Essay on Analyzing Math Concepts : Hiding Assessment
The CBM that I will be conducting will be the hiding assessment. This assessment will show “Children who are able to subtract with ease and efficiency know the parts of number and see the relationship between composition and decomposition of numbers and addition and subtraction.” Kathy Richardson, Assessing Math Concepts: Hiding Assessment. Didax Publishing, page 26.
The probe will first be probing for the student’s ability to see part-whole number relationships. For each of the students I started off with the number 6 because it was a number in the middle. If a student is not able to master the number 5 the assessment will move backward to assess the number 4, if the student is able to show master of the number 6 then they will move up to the assessment of the number 7.
Assessment: With Counters
1. First I have the child count out that many counters, I place the excess counters to the side.
2. Then I close my hand around the counters and confirm that he/she knows how many are hidden there.
3. Then I remove some and show them in the palm of my other hand.
4. I then ask the child, “How many are hidden?”
5. I repeat with different amounts removed.
6. If the child responds quickly and correctly and is clearly not counting in any way, I call it a “mastered number.”
7. If a number is mastered, I will repeat the entire process with the next higher number.
8. I will continue until the child begins to stumble. Evidence of stumbling might be using fingers,…