A Closer Look
Classroom Scenarios
Throughout this resource, we offer examples from lessons that illustrate
INFORMative practice in action; we call these sections “A Closer Look”
and hope they are helpful in supporting your implementation of formative
assessment in your classroom.
Mr. Singh’s Use of INFORMative Assessment with Similar Triangles
16
Mr. Parulski’s Starter Questions with Lines of Symmetry
32
Mrs. Morehouse’s Pre-assessment with Mean and Median
36
Mr. Maples’s Learning Target for Pythagorean Theorem
113
Mrs. Kolb Chooses a Learning Target for Application
of Pythagorean Theorem
117
Ms. Rich’s Intentional Listening with Function Rules
133
Ms. Rideau’s Observations of Students with Cross-Sections
of Three-Dimensional Shapes
137
Mr. Pennington’s Questions to Clarify and Probe Student
Thinking with Solve a Quadratic Equation
146
Ms. Bigney’s Questions to Elicit Student Thinking with
Perimeter and Area Comparisons
151
Mr. Salik’s Questions to Highlight Mathematics Ideas
with Repeating Decimals
155
Mr. Hidalgo’s Homework Assessment with Modeling with a Graph
176
Mrs. Samuelson’s Homework Assessment with Lines and Angles
178
Mr. Gore’s Homework Assessment with Write a Division Problem
180
Ms. Davis’s Monitoring of Students’ Understanding with
Transformations of Familiar Shapes
189
Mrs. James’s Exploration of Precision with Identifying Units
of Measure
223
Ms. Luna Combines Mathematical Practices and Context
with Concentrations of Medicine
227
(continued)
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“A Closer Look” Classroom Scenarios
(continued)
Mr. Poole’s Probing Questions with The Fair Game
235
Mrs. Kolb Creates a Climate of Clear Expectations
with Cori the Camel
253
Mr. Ross Communicates Clear Expectations for Problem Solving
with Eric the Sheep
257
Mr. Moser Establishes Respect for Thinking During Discussion
with Volume of a Cylinder
263
Ms. Hernandez Gives Directions for Creating a Portfolio
282
Mr. Rohner and Maxine Discuss Her Progress Portfolio Reflection
284
Mr. Jordan Uses Turn and Talk with The Knockout
291
Mr. Garcia Makes Inferences About Students’ Understanding
with Race Cars
313
Mrs. Nelson Categorizes Correct, Incorrect, and Incomplete
Responses with Fractional Exponents
318
Ms. Ertenberg Identifies Possible Causes of Incomplete
and Incorrect Answers with The Photocopier
326
Mrs. Locklear Examines Students’ Logic with Computation 12 ÷ 23
331
Mr. Herje Examines the Logic Behind Incomplete and Incorrect
Answers with Water in the Bucket
333
Mr. Frye’s Actionable Feedback with Relations and Functions
363
Ms. Denton’s Actionable Feedback with Order of Operations
366
Mrs. McDaid’s Actionable Feedback with Greater Volume
369
Ms. Behr’s Actionable Feedback with Percentage Problem
371
Mr. Thomas Refines Inferences About Students’ Thinking
with Similar Triangles
376
Mrs. Torres’s and Ms. Brown’s Joint Planning to Incorporate
Formative Assessment in Instruction
405
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