Introduction:
Students who are ready for Epsilon:- can comfortably add or subtract multiple-digit numbers, using regrouping as necessary
- can demonstrate a division problem by drawing a diagram
- can give the quotients for single-digit division facts from memory
- can comfortably multiply multiple-digit numbers, regrouping as necessary
- can comfortably divide multiple-digit numbers with remainders
- can determine and apply the operation(s) needed to solve a word problem
Preparing for the Assessment:
You will need the following items:
- pencil with eraser
- extra paper for calculation, if desired
Student Portion:
Print out a copy of the Epsilon Readiness Assessment. The printed part of the assessment is to be completed independently by the student and should take approximately 20 minutes. Be sure to keep track of the actual time your student spends on this part of the assessment. You may attempt to clarify the wording of a question if your student does not understand, but you should not answer specific questions asking how to solve a particular problem.When your student has completed his work on paper, come back to the computer to complete the rest of the assessment.
Instructor Portion:
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.
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Your student’s performance indicates that he may be ready for Epsilon. Here are some additional steps you should take.
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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.
- Customary measures and conversions between units (for example, converting miles to yards or pounds to ounces)
- Working with money (for example, converting between coins and dollars, making change, adding amounts of money)
- Finding the volume of a rectangular solid
- Determining the area and perimeter for squares, rectangles, and triangles
- Rounding whole numbers to the nearest 10, 100, and 1,000
- Roman numerals (convert to Arabic numerals and vice versa)
View a detailed analysis of the assessment.
Return to the Placement Assessments to try the test for the next level, Zeta.
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- Answered
- Review
- Question 1 of 10
1. Question
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.
CorrectCORRECT 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.
IncorrectCORRECT 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.
- Question 2 of 10
2. Question
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.
CorrectCORRECT 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.
IncorrectCORRECT 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.
- Question 3 of 10
3. Question
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.
CorrectCORRECT 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.
IncorrectCORRECT 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.
- Question 4 of 10
4. Question
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.
CorrectCORRECT 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.
IncorrectCORRECT 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.
- Question 5 of 10
5. Question
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.
CorrectCORRECT 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.
IncorrectCORRECT 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.
- Question 6 of 10
6. Question
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.
CorrectCORRECT 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
IncorrectCORRECT 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
- Question 7 of 10
7. Question
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.
CorrectCORRECT 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.
IncorrectCORRECT 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.
- Question 8 of 10
8. Question
CORRECT ANSWER:
Ask the student to explain how he determined the answer. Which of the following statements characterized his response? CLICK ALL THAT APPLY.
CorrectCORRECT 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.
IncorrectCORRECT 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.
- Question 9 of 10
9. Question
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.
CorrectA student who has mastered the prerequisite concepts should be able to complete the written assessment in 20 minutes.
IncorrectA student who has mastered the prerequisite concepts should be able to complete the written assessment in 20 minutes.
- Question 10 of 10
10. Question
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.
CorrectA 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.
IncorrectA 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.