Uncovering Student Thinking About Mathematics in the Common Core, Grades 3-5: 25 Formative Assessment Probes

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Take the guesswork out of grades 3-5 math assessment!

Expertly pinpoint and reverse your students’ common math difficulties with this must-have resource from best-selling authors Cheryl Tobey and Carolyn Arline. You’ll find 25 research-based assessment probes designed specifically for Grades 3-5 and the new Common Core Standards for Mathematics. Learn to ask the right questions to uncover just where your students get confused, and apply practical strategies to get them quickly back on track – while learning is already underway. It’s all here in this detailed and time-saving guide. Organized by strand, the probes will enable you to:

  • Quickly and objectively identify and correct students’ difficulties
  • Systematically address conceptual misunderstandings and procedural mistakes-- before they become long-term 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 3-5
With the help of sample student responses, extensive Teacher Notes, reproducibles, and research-based tips and resources, you’ll quickly eliminate the guesswork and join thousands of busy teachers who’ve used these easy-to-implement probes to foster solid math proficiency!

Uncovering Student Thinking About Mathematics in the Common Core, Grades 3-5: 25 Formative Assessment Probes Reviews | Toppsta

9781452270241

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About Cheryl Rose Tobey

Susan Janssen Creighton is a senior mathematics associate at Education Development Center (EDC) in Massachusetts. She has worked in mathematics education for 30 years, both in schools and at EDC, where her work has focused largely on K-12 mathematics curriculum development and mathematics teacher professional development. Currently, her work focuses on helpi

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About Emily R. Fagan

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

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