Don’t You Wish There

was a DIBELS for Math?

Assessing the Stepping Stonesto

Computational Fluency

Terry Rose WERA Spring Conference 2007

SAUCER Project(So Adults Use Calculations Everyday

Research)

Between February and September 1998

200 adults

Recorded all mathematical calculations they completed in a typical 24 hour period

SAUCER Results84.6% mental

11.1% written

6.8% calculator use

19.6% use of physical objects

201 - 189 =

321 - 275 =

Number sense can be described as good intuition about numbers and their relationships. It develops gradually as a result of exploring numbers, visualizing them in a variety of contexts, and relating them in ways that are not limited by traditional algorithms.

Hilde Howden

Number Sense “Big Ideas”counting skill

decomposition of number

base ten number system

concepts of operations

basic fact fluency

Early NumeracyInterview Booklet

Victoria Department of Education(Australia)

Assessing Math Concepts

(Nine Book Series)

by Kathy Richardson

• Book One - Changing Objects

• Book Two - Changing Numbers

• Book Three - More/Less Trains

• Book Four - Number Arrangements

• Book Five - Combination Trains

• Book Six - The Hiding Assessment

• Book Seven - Ten Frames

• Book Eight - Grouping Tens

• Book Nine - Two-Digit Add and Sub

Teaching Number in the

Classroomwith 4-8 year-olds

Wright • Stanger • Stafford• Martland

Number Words and

Numbers

• Forward number word sequence

• Number word after

• Backward number word sequence

• Number word before

• Numeral identification

• Sequencing numerals

• Ordering Numerals

• Locating numbers in a range

Early Counting and Addition

• Comparing small collections• Increase/decrease in the range of

1 to 6• Establishing the numerosity of a

collection• Establishing a collection

• Establishing the numerosity of two

• Additive tasks - two screened collections

Structuring Numbers 1 to 10

Wright

• Finger patterns for numbers (1 to 5)

• Finger patterns for numbers (6 to 10)

• Naming and visualizing domino patterns

• Naming and visualizing with ten frame

• Partitions of 5 and 10• Addition and subtraction (range 1

- 10)

Advanced Counting,Addition and Subtraction

• Additive tasks, two screened collections

• Missing addend tasks, screened collections

• Removed items tasks, screened collections

• Missing subtrahend, screened collections

• Comparative subtraction, screened

• Subtraction with bare numbers

Structuring Numbers 1 to 20

• Name/visualize pair-wise patterns 1-10

• Name/visualize five-wise patterns 1-10

• Name/visualize pair-wise patterns 11-20

• Five-wise and ten-wise patterns 11-14

• Name/visualize ten-wise patterns 15-20

• Add using doubles, fives and tens• Sub using doubles, fives and tens

Terry Roserose.terry @comcast.net

Skills are to mathematics what scales are to music or spelling to writing.The objective of learning is to write, to play music, or to solve problems - not just to master skills.

National Research CouncilEverybody Counts