From bestselling authors Cheryl Tobey and Carolyn Arline, this book helps pinpoint and reverse students' common math difficulties. Included are 20 researchbased assessment probes designed specifically for Grades 35, to help teachers learn to ask the right questions to uncover just where students get confused, and apply practical strategies to get them quickly back on track. Organized by strand, the probes will enable readers to: * Quickly and objectively identify and correct students' difficulties * Systematically address conceptual misunderstandings and procedural mistakes before they become longterm problems * Plan targeted instruction and remediation in multiplication and division, problem solving, the four operations, factorization, and beyond * Master the essential CCSM mathematical processes and proficiencies for Grades 35 With the help of sample student responses, extensive Teacher Notes, reproducibles, and researchbased tips and resources, teachers can quickly eliminate the guesswork and join thousands of busy teachers who've used these easytoimplement probes to foster solid math proficiency!
About Cheryl Rose Tobey
Cheryl Rose Tobey is a senior mathematics associate at Education Development Center (EDC) in Massachusetts. She is the project director for Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and a mathematics specialist for Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD) both projects are funded by the National Science Foundation (NSF). She also serves as a director of development for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2). Her work is primarily in the areas of formative assessment and professional development. Prior to joining EDC, Tobey was the senior program director for mathematics at the Maine Mathematics and Science Alliance (MMSA), where she served as the coprincipal investigator of the mathematics section of the NSFfunded Curriculum Topic Study, and principal investigator and project director of two Title IIa state Mathematics and Science Partnership projects. Prior to working on these projects, Tobey was the coprincipal investigator and project director for MMSA's NSFfunded Local Systemic Change Initiative, Broadening Educational Access to Mathematics in Maine (BEAMM), and she was a fellow in Cohort 4 of the National Academy for Science and Mathematics Education Leadership. She is the coauthor of six published Corwin books, including seven books in the Uncovering Student Thinking series (2007, 2009, 2011, 2013, 2014), two Mathematics Curriculum Topic Study resources (2006, 2012), and Mathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction and Learning (2011). Before joining MMSA in 2001 to begin working with teachers, Tobey was a high school and middle school mathematics educator for ten years. She received her BS in secondary mathematics education from the University of Maine at Farmington and her MEd from City University in Seattle. She currently lives in Maine with her husband and blended family of five children. Emily R. Fagan is a senior curriculum design associate at Education Development Center (EDC) in Massachusetts where she has developed print and online curricula as well as professional development and assessment materials in mathematics for fourteen years. She was Director of the MathScape Curriculum Center, a project funded by the National Science Foundation (NSF) to support schools, districts, and teachers in curriculum implementation, and she directed the revision of MathScape: Seeing and Thinking Mathematically (McGrawHill, 2005). She was a developer and facilitator of three NSFfunded projects, Addressing Accessibility in Mathematics and Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD) aimed at supporting struggling math learners, particularly those with learning disabilities, and Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) the inspiration for this book. Fagan is the coauthor of two books: Uncovering Student Thinking About Mathematics in the Common Core, Grades K2 (2013) and its companion for grades 35, as well as book chapters and articles about curriculum implementation and instruction. Prior to joining EDC, Emily taught high school and middle school mathematics in Philadelphia and in Salem and Brookline, Massachusetts. She was a mentor teacher, math coach and member of the Massachusetts faculty of the Coalition of Essential Schools. She has long been interested in accessibility in mathematics education and improving opportunities for all students to learn and love math. While mathematics has been her focus for the last two decades, she has also taught science, social studies, and Spanish. Fagan holds an AB cum laude from Harvard University. She lives in Sudbury, Massachusetts, with her husband and their two children.Details Book
Author  :  Cheryl Rose Tobey 
Publisher  :  Corwin Press Inc 
Data Published  :  28 January 2014 
ISBN  :  1452270244 
EAN  :  9781452270241 
Format Book  :  PDF, Epub, DOCx, TXT 
Number of Pages  :  248 pages 
Age +  :  15 years 
Language  :  English 
Rating  : 
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