projects. papers, and portfolios rubrics essays tests
ex: a lab experiment
projects, anecdotal, portfolios
students can score 100 because they should understand the concept being tested
A form of assessment in which the test takers' scores can be compared to the scores of a specified group of people, typically a group of the test takers' peers, such as students in the same grade.
the percentage of the population whose scores fall at or below the student's score.
how many questions the student answered correctly -used to find the percentage score
test scores that are compared to a specified group to determine how a student scored in comparision to the group
the ability of the instrument to give consistent results with repeated measurments. ex: a good bathroom scale gives the same # each time
does the test measure what it claims to measure
reasoning in which a conclusion is reached by stating a general principle and then applying that principle to a specific case (The sun rises every morning; therefore, the sun will rise on Tuesday morning.)
deriving general principles from particular facts or instances ("Every cat I have ever seen has four legs; cats are four-legged animals").
the teacher gives the students the rule first and then practices it
the students see many applications of the rule and then determine the rule themselves
start with a thought provoking question
a collection of things real or imagined related or unrelated
area method of representing a multiplication problem
numbers that a given number divides evenly into
two numbers whose product is 1 ex 8 X 1/8 = 1
associative property for addition and multiplication
3+ (7+5) is the same as (3+7)+5 grouping does not make a difference
distributive property of addition and multiplication
6 X 47 is the same as (6X40) + (6X7)
The set of numbers 1, 2, 3, 4, ... Also called counting numbers.
all whole numbers that divide evenly into a given number.
Numbers with exactly two factors, 1 and itself. Examples would be 2, 3, 5, 7, 11, 13, and 17
Numbers with more than two factors. Examples would be 4, 6, 8, 9, 10, etc.
any number that can be expressed as a fraction
whole numbers and their opposites
part of a whole
numbers that cannot be expressed in the form a/b, where a and b are integers and b =0, when written as a decimal it does not repeat or terminate
numbers that can be written as fractions, including terminating and repeating decimals, and integers
all the numbers that can be represented by points on the number line
out of 100
an alternative method for showing fractions 2/5 can be expressed as the ratio of 2 to 5 or 2:5
an equation stating that two ratios are equal ex 2/5 = N/10
if the measures of two angles are the same the angles are congruent
the number of square units needed to cover a flat surface
a closed plane figure bounded by straight sides
a closed plane figure with all sides and all angles equal
the same size and shape
the same shape but different sizes; corresponding angles, have the same measure and the lengths of corresponding sides are porportional
a repeating pattern of plane figures that completely cover a plane with no gaps or overlaps
a linear transformation that enlarges or reduces an object
measures of centeral tendency
mean- the average of the numbers median- the middle number when the vaules are in order mode-the value occurring most often range- the largest number- the smallest number
a measure of how likely it is that some event will occur P= number of ways the event can occur/ total number of possible events
problem solving strategies
estimation (2 level of blooms taxonomy- understanding) guess and check draw a picture make a table or a chart act it out look ofr patterns simplify the numbers work backwards
the amount of space an object occupies; 3-D
method of instruction based on teacher-dominated activities, examples could include lecture, reading a story, showing video, etc.
takes place in problem solving situations where the learner draws on his own experience and prior knowledge and is a method of instruction through which students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments
is carefully planned, closely supervised, targeted investigation method of instruction
predicts a student's ability
determines a student's mastery of specific topics/concepts
tiered lessons, learning centers, or other options which allow capable students to participate in extended learning opportunities
when as assignment or skill is broken down into smaller sequential steps and each of those steps are taught one at a time
the strategy of breaking down information into bite-sized pieces so the brain can more easily digest new information
scope and sequence
design element of curriculum which includes decisions and planning about the information to be taught as well as an outline of the which sequence skills an concepts are taught
opening activity of a lesson plan; prepares students for the upcoming lesson
general term for the explicit teaching of a skill-set using lectures or demonstrations of the material, rather than exploratory models such as inquiry-based learning
an instructional philosophy based on the idea of giving students more than one chance to demonstrate profeciency of content and skills.
those that come from outside the individual; often tangible items e.g. money, prizes, stickers
those that come from within the individual; satisfaction, pride, feeling of accomplishment
expectations and support for ALL students
individuals create their own knowledge based on previous knowledge and controlled investigation
understanding of rules, routines, and tasks of mathematics
specialized instructional supports put in place in order to best facilitate learning when students are first introduced to a new subject.
ways students can respond to mathematical questions
concrete, picture, symbols, and/or oral
informal observational data recorded by a teacher as an assessment of how a student is performing on a learning concept, socially, etc.