[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-487122-105":59,"doc-detail-487122-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","njsla-grade-4-mathematics-lesson-3-review-of-the-pre-assessment-of-type-i-questions","NJSLA Grade 4 Mathematics - Lesson 3 - Review of the Pre-Assessment of Type I Questions","","NJSLA Grade 4 Mathematics Lesson 3 guides students to review their pre-assessment performance focused on Type I questions across five CCSS domains. Students examine the lowest scoring items, discuss how question style can change perceived difficulty, and practice strategies for responding efficiently to each problem type. Through partner or small-group work, journal reflection, and follow-up practice with similar Do Nows or Warm-Ups, learners identify strengths, targeted needs, and personal approaches for improvement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/njsla-grade-4-mathematics-lesson-3-review-of-the-pre-assessment-of-type-i-questions/487122/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/njsla-grade-4-mathematics-lesson-3-review-of-the-pre-assessment-of-type-i-questions/487122.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of Lesson 3 in NJSLA Grade 4 Mathematics?","Question",{"text":112,"@type":113},"Students review their pre-assessment performance, focusing on the lowest scoring Type I questions to build confidence and develop efficient strategies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do students use the lowest performing items during the lesson?",{"text":117,"@type":113},"They work in pairs or small groups to review and solve the five lowest items, identify the approaches used, and connect each item to its domain and question style.",{"name":119,"@type":110,"acceptedAnswer":120},"What do students do for assessment or check for understanding?",{"text":121,"@type":113},"They complete brief journal writing in the last 2–3 minutes, recording what they learned about test-taking strategies and the CCSS domains.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},487122,1790807861,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":39,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","NJSLA Grade 4 Mathematics  \nLesson 3: Review of the Pre-Assessment of Type I Questions Rationale  \n● Students need an opportunity to review their mathematics performances. This will foster confidence when completing assessment items and allow peer-to-peer interactions for experiencing more than one way to solve an assessment item. Furthermore, in order to assure that students perform at their personal best, students need to understand the format of the items associated with the 5 domains and develop efficient strategies for responding to each item.  \nGoals  \n● To reinforce familiarity with the 5 domains.  \n● To identify items that presented the greatest challenge to each student and the class as a whole.  \n● To practice and reinforce personal strategies for responding to each type of mathematics problem and each style of technology-enhanced item as a paper/pencil experience.  \nObjective  \n● Students will gain an awareness of lowest scoring items; identify and practice strategies for responding more efficiently to each problem.  \n● Students will gain an awareness of the content that is challenging and the question styles and their difficulty.  \nMaterials  \n● Handout consisting of 5-10 of the lowest scoring items on the pre-assessment from Lesson 2.  \n● A Closer Look at the Pre-Assessment of Type I Questions handout  \n● Pencils/paper  \n● Personal Journals  \n● Class Folder Labeled: Lesson 3: Review of the Pre-Assessment of Type I Questions (At the end of the lesson, place the class papers in the folder.)  \nProcedures  \n● Discuss the pre-assessment. Ascertain students’perspective of the level of difficulty of the assessment. Introduce the concept that while students can answer questions, during standardized tests, the element of question style can often make a simple problem become a challenging problem. Share with students that over the next few lessons that they will continue to learn about the domains and the items associated with each in order to develop personal strategies for responding to each item.  \n● Distribute A Closer Look at the Pre-Assessment of Type I Questions handout.  \nLesson 3: Review of the Pre-Assessment of Type I Questions Page 1  \n© 2023 Inspired Instruction, LLC. All Rights Reserved.  \n● Next, provide students with the five lowest performing items on the pre-assessment. Ask students why they thought these particular items posed the greatest challenge. Have students work in pairs or small groups to review and solve the five items. Ask students to identify the various approaches they utilized to answer each problem.  \n● Ask students in their groups to identify each of the five lowest performing pre-assessment items by domain.  \n● Have each student share one concept that they learned about themselves during the lesson. For instance, did they identify a specific type of item and strand that will be the most difficult for them to complete?  \nAssessment or Check for Understanding  \n● Journal writing: in the last 2-3 minutes of class, students record what they learned about themselves regarding test taking strategies and CCSS domains.  \nFollow-up  \n● During any mathematics lesson, engage students in a discussion of why one item was less challenging and another more challenging for students as a class and as individuals.  \n● Repeat this process. Have all students do a similar analysis of their individual pre-assessment.  \n● Have students complete Do Now’s or Warm-Ups that are similar to the pre-assessment items.  \nLesson 3: Review of the Pre-Assessment of Type I Questions Page 2  \n© 2023 Inspired Instruction, LLC. All Rights Reserved.  \nA Closer Look at the Pre-Assessment of Type I Questions Results  \nBelow are the domains for the types of items in the mathematics sections on the NJSLA. Use the information to help you identify your strengths and needs for improvement as you prepare for the NJSLA.  \nDomains  \nNumber and Operations in Base Ten Measurement and Data Operations and Algebraic Thinking Number and Operatio","cbCaigNz8JVwuS56","https://ap.wps.com/l/cbCaigNz8JVwuS56","pdf",173443,"English","# Lesson 3: Review of the Pre-Assessment of Type I Questions\n## Goals and Objective\n## Materials\n## Procedures\n## Assessment or Check for Understanding\n## Follow-up\n## A Closer Look Results and Domain/Style Analysis\n## Student Prompts (I-III)","[{\"question\":\"What is the main purpose of Lesson 3 in NJSLA Grade 4 Mathematics?\",\"answer\":\"Students review their pre-assessment performance, focusing on the lowest scoring Type I questions to build confidence and develop efficient strategies.\"},{\"question\":\"How do students use the lowest performing items during the lesson?\",\"answer\":\"They work in pairs or small groups to review and solve the five lowest items, identify the approaches used, and connect each item to its domain and question style.\"},{\"question\":\"What do students do for assessment or check for understanding?\",\"answer\":\"They complete brief journal writing in the last 2–3 minutes, recording what they learned about test-taking strategies and the CCSS domains.\"}]","NJSLA Grade 4 Mathematics - Lesson 3 - Review of the Pre-Assessment of Type I Questions | PDF"]