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© 2021 Curriculum Associates, LLC. All rights reserved. | 04/21 125K
Get Good Data
“
“
I need to make sure that the data being
collected is quality. I’m relying on it
for so much, so I want it to be as clean
and accurate as possible. The most
important thing I can do is be engaging
and interactive during the testing
process.
—Elementary School Teacher
Reliable data can empower your teaching to boost student achievement. When your
students’ Diagnostic data is accurate, their growth measures and personalized lesson path
will be “just right” for them. Good data helps you make the best use of your planning time
AND each student’s instructional time, with results and recommendations that tell you
student strengths and target the skills students need to work on most. Take these steps
before, during, and after the Diagnostic to gather good data.
To get good data:
Get Organized: Review Diagnostic schedules, gather materials, and organize
testing space.
Prepare and Motivate Students: Get your students ready for the
Diagnostic by motivating them, reviewing expectations, and setting goals.
Actively Proctor: Provide encouragement and watch for students who
may be rushing by reviewing student progress and monitoring alerts.
Track Completion: Ensure all students
complete the Diagnostic within the scheduled
window and before their individual tests expire.
For more information,
visit i-ReadyCentral.com/
GetGoodData.
© 2021 Curriculum Associates, LLC. All rights reserved. | 04/21 125K
Get good data with
the tips and tools
that follow!
3
4
2
1
Get Good Data
|
17
The most important thing you can do to get accurate data is motivate students to try their best
on the i-Ready Diagnostic.
Tips & Tools for
Preparing Students for the Diagnostic
Tips Tools
Review Purpose, Expectations, and Tips
• Explain why the Diagnostic is important
and review expectations.
•
Describe the student Diagnostic experience
and provide helpful test-taking tips.
Motivate Students to Do Their Best
• Encourage students to try their best by
having them write commitments before
taking the Diagnostic.
Create Individual and Class Goals
• Help students set individual goals and
consider sharing class goals (e.g., “Our class
will have zero students rushing”).
Provide Encouragement to Students
• Actively monitor students as they are taking
the Diagnostic.
• Provide encouragement, give breaks when
needed, and acknowledge effort and
perseverance.
Communicate with Families about the
Upcoming Diagnostic
• Send a letter home to families before
students take the Diagnostic explaining
what the assessment is and how they can
help prepare their students.
Preparing Students
for the Diagnostic
Presentation
Student Data
Trackers,
Pledge Sheets,
and Learning
Reflections
Setting Goals with
Students Guidance
Data Chats
Encouragement
Cards English |
Spanish
Proctoring
Guidance
Communication
Templates to
Families (Available
in English, Spanish,
Portuguese, and
Haitian Creole)
Access all resources
marked with this icon at
i-ReadyCentral.com/GetGoodData,
or download each individually by
entering the terms in the search bar.
Draw a picture of you doing your best!
Draw a picture of you doing your best!
|
18
Learn More! Visit i-ReadyCentral.com/FamilyCenter.
© 2020 Curriculum Associates, LLC. All rights reserved. | 10/20 0K
Click here to download this resource as an individual page.
Data Chat
Using Student-Level Data
Report to Use:
If your students used i-Ready last year:
Historical Results (Student) report
Help
Assess & Teach
Rosters Regina Moore
Reports
Historical Results
Deidre Bell
Grade 4
PDF
Key
2019–2020 Diagnostic Performance Summary (Grade 3)
Placement Definition
End-of-Year View
Subject
Reading
Diagnostic 1
09/14/18
Diagnostic Growth
Diagnostic 3
05/22/19
Diagnostic 2
01/21/19
Progress to Typical Growth
Progress to Stretch Growth
Placement by Domain
Overall Placement
Placement & Scale Score
Phonological Awareness *
Phonics *
High-Frequency Words
Vocabulary
Comprehension: Literature
Comprehension: Informational Text
13/26 (50%)
13/40 (33%)
24/26 (92%)
24/40 (60%)
—
—
Grade 2 (495)
Standard Error +/- 12
Tested Out
Tested Out
Grade 2
Grade 2
Grade 2
Grade 1
Tested Out
Tested Out
Early 3
Grade 2
Grade 2
Grade 2
Tested Out
Tested Out
Early 3
Early 3
Early 3
Grade 2
Grade 2 (508)
Standard Error +/- 12
Early 3 (519)
Standard Error +/- 12
2018-2019 Personalized Instruction Activity Summary (Grade 3)
Lessons Passed / Completed:
37 / 49
% Lessons Passed:
76%
Total Lesson Time-on-Task:
22h 38m
Tested Out
Tested Out
13/13
10/14
7/8
7/14
—
—
100%
71%
88%
50%
Lessons Passed/Completed % Lessons PassedDomain
Phonological Awareness
Phonics
High-Frequency Words
Vocabulary
Comprehension: Literature
Comprehension: Informational Text
Placement Improved from Initial
* Foundational Domains
Grade 1
2017 – 2018
Grade 3
2019 – 2020
Grade 2
2018 – 2019
Guiding Questions: Tips:
• E xplain i-Ready growth measures to students.
E.g.,“We know what you already know and what you
still need to learn. i-Ready gives you two personal
measures we will use to set goals. You have a Typical
Growth measure, which is how much a student like
you is expected to grow in one year, and a Stretch
Growth measure, which is a more challenging goal.”
• Keep the conversation grounded in data, but
provide context. E.g.,“We are looking at your data
so we can help you learn.”
• E ncourage students to take ownership over
their goals and next steps by setting a positive
tone, pausing to let them reflect, and helping them
brainstorm ideas.
• Focus on each student ’s individual performance
and goals. Avoid making comparisons to peers.
• Ensure stu dent goals are not limited to scale
scores and growth measures. Consider including
learning goals that focus on specific domains,
standards, and/or skills.
• Su ggest a broad range of actions to students
that include effective habits (e.g., staying focused,
showing work, keeping eyes on their own screen).
• Download i-Ready Pledge Sheets by visiting
i-Ready Central® and searching pledge to capture
goals and next steps to display in the classroom.
• Use t he conversation to motivate the student to
learn and develop self-assessment skills.
* To download, search Pla nning for a Student Data Chat on
i-Ready Central. Download this and other da ta chats at
i-ReadyCentral.com/DataChats.
Part 1
Part 2
Part 3
Before the 1st Diagnostic
Observe and Reflect
1A. If you used i-Ready last year: How did you do on your
i-Ready Diagnostics last year? What did you learn and
improve on last year and what do you still need to learn
and improve on this year?
—OR—
1B. If you did NOT use i-Ready last year: How did you end
the year? What did you learn and improve on last year and
what do you still need to learn and improve on this year?
Explain How i-Ready Work s
to Motivate Students
2. Now is the perfect oppor tunity to explain i-Ready growth
measures to students. Ensure students understand there
are two growth measures (see the first Tip on the right).
If using Personalized Instruction, explain that Diagnostic
results will determine which lessons the students get.
Take Action
3. How will you do your best on the i-Ready D iagnostic?
What to Do:
If you used i-Ready last year, plan in advance by reviewing student data.
Encourage students to use the Data Chat Worksheets on the next pages.
Have their report on hand for reference.
• Plan in advance by reviewing student data using the
Planning for a Student Data Chat Worksheet.*
• Consider the individual student while sharing data by adjusting the
conversation and worksheet to the student’s needs and personality.
• Approach the conversation as a partnership with the student.
• Familiarize yourself with how i-Ready measures student
growth by visiting i-ReadyCentral.com/GrowthGoals.
|
4
Learn More! Visit i-ReadyCentral.com/FamilyCenter
© 2020 Curriculum Associates, LLC. All rights reserved. | 10/20 0K
© 2020 Curriculum Associates, LLC. All rights reserved. | 12/20 0K
Actions Tips
Before the Diagnostic
Remind students of the
importance of putting
forth their best effort.
• Download, preview, and show students resources to prepare them. Consider using:
Getting Students Ready for the Diagnostic Presentation
Diagnostic Intro Videos
• Consider also reminding students:
– Every test is unique.
– Take your time and do not rush.
– Results will be used to help students know what they’ve mastered and what they need to learn.
– Diagnostic breaks will appear at different times for each student.
Distribute materials,
including headphones,
paper, and pencils.
• Consider using
Math Work Pages
Explain what students
should do when they
finish the Diagnostic.
• Consider having students:
– Read silently
– Work on Personalized Instruction
During the Diagnostic
Monitor students as
they are testing.
• Walk around the room by following a pathway as students are testing, ensuring you
walk behind every student’s desk.
– Glance at students’ computer screens and Diagnostic progress bars to ensure students are
staying on track by observing for rushing, fast clicking, any open tabs or other websites, etc.
– Ensure students are showing work on paper.
Encourage students. • If students are rushing, remind them to take their time and try their best.
• If students seem stuck or are taking a long time for each item, encourage them to make
their best guess.
• Consider allowing students who seem frustrated or are rushing to take a short break.
Reset the Diagnostic for
individual students as
needed.
• If a student appears to be rushing or not trying their best, you can reset the Diagnostic
while it is still “In Progress.” Note that completed tests cannot be reset or removed.
Check with a school leader about policies regarding resetting Diagnostics.
After the Diagnostic
Collect paper and pencils
and ensure students are
logged out of i-Ready.
Congratulate students
for trying their best and
celebrate successes.
• Celebrate no rushing.
• Celebrate students showing work.
Proctoring Guidance for the Diagnostic
For additional tips and tools:
i-ReadyCentral.com/Energize
i-ReadyCentral.com/DiagnosticData
i-ReadyCentral.com/Ideas
18
|
© 2021 Curriculum Associates, LLC. All rights reserved. | 04/21 125K
430
550
Typical 488
Stretch 501
Key
PDF
Number and
Operations
Placement by Domain
Grade 4
456
Can Do
Developmental Analysis
Next Steps & Resources for Instruction
Read and write whole numbers through thousands
in expanded form and standard form and identify
the value of the digits.
Read and write whole numbers through hundred
millions in expanded form and standard form and
identify the value of the digits.
Compare and order numbers through hundred
millions.
Add multi-digit numbers.
Multiply a whole number by a power of 10 or a
multiple of 10.
Identify fractions that name part of a whole
(denominators of 2, 3, 4, 6, 8, 10, 12).
Standards
Standards
Standards
Standards
Standards
Standards
Compare two decimals to hundredths, including
amounts of money.
Standards
At placement levels 3–5 this domain addresses four operations with whole numbers with an emphasis on multiplication and division, as well as
understanding of and computation with decimals and fractions. Test results indicate that Anna could benefit from practicing multi-digit whole number
operations and fraction concepts.
Test results suggest that Anna would benefit from intervention focused on skills and concepts related to quantitative reasoning and representation. Instruction
that connects understanding of number relationships with computation and problem-solving skills will strengthen Anna’s math abilities across domains. This
priority places Anna in Instructional Grouping 2.
Base Ten Base Ten
Fractions
– Subtract multi-digit numbers.
Subtract multi-digit numbers.
Tools for Instruction
Subtract Multi-Digit Numbers
Tools for Instruction in Spanish (Grade 4)
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 3: Add and Subtract Whole Numbers
Lesson 4: Round Whole Numbers
– Multiply three-digit numbers by one-digit numbers.
Multiply three-digit numbers by one-digit numbers.
Tools for Instruction
Multiply by One-Digit Numbers
Tools for Instruction in Spanish (Grade 4)
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 11: Multiply Whole Numbers
– Recognize that in a multi-digit whole number, a digit in one . . .
Recognize that in a multi-digit whole number, a digit in one place
represents 10 times what it represents in the place to its right.
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 1: Understand Place Value
– Multiply a whole number of up to four digits by a one-digit . . .
Multiply a whole number of up to four digits by a one-digit whole number using
strategies based on place value and the properties of operations.
Tools for Instruction
Multiply by One-Digit Numbers
Tools for Instruction in Spanish (Grade 4)
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 1: Understand Place Value
Fractions
– Recognize and generate equivalent fractions.
Recognize and generate equivalent fractions.
Tools for Instruction
Equivalent Fractions
Compare Fractions
Tools for Instruction in Spanish (Grade 4)
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 13: Understand Equivalent Fractions
– Decompose a fraction into a sum of fractions with like denominators.
Decompose a fraction into a sum of fractions with like denominators.
Tools for Instruction
Fractions as Sums
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 13: Understand Equivalent Fractions
Lesson 15: Understand Fraction Addition and Subtraction
– Compare two fractions with different numerators and different . . .
Compare two fractions with different numerators and different
denominators using a visual fraction model.
Tools for Instruction
Understand Comparing Fractions
Tools for Instruction in Spanish (Grade 4)
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 14: Compare Fractions
– Compare two fractions with unlike denominators.
Compare two fractions with unlike denominators.
Tools for Instruction
Compare Fractions
Tools for Instruction in Spanish (Grade 4)
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 14: Compare Fractions
– Add and subtract fractions with like denominators.
Add and subtract fractions with like denominators.
Tools for Instruction
Add and Subtract Mixed Numbers
Understand Fraction Addition and Subtraction
Add and Subtract Fractions
Tools for Instruction in Spanish (Grade 4)
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 15: Understand Fraction Addition and Subtraction
Lesson 16: Add and Subtract Fractions
Lesson 17: Add and Subtract Mixed Numbers
Diagnostic 1
472
Grade 4
09/14/21
Anna Jones Grade 5
Diagnostic Results
Subject
Math
Diagnostic
Diagnostic 1 (09/14/21)
Algebra and
Algebraic Thinking
Measurement
and Data
Geometry
Mid 5
457506
Grade 4
465
Grade 4
This Diagnostic is considered the
baseline and is used to establish
Growth Measures for this student.
Diagnostic 1
On Grade Level (480–540)
Mid On Grade Level (498)
The average annual growth for a
student at this grade and
placement level on their baseline
Diagnostic.
Stretch Growth
An ambitious, but attainable, level
of annual growth that puts
students who are not yet proficient
(Mid On Grade Level or above) on a
path toward proficiency and helps
students who are already on track
for proficiency to achieve or
maintain advanced proficiency
levels.
Typical Growth
Grade 4 (472)
Standard Error +/- 7
Overall
Grade 4
Mid 5
Grade 4
Grade 4
Number and Operations
Algebra and Algebraic
Thinking
Measurement and Data
Geometry
Domain Placement
Can Dos &
Next Steps
National Norm
52nd Percentile
Quantile Range:
650Q–750Q
Quantile Measure:
700Q
National Norm and Quantile
®
Framework for Mathematics Measure
Understanding Quantile measures
Regina Moore
Assess & Teach
Help
Reports
QUANTILE
®
and the QUANTILE
®
Framework for Mathematics are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad.
Copyright © 2021 MetaMetrics, Inc. All rights reserved.
430
550
Typical 488
Stretch 501
Key
PDF
Number and
Operations
Placement by Domain
Grade 4
456
Can Do
Developmental Analysis
Next Steps & Resources for Instruction
Read and write whole numbers through thousands
in expanded form and standard form and identify
the value of the digits.
Read and write whole numbers through hundred
millions in expanded form and standard form and
identify the value of the digits.
Compare and order numbers through hundred
millions.
Add multi-digit numbers.
Multiply a whole number by a power of 10 or a
multiple of 10.
Identify fractions that name part of a whole
(denominators of 2, 3, 4, 6, 8, 10, 12).
Standards
Standards
Standards
Standards
Standards
Standards
Compare two decimals to hundredths, including
amounts of money.
Standards
At placement levels 3–5 this domain addresses four operations with whole numbers with an emphasis on multiplication and division, as well as
understanding of and computation with decimals and fractions. Test results indicate that Anna could benefit from practicing multi-digit whole number
operations and fraction concepts.
Test results suggest that Anna would benefit from intervention focused on skills and concepts related to quantitative reasoning and representation. Instruction
that connects understanding of number relationships with computation and problem-solving skills will strengthen Anna’s math abilities across domains. This
priority places Anna in Instructional Grouping 2.
Base Ten Base Ten
Fractions
– Subtract multi-digit numbers.
Subtract multi-digit numbers.
Tools for Instruction
Subtract Multi-Digit Numbers
Tools for Instruction in Spanish (Grade 4)
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 3: Add and Subtract Whole Numbers
Lesson 4: Round Whole Numbers
– Multiply three-digit numbers by one-digit numbers.
Multiply three-digit numbers by one-digit numbers.
Tools for Instruction
Multiply by One-Digit Numbers
Tools for Instruction in Spanish (Grade 4)
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 11: Multiply Whole Numbers
– Recognize that in a multi-digit whole number, a digit in one . . .
Recognize that in a multi-digit whole number, a digit in one place
represents 10 times what it represents in the place to its right.
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 1: Understand Place Value
– Multiply a whole number of up to four digits by a one-digit . . .
Multiply a whole number of up to four digits by a one-digit whole number using
strategies based on place value and the properties of operations.
Tools for Instruction
Multiply by One-Digit Numbers
Tools for Instruction in Spanish (Grade 4)
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 1: Understand Place Value
Fractions
– Recognize and generate equivalent fractions.
Recognize and generate equivalent fractions.
Tools for Instruction
Equivalent Fractions
Compare Fractions
Tools for Instruction in Spanish (Grade 4)
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 13: Understand Equivalent Fractions
– Decompose a fraction into a sum of fractions with like denominators.
Decompose a fraction into a sum of fractions with like denominators.
Tools for Instruction
Fractions as Sums
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 13: Understand Equivalent Fractions
Lesson 15: Understand Fraction Addition and Subtraction
– Compare two fractions with different numerators and different . . .
Compare two fractions with different numerators and different
denominators using a visual fraction model.
Tools for Instruction
Understand Comparing Fractions
Tools for Instruction in Spanish (Grade 4)
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 14: Compare Fractions
– Compare two fractions with unlike denominators.
Compare two fractions with unlike denominators.
Tools for Instruction
Compare Fractions
Tools for Instruction in Spanish (Grade 4)
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 14: Compare Fractions
– Add and subtract fractions with like denominators.
Add and subtract fractions with like denominators.
Tools for Instruction
Add and Subtract Mixed Numbers
Understand Fraction Addition and Subtraction
Add and Subtract Fractions
Tools for Instruction in Spanish (Grade 4)
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 15: Understand Fraction Addition and Subtraction
Lesson 16: Add and Subtract Fractions
Lesson 17: Add and Subtract Mixed Numbers
Diagnostic 1
472
Grade 4
09/14/21
Anna Jones Grade 5
Diagnostic Results
Subject
Math
Diagnostic
Diagnostic 1 (09/14/21)
Algebra and
Algebraic Thinking
Measurement
and Data
Geometry
Mid 5
457506
Grade 4
465
Grade 4
This Diagnostic is considered the
baseline and is used to establish
Growth Measures for this student.
Diagnostic 1
On Grade Level (480–540)
Mid On Grade Level (498)
The average annual growth for a
student at this grade and
placement level on their baseline
Diagnostic.
Stretch Growth
An ambitious, but attainable, level
of annual growth that puts
students who are not yet proficient
(Mid On Grade Level or above) on a
path toward proficiency and helps
students who are already on track
for proficiency to achieve or
maintain advanced proficiency
levels.
Typical Growth
Grade 4 (472)
Standard Error +/- 7
Overall
Grade 4
Mid 5
Grade 4
Grade 4
Number and Operations
Algebra and Algebraic
Thinking
Measurement and Data
Geometry
Domain Placement
Can Dos &
Next Steps
National Norm
52nd Percentile
Quantile Range:
650Q–750Q
Quantile Measure:
700Q
National Norm and Quantile
®
Framework for Mathematics Measure
Understanding Quantile measures
Regina Moore
Assess & Teach
Help
Reports
QUANTILE
®
and the QUANTILE
®
Framework for Mathematics are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad.
Copyright © 2021 MetaMetrics, Inc. All rights reserved.
Diagnostic Results (Student) Report
Review the data and resources found in the Diagnostic Results (Student) report.
430
550
Typical 488
Stretch 501
Key
PDF
Number and
Operations
Placement by Domain
Grade 4
456
Can Do
Developmental Analysis
Next Steps & Resources for Instruction
Read and write whole numbers through thousands
in expanded form and standard form and identify
the value of the digits.
Read and write whole numbers through hundred
millions in expanded form and standard form and
identify the value of the digits.
Compare and order numbers through hundred
millions.
Add multi-digit numbers.
Multiply a whole number by a power of 10 or a
multiple of 10.
Identify fractions that name part of a whole
(denominators of 2, 3, 4, 6, 8, 10, 12).
Standards
Standards
Standards
Standards
Standards
Standards
Compare two decimals to hundredths, including
amounts of money.
Standards
At placement levels 3–5 this domain addresses four operations with whole numbers with an emphasis on multiplication and division, as well as
understanding of and computation with decimals and fractions. Test results indicate that Anna could benefit from practicing multi-digit whole number
operations and fraction concepts.
Test results suggest that Anna would benefit from intervention focused on skills and concepts related to quantitative reasoning and representation. Instruction
that connects understanding of number relationships with computation and problem-solving skills will strengthen Anna’s math abilities across domains. This
priority places Anna in Instructional Grouping 2.
Base Ten Base Ten
Fractions
– Subtract multi-digit numbers.
Subtract multi-digit numbers.
Tools for Instruction
Subtract Multi-Digit Numbers
Tools for Instruction in Spanish (Grade 4)
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 3: Add and Subtract Whole Numbers
Lesson 4: Round Whole Numbers
– Multiply three-digit numbers by one-digit numbers.
Multiply three-digit numbers by one-digit numbers.
Tools for Instruction
Multiply by One-Digit Numbers
Tools for Instruction in Spanish (Grade 4)
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 11: Multiply Whole Numbers
– Recognize that in a multi-digit whole number, a digit in one . . .
Recognize that in a multi-digit whole number, a digit in one place
represents 10 times what it represents in the place to its right.
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 1: Understand Place Value
– Multiply a whole number of up to four digits by a one-digit . . .
Multiply a whole number of up to four digits by a one-digit whole number using
strategies based on place value and the properties of operations.
Tools for Instruction
Multiply by One-Digit Numbers
Tools for Instruction in Spanish (Grade 4)
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 1: Understand Place Value
Fractions
– Recognize and generate equivalent fractions.
Recognize and generate equivalent fractions.
Tools for Instruction
Equivalent Fractions
Compare Fractions
Tools for Instruction in Spanish (Grade 4)
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 13: Understand Equivalent Fractions
– Decompose a fraction into a sum of fractions with like denominators.
Decompose a fraction into a sum of fractions with like denominators.
Tools for Instruction
Fractions as Sums
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 13: Understand Equivalent Fractions
Lesson 15: Understand Fraction Addition and Subtraction
– Compare two fractions with different numerators and different . . .
Compare two fractions with different numerators and different
denominators using a visual fraction model.
Tools for Instruction
Understand Comparing Fractions
Tools for Instruction in Spanish (Grade 4)
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 14: Compare Fractions
– Compare two fractions with unlike denominators.
Compare two fractions with unlike denominators.
Tools for Instruction
Compare Fractions
Tools for Instruction in Spanish (Grade 4)
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 14: Compare Fractions
– Add and subtract fractions with like denominators.
Add and subtract fractions with like denominators.
Tools for Instruction
Add and Subtract Mixed Numbers
Understand Fraction Addition and Subtraction
Add and Subtract Fractions
Tools for Instruction in Spanish (Grade 4)
Additional Resources
Ready Mathematics instruction or digital access to Ready through
Teacher Toolbox
Learn More
• Grade 4
Lesson 15: Understand Fraction Addition and Subtraction
Lesson 16: Add and Subtract Fractions
Lesson 17: Add and Subtract Mixed Numbers
Diagnostic 1
472
Grade 4
09/14/21
Anna Jones Grade 5
Diagnostic Results
Subject
Math
Diagnostic
Diagnostic 1 (09/14/21)
Algebra and
Algebraic Thinking
Measurement
and Data
Geometry
Mid 5
457506
Grade 4
465
Grade 4
This Diagnostic is considered the
baseline and is used to establish
Growth Measures for this student.
Diagnostic 1
On Grade Level (480–540)
Mid On Grade Level (498)
The average annual growth for a
student at this grade and
placement level on their baseline
Diagnostic.
Stretch Growth
An ambitious, but attainable, level
of annual growth that puts
students who are not yet proficient
(Mid On Grade Level or above) on a
path toward proficiency and helps
students who are already on track
for proficiency to achieve or
maintain advanced proficiency
levels.
Typical Growth
Grade 4 (472)
Standard Error +/- 7
Overall
Grade 4
Mid 5
Grade 4
Grade 4
Number and Operations
Algebra and Algebraic
Thinking
Measurement and Data
Geometry
Domain Placement
Can Dos &
Next Steps
National Norm
52nd Percentile
Quantile Range:
650Q–750Q
Quantile Measure:
700Q
National Norm and Quantile
®
Framework for Mathematics Measure
Understanding Quantile measures
Regina Moore
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4
Mathematics
INSTRUCTION
©Curricu lum Associates, LLC Copying is permit ted for classroom use.
Tools for Instruction
Subtract Multi-Digit Numbers I Page 1 of 2
Subtract Multi-Digit Numbers
Objective Use place-value concepts and the standard algorithm
to subtract multi-digit numbers.
This activity builds on a conceptual understanding of place value and using the algorithm to subtract numbers
through 1,000. Students work with large numbers, rst estimating and then nding the dierences by using
knowledge of place value and the standard algorithm. Using place-value concepts (expanded form) to subtract
numbers helps students develop a concrete understanding of regrouping. As they move to the standard
algorithm, regrouping becomes somewhat of a shorthand version of what they did with numbers in expanded
form. This activity especially targets minuends with zeros that require regrouping, because students often nd
this type of problem dicult. Students need to build a solid mastery of the standard algorithm for subtraction
with integers of any size in order to be able to understand how to apply the process to subtract decimals.
Step by Step 20–30 minutes
1 Provide a multi-digit subtraction problem.
• Write “4,036 2 1,329” on the board in vertical format.
• Ask the student to estimate the dierence to the nearest thousand. Guide the student to an estimate of
4000 2 1000 5 3000.
Support English Learners The word dierence is a form of the word dierent. Help students to see that
subtraction is a way of determining how numbers are dierent.
2 Use place-value concepts to subtract.
• Have the student write the expanded form of 1,329. Remind the student that each part of the expanded form
represents the value of a digit in the original number. (1,000 1 300 1 20 1 9)
• Demonstrate how to subtract 1,329 from 4,036 one place value at a time. Point out that you are starting with
the digit with the greatest value. Write out the problem on the board. As you complete each step, say:
4,036 minus 1,000 is 3,036.
3,036 minus 300 is 2,736. You may want to think,
“30hundreds minus 3 hundreds is 27 hundreds.”
2,736 minus 20 is 2,716.
2,716 minus 9 is 2,707.
4,036
2 1,000
3,036
2 300
2,736
2 20
2,716
2 9
2,707
• Have the student check the answer using partial sums. Point out that since the process is being reversed
(adding instead of subtracting), the student should start adding with the value of the digit in the ones place.
(2,7071 9 is 2,716; 2,716 1 20 5 2,736; 2,736 1 300 is 3,036; 3,036 1 1,000 is 4,036.)
|
19
Get Good Data
© 2021 Curriculum Associates, LLC. All rights reserved. | 04/21 125K
1
Get Organized
F Set or review your schedule for administering the Diagnostic.
See Diagnostic Scheduling Information table below.
F Review accuracy of class roster(s) and obtain student login information for each class.
*
If you teach reading
and mathematics, confirm accuracy for both subjects. Contact your administrator if you notice discrepancies.
F Test technology students will use to take the Diagnostic: Run the i-Ready Connect system check at
cdn.i-ready.com/systemcheck to confirm computers are functioning properly. Confirm headphones and
audio are working.
F Gather paper and pencils for your students. Students will need scratch paper to solve problems on the
Diagnostic for Mathematics and may find it helpful to take notes during parts of the Diagnostic for Reading.
*Single sign-on users will access i-Ready through their district’s login portal.
** We recommend 12–18 weeks between each Diagnostic administration, including kindergarten.
†
Administer the Diagnostic as soon as possible for your district/school, based on priorities and needs of your community.
††
For more information, search test duration on i-ReadyCentral.com. Please note that we do not recommend students at any grade level try to complete
the Diagnostic in one session.
Checklist for Administering
the Diagnostic
Diagnostic Scheduling Information**
Recommended testing sessions are based on average total testing time. Consider adding buffer time for transitions,
logging in, viewing tutorial videos, and allowing students who are absent or need more time to complete the
Diagnostic before it expires. Some students may need more or less time, based on a number of factors.
Grade
When to Schedule the
First Diagnostic
Recommended Testing Sessions
for Each Diagnostic (per Subject)
K 4–6 weeks into the school year Three 20-minute sessions
††
1 Start as soon as possible
†
Two 20- to 30-minute sessions
††
2–5 Start as soon as possible
†
Two 40- to 50-minute sessions
††
6–8
&
9–12
Start as soon as possible
†
• Plan number and length of testing session based on your schedule.
• Most students complete within 60–90 minutes (e.g., two 45-minute
sessions); some will need additional time.
††
2
Prepare and Motivate Students
F Explain the student Diagnostic experience and important test procedures by using the Preparing
Students for the Diagnostic presentation and/or introductory videos.
F Motivate students to do their best on the Diagnostic.
F Communicate with families so they can convey the importance of the Diagnostic to their students.
3
Actively Proctor
F Monitor and encourage students as they are testing.
F Watch for students who seem to be rushing or are spending too long on individual items.
4
Track Completion
F Use the Diagnostic Status report to:
• Check for Rush alerts. Collaborate with your administrator to make decisions about retesting.
• Ensure that each student completes a Diagnostic before their test expires and within the Diagnostic Window.
For step-by-step
instructions on how to
perform many of these
actions, refer to the
How Tos on p. 101.
20
|
Teacher Success Guide
© 2021 Curriculum Associates, LLC. All rights reserved. | 04/21 125K
To access this
worksheet, download
the Kit: Get Good Data
on i-ReadyCentral.com/
GetGoodData.
Get Good Data Action Plan
Keep in mind the resources on p. 18 and the checklist on p. 20.
Diagnostic Windows:
Get Organized:
• When will you review
schedules, rosters, and test
technology?
Prepare and Motivate
Students:
• When and how will you
prepare students and
encourage them to do their
best?
• What resources will you use?
• How and when will you
communicate with students’
families about the upcoming
Diagnostic?
Actively Proctor:
• How will you monitor and
encourage students as they
are testing?
• What will you do if students
are rushing or spending too
much time on particular
items?
Track Completion:
• When will you check the
Diagnostic Status report?
• How will you celebrate test
completion and successes?
|
21
Get Good Data
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