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Constructed Response Resources

This resource includes materials which can be put into math folders to be utilized while students practice constructed responses. These materials include a vocabulary word list classified by category, a flow map which provides a visual and explanation of steps needed to solve a constructed response problem, and checklists which can be used to revise responses independently and/or with peers during peer conferences. The idea behind this approach is to treat constructed responses as a writing genre in which students use specific vocabulary in a sequential description of the steps taken to solve each problem. The example constructed response can be modified for repeated practice with different sample questions. The examples utilizes a T-chart to demonstrate building a response. Students show their work on one side and explain it using time-order words on the other. An analysis worksheet, which asks them to write what they did to fully and accurately answer the question, is also included. This process can be modified for virtually any grade level in an effort to force students to think about how they solve problems and to justify their answer.

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Created by:
hsynold
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Content Area

  • NVACS Mathematics

Resource Type(s)

  • Miscellaneous

Grade(s)

  • 3rd Grade
  • 4th Grade
  • 5th Grade

Course(s)

  • No Courses Identified

Standard(s)/Course Objective(s)

  • 4.OA.C.5 - Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
  • 4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm.
  • RI.3.7 - Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
  • RI.5.7 - Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
  • RI.5.7 - Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
  • SL.3.6 - Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See L.3.1-3.)
  • NV 1.3.8a - Generate and solve two-step addition and subtraction problems and one-step multiplication problems based on practical situations.
  • NV 2.3.1a - Recognize, describe, and create patterns using objects and numbers found in tables, number charts, and charts.
  • NV 1.5.8 - Generate and solve addition, subtraction, multiplication, and division problems using whole numbers and decimals in practical situations.
  • 5.OA.B.3 - Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3" and the starting number 0, and the given rule "Add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

Textbook Unit(s)

  • No Textbook Units Identified

Tag(s)

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