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## Measuring Up: Prototypes for Mathematics Assessment (1993) Mathematical Sciences Education Board (MSEB)

### Citation Manager

. "How Many Buttons?." Measuring Up: Prototypes for Mathematics Assessment. Washington, DC: The National Academies Press, 1993.

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Measuring Up: Prototypes for Mathematics Assessment

The final report on the solution clearly details the steps the students went through to solve the problem so that a reader can easily follow their solution strategy.

Characteristics of the medium response:

The response takes into consideration the results of the previous day's work. Further, it uses a reasonable estimate for the number of students per class (if needed for the solution) and the number of classrooms in the school, with appropriate justifications for the values chosen.

Consideration of factors like variation of button numbers by age of child or adults' buttons is lacking.

The arithmetic processes are appropriate.

The final report on the solution clearly explains some (but not all) aspects of the student's strategy.

Characteristics of the low response:

Some reference is made to the previous day's work, and some other values may be chosen reasonably.

Either some values (e.g., the number of students per class or the number of classes) are chosen inappropriately, or the way in which the arithmetic processes are used is incorrect.

The explanation and justification of the student's reasoning is incomplete or unclear.

#### Reference

"Investigations in Number, Data, and Space" project of TERC, Cambridge, MA.

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 Front Matter (R1-R10) Introduction (1-3) The Challenge (4-4) The Criteria (5-6) The Caveats (7-7) The Audience (8-8) The Prototypes (9-11) The Tryouts (12-12) The Format (13-13) The Protorubrics (14-15) The Standards (16-18) The Future (19-20) The Prototypes (21-22) Mystery Graphs (23-30) The Checkers Tournament (31-42) Bridges (43-52) Hexarights (53-64) Bowl-A-Fact (65-74) Point of View (75-84) The Quilt Designer (85-94) How Many Buttons? (95-100) The Taxman (101-114) Lightning Strikes Again (115-124) Comparing Grizzly Bears and Black Bears (125-132) The Towers Problem (133-140) The Hog Game (141-156) Resources (157-160) Mathematical Sciences Education Board (161-164) Credits (165-166)