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Some had the right answer, but their written answer/explanation were not correct. For example, some explained that 5 was really 1.

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Add ECOMM if/then to planbook.  Add small group lessons for transposing numbers for all to use.  

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Add ECOMM if/then to planbook.  Add small group lessons for transposing numbers for all to use.  

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Model number writing in order on a number line

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For students with the misconception - use inch tiles to measure with to build the understanding of measuring. However, next time, we should make sure the ruler is accurate with inches. Students may have gotten confused b/c the ruler was not actually inches.

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Model real world mistakes when transposing numbers to show importance.

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Model real world mistakes when transposing numbers to show importance.

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Special Area - we have one student who we would need to meet with to determine if he/she can count or just doesn't know how to write the numbers yet

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Special Area - we have one student who we would need to meet with to determine if he/she can count or just doesn't know how to write the numbers yet

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Extension - For proficient kids, give them one half of the equation and have them write it in an equal but different way. 

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Extension - For proficient kids, give them one half of the equation and have them write it in an equal but different way. 

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Special Area - group according to misconception to work on the specific skill needed (for example work on one to one strategy with manipulatives)

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Special Area - group according to misconception to work on the specific skill needed (for example work on one to one strategy with manipulatives)

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Adapt the if/then to have larger numbers like in our formative. We need to add our own small group idea.

Use problems that elicit specific misconceptions and their thinking, not just the answer.

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Encourage verbal responses

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We need to make sure that the format of the assessment aligns with how we are teaching the content.

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For kids struggling with confusing symbols - have them build it or draw it and prove their thinking that way.

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For kids struggling with confusing symbols - have them build it or draw it and prove their thinking that way.

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How to explain - explicitly modeling of how to justify your thinking. (Words and pictures) 

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How to explain - explicitly modeling of how to justify your thinking. (Words and pictures) 

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Revert back to the T-chart for finding all of the factors (if a student doesn't find all factor pairs for larger numbers & for students misconception of odd numbers being prime);   Discuss reading word problems closely for key details (missing details like "all factors");  reinforce vocabulary for prime vs. composite;  

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Revert back to the T-chart for finding all of the factors (if a student doesn't find all factor pairs for larger numbers & for students misconception of odd numbers being prime);   Discuss reading word problems closely for key details (missing details like "all factors");  reinforce vocabulary for prime vs. composite;  

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For kids struggling with mixing up properties - take it back to concrete and have them build and prove it. 

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For kids struggling with mixing up properties - take it back to concrete and have them build and prove it. 