You will need the following items:
When your student has completed his work on paper, come back to the computer to complete the rest of the assessment.
Use this tool as an opportunity to help you determine your student’s understanding of the concepts.
For each problem, first check to see if the student answered it correctly. Then ask your student to explain to you how he arrived at each of his answers, or “teach back” the solution. Based on your student’s response, choose the statement(s) that most accurately describe how your student solved the problem. (IMPORTANT: Several of the questions require multiple responses. Be sure to mark ALL appropriate responses.)
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Your student’s performance indicates that he would be more successful in a previous level. Here are some additional steps you can take.
Your student’s performance indicates that he may be ready for Epsilon. Here are some additional steps you should take.
Your student is ready for Epsilon. The following skills were taught in previous levels of Math-U-See and are not specifically retaught in Epsilon. You will want to make sure your student has mastered these skills before beginning.
View a detailed analysis of the assessment.
Return to the Placement Assessments to try the test for the next level, Zeta.
CORRECT ANSWER:
Ask the student to explain how the answer could be found. Which of the following statements characterized his response? CLICK ALL THAT APPLY.
CORRECT ANSWER:
Students working inEpsilonmust have a strong command of basic multiplication and division facts and must understand the following concepts related to the division model.
1. Fifteen objects are separated (divided) into 3 groups.
2. There are 5 objects in each group.
The student then had to write an equation to represent the model based on these observations.
SKILL: Identify the division fact represented by a model or diagram.
CORRECT ANSWER:
Students working inEpsilonmust have a strong command of basic multiplication and division facts and must understand the following concepts related to the division model.
1. Fifteen objects are separated (divided) into 3 groups.
2. There are 5 objects in each group.
The student then had to write an equation to represent the model based on these observations.
SKILL: Identify the division fact represented by a model or diagram.
CORRECT ANSWER: 132,886
Ask the student to explain how he found the answer. Which of the following statements characterized his response? CLICK ALL THAT APPLY.
CORRECT ANSWER: 132,886
First, the student needed to rewrite the problem vertically to align the numbers correctly by place value. Then he needed to add the digits and regroup (or “carry”) when needed to find the sum.
SKILL: Add multiple-digit numbers in a column, regrouping as needed.
CORRECT ANSWER: 132,886
First, the student needed to rewrite the problem vertically to align the numbers correctly by place value. Then he needed to add the digits and regroup (or “carry”) when needed to find the sum.
SKILL: Add multiple-digit numbers in a column, regrouping as needed.
CORRECT ANSWER: 44,205
Ask the student to explain how he found the answer. Which of the following statements characterized his response? CLICK ALL THAT APPLY.
CORRECT ANSWER: 44,205
First, the student needed to rewrite the problem vertically to align the numbers correctly by place value. Then he needed to subtract the digits and regroup (or “borrow”) when needed to find the difference.
SKILL: Demonstrate knowledge of multiple digit subtraction with regrouping.
CORRECT ANSWER: 44,205
First, the student needed to rewrite the problem vertically to align the numbers correctly by place value. Then he needed to subtract the digits and regroup (or “borrow”) when needed to find the difference.
SKILL: Demonstrate knowledge of multiple digit subtraction with regrouping.
CORRECT ANSWER: 1,305
Ask the student to explain how he found the answer. Which of the following statements characterized his response? CLICK ALL THAT APPLY.
CORRECT ANSWER: 1,305
The student needed to know basic multiplication facts from memory. He also needed to perform multiplication with regrouping to find the product.
SKILL: Find the product of double-digit numbers with regrouping.
CORRECT ANSWER: 1,305
The student needed to know basic multiplication facts from memory. He also needed to perform multiplication with regrouping to find the product.
SKILL: Find the product of double-digit numbers with regrouping.
CORRECT ANSWER: 1,794,100
Ask the student to explain how he found the answer. Which of the following statements characterized his response? CLICK ALL THAT APPLY.
CORRECT ANSWER: 1,794,100
The student could have solved this problem in one of two ways.
1) Multiply 2,563 by 7, regroup or “carry” when necessary, and then add two zeros to the end of the product to represent the hundreds.
2) Multiply the two numbers using the traditional method, regrouping as needed to find the product.
SKILL: Multiply numbers with several digits by a multiple of 10.
CORRECT ANSWER: 1,794,100
The student could have solved this problem in one of two ways.
1) Multiply 2,563 by 7, regroup or “carry” when necessary, and then add two zeros to the end of the product to represent the hundreds.
2) Multiply the two numbers using the traditional method, regrouping as needed to find the product.
SKILL: Multiply numbers with several digits by a multiple of 10.
CORRECT ANSWER: 167 R1 or
Ask the student to explain how he found the answer. Which of the following statements characterized his response? CLICK ALL THAT APPLY.
CORRECT ANSWER: 167 R1 or
The student needed to perform long division to solve the problem and write a remainder to show that the numbers did not divide evenly.
SKILL: Divide a three-digit dividend by a single-digit divisor
CORRECT ANSWER: 167 R1 or
The student needed to perform long division to solve the problem and write a remainder to show that the numbers did not divide evenly.
SKILL: Divide a three-digit dividend by a single-digit divisor
CORRECT ANSWER: 12 cakes
Ask the student to explain how he found the answer. Which of the following statements characterized his response? CLICK ALL THAT APPLY.
CORRECT ANSWER: 12 cakes
The student needed to:
1) Know that division was the appropriate operation to use.
2) Write an appropriate equation:
3) Solve by dividing.
SKILL: Divide to solve a word problem.
CORRECT ANSWER: 12 cakes
The student needed to:
1) Know that division was the appropriate operation to use.
2) Write an appropriate equation:
3) Solve by dividing.
SKILL: Divide to solve a word problem.
CORRECT ANSWER:
Ask the student to explain how he determined the answer. Which of the following statements characterized his response? CLICK ALL THAT APPLY.
CORRECT ANSWER:
The student needed to perform long division to solve the problem.
He needed to use zeros as place holders in the quotient when needed; also, he needed to write a remainder to show that numbers did not divide evenly.
SKILL: Divide a five-digit dividend by a two-digit divisor.
CORRECT ANSWER:
The student needed to perform long division to solve the problem.
He needed to use zeros as place holders in the quotient when needed; also, he needed to write a remainder to show that numbers did not divide evenly.
SKILL: Divide a five-digit dividend by a two-digit divisor.
The next two questions are just for the instructor to complete. Choose the statement that best describes your student’s work during the written part of the assessment.
How long did it the student to complete the assessment? Click on the best response.
A student who has mastered the prerequisite concepts should be able to complete the written assessment in 20 minutes.
A student who has mastered the prerequisite concepts should be able to complete the written assessment in 20 minutes.
How often did the student ask for help or hints as to how to solve a problem? (Note: this is different than asking for clarification about how a question is worded.) Click on the best response.
A student who has mastered the prerequisite concepts should feel confident in his or her ability to solve the problems and should not need to ask for assistance.
A student who has mastered the prerequisite concepts should feel confident in his or her ability to solve the problems and should not need to ask for assistance.