Using formative assessment to differentiate mathematics instruction, grades 4-10
Subtitle: seven practices to maximize learning
By: Leslie Laud
Contributors: National Council of Teachers of Mathematics
Publisher: Corwin
Published: 2011
Place of publication: Thousand Oaks, Calif
Language: eng
Number of pages: 145
ISBN-13: 9781412995245
Subjects: Study and teaching (Secondary); Mathematics; Curriculum planning; Curriculum evaluation; Study and teaching (Middle school)
Notes: "A joint publication [with] National Council of Teachers of Mathematics."

Includes bibliographical references and index.
Table of contents: title: Machine generated contents note: 1.Getting Started and Establishing Norms; title: Getting Started; title: Establishing Class Norms; title: 2.Formative Assessment; title: What is Formative Assessment?; title: Where Am I? Involving Students in Self-Assessment; title: Where Am I Going? Conveying Criteria or Learning Targets; title: How Will I Get There? Providing Feedback; title: Impact of Assessment on Confidence and Motivation; title: 3.Tiered Instruction; title: What Is a Tiered Lesson?; title: Differentiating by Student Characteristics; title: Tiering by Instructional Characteristics; title: Tiering Existing Textbook Lessons; title: Creating a Differentiated Lesson; title: 4.Supporting Students Who Are Low Achieving; title: Differentiating Instruction in Basic Facts; title: Differentiating for Conceptual Understanding; title: Differentiating Procedural Support; title: 5.Challenging Students Who Are High Achieving; title: Exemptions Based on Prior Knowledge or Pace of Learning; title: Opportunities for Higher Order Math; title: Strategies to Avoid; title: Importance of Challenge; title: 6.Time-Saving Management Strategies; title: Planning Lessons and Units; title: Managing Students Working on Different Tasks; title: Assigning Homework; title: Grading; title: Wrap Up; title: Suggested Resources.