Transcript WASL Wisdom Slideshow

WASL Wisdom
From Lessons Learned
Number Sense
• Students have difficulties labeling
fractional parts.
– Examples of mislabels:
Number Sense
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Students do not understand the meaning of the “remainder” in division problems.
Students do not know how to represent a remainder in decimal form.
Student writes an answer as 12.3 instead of 12 ¾ on the answer line.
NO run-on equations!!!
6+6=12+12=24
YES!
Yes!
6+6=12
12+12 = 24
6+6 = 12
+ 12
24
Measurement
• Students have difficulty computing with
time and representing the answers.
– 12:10 means 12 hours ten minutes elapsed time.
– 12.1 hours means 12 hours 6 minutes.
– 12:10 P.M. means 10 minutes after 12 noon.
• Students continue to use 100 minutes for
one hour instead of sixty minutes for one
hour, when computing elapsed time.
Geometric Sense
• When plotting points on a coordinate grid,
students are showing the tracking lines
that help them locate the points.
• Students need to use a ruler or
straight edge when drawing figures.
5
4
3
2
1
0
1
2
3
4
5
Communicates Understanding
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When students are asked to write questions or information that
can be obtained from data given, they should use the information,
rather than just restate the information given.
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Students have difficulty writing questions that can be answered
from given information.
– When students write:
“The cost of a milkshake and a donut = ”
They do not receive credit because it is not a question.
– They should write:
“What is the cost of a milkshake and a donut?”
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An expression or an equation is not a question.
An example of student work that will not receive points for a
question is: x + y + 2.
COMPLETE
COMPARISONS!
• Comparison words are critical
– Bigger not big
– Smaller not small
– Different is good!
• Bigger than what?
• Smaller than what?
• Students should use attributes not
opinions.
“Show”
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“Show” means to communicate
Short answer and extended response items require students to
show evidence of procedures, and/or strategies.
– Label diagrams and pictures with numbers or words
E.g.
Draw a diagram to show how you know that 4 x 3=12
1
12
4
2
3
Not enough – no numbers to explain
Enough – even without the line
not enough – labels (numbers) don’t explain
Enough – needed 3, 4, or 12 to explain picture
Pictures have to match
the number label!
Labels
Missing and/or incorrect labels are a common reason students
lose points.
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Money: $1.80 (One dollar and eighty cents) is mislabeled in the following ways:
180
1.80
$1.80¢
1.80$
$1.8
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When students are given inches in a prompt, their answers are mislabeled feet.
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When reading data from a graph, students often ignore the unit provided in the
label of an axis or provide an incorrect label in their answer.
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Students mislabel or leave the labels off linear, square, and/or cubic measures.
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Mislabeled time units include:
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Instead of 35 ft², students mistakenly write 35² ft.
Use (") symbol for inch and (') symbol for foot with a raised 2 to mean squared is incorrect.
• Example: 25'² and 25²' are both incorrect.
forgetting the morning or afternoon label.
forgetting the colon.
using a decimal point instead of a colon.
Students should answer
the question that is being
asked.
“Choose not to choose”
• To keep reliability
• If shows 2 ways and 1 way is wrong, it is wrong
• If picture is not labeled, they won’t interpret meaning
• “words, numbers or pictures” - 2 of 3 is necessary
4 cars
dog
4
4
4x2=8
Neatness
• When students write over an answer, they are not
making their answers clear enough to score.
• Students can earn points for work that is crossed
out if it is correct and supports their answer.
• Students should cross out work, rather than
erase. When students erase work, they show no
evidence of strategy or procedure.
No pronouns in Math or
Reading!
IT
Be as clear as possible!
“Explain your thinking…”
1. Have them solve it
2. Have them “show” it (if they haven’t)
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Remember, numbers with labels is often
enough on the WASL
3. Hold your classroom expectations high!