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Copyright 2009 by New York City Board of Education: Department of Science, Technology, Engineering and Mathematics. All Rights Reserved. Early Childhood Assessment in Mathematics Manual ■ ii
CONTENTS 1. INTRODUCTION ...................................................................................................1 Why assess young children’s mathematical understandings? Assessment before teaching The mathematics interview 2. RESEARCH BACKGROUND...................................................................................3 International research New York City classroom trials Some findings from the New York City classroom trials 3. THE EARLY CHILDHOOD INVENTORY IN MATHEMATICS ....................................5 The mathematics interview The mathematics content strands The developmental basis 4. INTERVIEWING ....................................................................................................10 When? The student booklet Preparing to interview Prompting Recording Interpreting 5. IMPLICATIONS FOR INSTRUCTION ......................................................................15 Identifying children’s current understandings Children’s next learning steps Differentiating instruction Confident students Struggling students 6. RECORD KEEPING PAGES ....................................................................................21 All strands class summary Class summary pages Individual student summary 7. REFERENCES........................................................................................................39 Early Childhood Assessment in Mathematics Manual ■ iii
Page 1: EARLY CHILDHOOD ASSESSMENT IN MATHE
Page 5 and 6: 1. INTRODUCTION Why assess young c
Page 7 and 8: 2. RESEARCH BACKGROUND Internation
Page 9 and 10: 3. THE EARLY CHILDHOOD INVENTORY IN
Page 11 and 12: Early Childhood Counting Developmen
Page 13 and 14: Early Childhood Geometry Developmen
Page 15 and 16: The student booklet E ach page in t
Page 17 and 18: Recording R ecord the child’s ans
Page 19 and 20: EARLY CHILDHOOD ASSESSMENT IN MATHE
Page 21 and 22: Materials List Materials printed in
Page 23 and 24: Counting Assessment (continued) Stu
Page 25 and 26: Numeration Assessment Student name:
Page 27 and 28: Numeration Assessment (continued) S
Page 29 and 30: Addition and Subtraction Assessment
Page 31 and 32: Multiplication and Division Assessm
Page 33 and 34: Multiplication and Division Assessm
Page 35 and 36: Geometry Assessment (continued) Stu
Page 37 and 38: Geometry Assessment (continued) Stu
Page 39 and 40: Length Measurement Assessment (cont
Page 41 and 42: Time Measurement Assessment (contin
Page 43 and 44: 5. IMPLICATIONS FOR INSTRUCTION Id
Page 45 and 46: Differentiating instruction I t is
Page 47 and 48: Grade 2 Lesson focus: Geometry Diff
Page 49 and 50: 5. RECORD KEEPING PAGES Using the
Page 51 and 52: REPRODUCIBLE Class Summary: Early C
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REPRODUCIBLE Class Summary: Early C
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REPRODUCIBLE Class Summary: Early C
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REPRODUCIBLE EARLY CHILDHOOD INVENT
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REPRODUCIBLE Early Childhood Invent
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REFERENCES Baroody, A. (1987). Chil
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Numeration: Numeral cards 0-10 0 1
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Numeration: Four and five digit num
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Addition and Subtraction: Number se
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Multiplication and Division: Cookie
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Geometry: Shape card D A B C D E F
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Geometry: Tangram puzzle pieces: Cu
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Measurement: Time: Analog clock fac
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