Formative Assessment in the Mathematics Classroom

If you have a large group of mathematics teachers, ask participants to get in groups based on the specific course they mainly teach: Algebra 1, Geometry, and Algebra 2 and above, or PLC groups.

Show and talk through slides 14–15. Then, go to slide 16 and ask participants to follow the directions on the slide as if they were students. Ask them to record their thinking on a piece of paper or on the back of the Note Catcher handout.

Provide participants with the link to the attached Math Assessment Strategies slide deck. As you continue through the Presentation Slides, display slide 17 and ask participants to create their own formative assessments using the Not Like the Others strategy.

Once participants are in the Math Assessment Strategies slide deck, ask each participant to go to a different slide to type their formative assessment idea for Activity 1. Remind participants to reference their anchor chart from the Day 1 session as they work.

At the top of each participant’s slide, remind them to include a specific lesson objective and the course they teach. Ask participants to either describe or insert the images they would present to students. Additionally, have participants explain where in the lesson they would use this assessment and why they would use this assessment.

If time allows, ask for volunteers to share their ideas with the whole group. Remind participants they can use this slide deck as a resource when they go back to their classrooms.

To conclude Activity 1, go to slide 18 and share some of K20’s math lessons that use the Not Like the Others strategy. The showcased lessons consist of a Geometry lesson, “A Perfect Match,” and an Algebra 2 lesson, “My Imaginary Friend, Part 1.”

Show and talk through slides 19–20. Then, go to slide 21 and ask participants to follow the directions on the slide as if they were students. Ask them to record their thinking on a piece of paper or on the back of the Note Catcher handout.

Display slide 22. Again, ask participants to follow the directions on the slide as if they were students. Give them a moment to decide which method is most similar to theirs, then go to slide 23. Ask participants to analyze the methods that they did not select, then go to slide 24. Have participants discuss all methods with their group members.

After a few minutes of discussion, go to slide 25 and ask if anyone used a method that was not shown. If so, ask them to share it with the whole group.

Inform participants that this activity also helps students develop a deep and flexible conceptual understanding—which is one of the MAPs. Also, remind participants to use their Note Catchers to take notes on how they might use the Strategy Probe technique in their own classrooms.

At this point, give participants a break.

Show and talk through slides 26–27. Then, go to slide 28 and ask participants to share examples of how they imagine their students might respond to this Bell Ringer prompt at the beginning of a lesson.

Remind participants that asking students to respond to broad questions like “What do you know about…?” is a procedure that needs to be taught and developed within a classroom. For example, a student who gives a one-word or very short response needs to be encouraged to create an exhaustive list of things they know. Getting students to think in this way will take some training, time, and practice, so be sure to keep this in mind.

To introduce participants to other Quick Check strategies, transition and talk through slides 29–32. As you show each slide one by one, remind participants to use the Note Catcher handout to take notes on how they might use these Quick Check strategies in their own classrooms, either during or at the end of their lessons.

After explaining each strategy, go to slide 33 and ask participants to create their own formative assessments using a Quick Check strategy. Participants should return to the Math Assessment Strategies slide deck and each go to a different slide to type their formative assessment idea for Activity 3. Remind participants to reference their anchor chart from the Day 1 session as they work.

At the top of each participant’s slide, remind them to include a specific lesson objective and the course they teach. Ask participants to either describe or insert the images they would present to students. Additionally, have participants explain where in the lesson they would use this assessment and why they would use this assessment.

If time allows, ask for volunteers to share their ideas with the whole group. Remind participants they can use this slide deck as a resource when they go back to their classrooms.

To conclude Activity 3, transition through slides 34–36 and share some of K20’s math lessons that use Quick Check strategies. On slide 34, the Fist to Five strategy is showcased in an Algebra 2 lesson: “My Imaginary Friend, Part 2.”

On slide 35, the 3-2-1 strategy is showcased in two Geometry lessons: “If at First You’re Not the Same, Try Triangles! (Part 1)” and “What Does That Look Like?”

On slide 36, the Muddiest Point strategy is showcased in two Algebra 1 lessons: “Shiver Me Functions!” and “Journey of the Isolated Variable, Part 3.”

Show and talk through slides 37–38. Then, transition through slides 39–40 to demonstrate the My Favorite Mistake strategy to participants.

Set the stage with slide 39. You have asked the class to solve the equation: 7(x+1) = 4x - 8(x-6). The class already has solved the equation, and you (acting as the teacher) have selected your favorite mistake, which is shown on the right.

Go to slide 40 and ask participants to assume the role of students. Ask the group (acting as the class) what was done well by the student who worked out the problem on the slide. After several responses, ask the group to find the mistake.

Once participants have completed the activity, remind them to use their Note Catchers to take notes on how they might use the My Favorite Mistake strategy in their own classrooms.