CBM Preparation
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. …show more content…
If is see that they have a good sense of that number I will perform an informal hiding assessment for that number, this informal assessment will be conducted on Friday of that week. If the student’s shows that they have mastered the number then I will move them to the group with the next highest number, and meet with that student’s with the new group and receive a new form of intervention. If the student is struggling and misses more than three part-whole questions then I will perform another intervention and move them to a new group if needed. This requires me to assess where each student is on a week to week basis and change their groups as
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. …show more content…
If is see that they have a good sense of that number I will perform an informal hiding assessment for that number, this informal assessment will be conducted on Friday of that week. If the student’s shows that they have mastered the number then I will move them to the group with the next highest number, and meet with that student’s with the new group and receive a new form of intervention. If the student is struggling and misses more than three part-whole questions then I will perform another intervention and move them to a new group if needed. This requires me to assess where each student is on a week to week basis and change their groups as