• Part 2
• Activity #

Look at this Concepts and Applications measure.

**1. Score the measure by blanks correct.

2. Graph the blanks correct score on the student’s graph.**
3. Which shape below is a triangle?

A

B

C ________

3. What number does B stand for?

_______

2. Write the answer in each blank.

Of these numbers

629 615 657 642

642 is greater than ______ and ______

4. What fraction of the squares is shaded?

_______

3. Write + or – in the blank.

48 _______ 6 = 54

5. Fill in the blanks.

174 =____hundreds ____tens ____ones

4. Write the answer in the blank.

What number is 210 more than 150?

---

6. Write “less” or “greater” in the blank.

465 is ________ than 456

A B C

5 6 9

C

+ or 1 7 4

3. Write the time.

________:_________

14. Savannah has 3 pencils, Bella has 5 pencils. How many pencils do Savannah and Bella have in all?

________

4. Starting with the number 0 and counting left to right, 0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 Write the second number_________ Write the eighth number _________ Write the fifth number _________
5. What number does C stand for?

_______

5. There are 12 jelly beans in a dish. Molly eats 3 of them. How many jelly beans are left?

________

16. How much money is pictured below?

$_________

6. Fill in the blanks.

234 = ____hundreds ____tens ____ones

17. Counting by 3’s, fill in the blanks.

51, 54, 57, _______, _______

7. How much money is pictured below?

$_________

18. Write the time.

________:________

A B C D

11 13

• Part 2
• Activity #6 (cont.)

7 c

9 (^629 )

• 1 7 4

greater 360

• Part 2
• Activity #6 (cont.)

7 45 8

2 14 8

14

(^9) 1.

2 3 4 60 63

0.67 7 15

7 20

391

3 11 931

• Part 2
• Activity #

Visit the Academic Progress Monitoring Tools Chart.

Note: In the video/presentation, Dr. Powell refers to an older version of the tools chart than is currently available on the NCII website. We’ve updated this activity so that the content discussed in the video/presentation aligns with the language on new tools chart.

1. Fill in the table for the mathematics measures available for the grade levels you teach.
2. Consider the Psychometrics of the measures.
3. Consider the use for Progress Monitoring.
4. Consider the use for Data-based Individualization. Measure Psychometrics Progress Monitoring Data-based Individualization Category referred to in the video/presentation Reliable Valid

Alternate Forms

Sensitive to Improvement

Change Instruction

Increase Goals

Teacher Planning Where to locate the information on the new tools chart

“Performance Level Standards” Tab

“Growth Standards” Tab *note that sensitivity is now included for both reliability and validity of the slope

“Usability” Tab

Notes/Comments:

Reflect upon your current progress monitoring practices.

**1. What measures are available to you?

2. How do you administer measures with fidelity?
3. What measures would you like to use?
4. How can you improve upon your progress monitoring practices?
5. Why is progress monitoring an essential part of DBI?**

(This space is for organizing your ideas.)

• Part 2
• Journal Entry