NJASK Parent Presentation March 26, 2014 B^2 = Beth Benjamin - - PowerPoint PPT Presentation

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Oct 11, 2022 245 likes •481 views

NJASK Parent Presentation March 26, 2014 B^2 = Beth Benjamin Mathematics Coach MacAfee and Conerly Road Schools bbenjamin@franklinboe.org NJ ASK 2104 question breakdown based off last years template NJ ASK 3 & 4 Content Area Duration Tasks

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NJASK Parent Presentation

March 26, 2014 B^2 = Beth Benjamin Mathematics Coach MacAfee and Conerly Road Schools bbenjamin@franklinboe.org

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NJ ASK 3 & 4 Content Area Duration Tasks

Monday, May 12th LAL ‐ Day 1 (Grades 3 & 4) 90 minutes Grade 3 18 Multiple‐Choice  3 Open‐Ended  2 Writing Tasks Grade 4 27 Multiple‐Choice  3 Open‐Ended  2 Writing Tasks Tuesday, May 13th LAL ‐ Day 2 (Grades 3 & 4) Wednesday, May 14th Math – Day 1 (Grades 3 & 4) 63 minutes Grades 3 & 4 43 Multiple‐Choice  8 Short‐Constructed Response  4 Extended‐Constructed Response Thursday, May 15th Math ‐ Day 2 (Grades 3 & 4) 68 minutes Friday, May 16th Science (Grade 4 only) 60 minutes Grade 4 43 Multiple‐Choice  3 Open‐Ended

NJ ASK 2104 question breakdown based off last year’s template

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Test booklets Scratch paper Mathematics Gr. 3 Ruler Mathematics Gr. 4 Protractor & Ruler Calculator ONLY for 25% of test

NJASK Math Materials

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Content Standards: Domains

Kindergarten

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Counting and Cardinality Number and Operations ‐ Fractions Number and Operations ‐ Fractions Number and Operations ‐ Fractions Operations and Algebraic Thinking Operations and Algebraic Thinking Operations and Algebraic Thinking Operations and Algebraic Thinking Operations and Algebraic Thinking Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations in Base Ten Number and Operations in Base Ten Number and Operations in Base Ten Number and Operations in Base Ten Number and Operations in Base Ten Measurement and Data Measurement and Data Measurement and Data Measurement and Data Measurement and Data Measurement and Data Geometry Geometry Geometry Geometry Geometry Geometry

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Teach more than “how to get the answer”

and instead support students’ ability to access concepts from a number of perspectives

Students are able to see math as more than a set of

mnemonics or discrete procedures

Conceptual understanding supports the other

aspects of rigor (fluency and application)

SOLID CONCEPTUAL UNDERSTANDING

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Without using a pencil, pen or calculator, solve the following problems:

94 − 76 12 × 7

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How can you help your student in math?

‐ Help children develop strategies their addition, subtraction, multiplication and division facts. ‐ Encourage children not to give up while solving problems, to build stamina and develop their critical thinking skills. Don’t give them the answers ‐ ask them to think of different ways they can solve problems. ‐ Have children illustrate the math they were thinking in their head and discuss it out loud. ‐ Have children apply their math knowledge to a real‐ world scenario at home, such as doubling a recipe or calculating the area of a room.

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