Conducting the "23s Task"

1. Conducting the 23s Task

1.1 Welcome: Title

Design Notes:
Font: Verdana
Font Sizes:
Headings: 28 pt and Bold
Speech Bubbles: 14 pt
Body Text: 14-18 pt
Captions: 12 pt
Colors: Blues and Greens
(Schools Colors)
Heading Font Color: Dark
Blue
Body Text Color: Black
The player via Articulate
Storyline has built in Next
and Previous Buttons, as
well as audio volume
control.
The school logo will appear
in the upper left hand
corner of the player.

Notes:
Hello and welcome to the module on how to administer the 23s Task.

The player will have a tab

labeled Menu and
another labeled Transcript
In the upper right hand
corner of the player is a
link for resources and a
link for a glossary.
The text on the welcome
screen will be animated

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1.2 Learning Target

Design Notes:
Arrow flies in and hits
bullseye
Body Pose of character
changes
Elements enter screen at
different times going along
with audio

Notes:
By the end of this module you will be able to confidently use the 23s Task to accurately assess students on their
knowledge of place value. The 23s Task is an assessment used to determine whether or not a student
understands place value. Its important to have a common tool that is used among all teachers and staff to assess
this skill. At your school, the 23s Task is the tool selected for this purpose.

1.3 Preparation and Tools

Design Notes:
Each element will have a
roll over feature. The
pencils and colored pencils
will have text that appears
with a short description of
the purpose of the tools.
The two response sheets
will enlarge

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Notes:
Before you can get started with administering the assessment to students, you first need to gather all of the tools
you will need. First, you will need two pencils, a copy of the teacher response sheet, as well as a copy of the student
response sheet. The response sheets will be provided to you by the instructional coordinator, but you can also find
copies in the resources section, which is in the upper right hand corner of the screen. You will also need to gather
three colored pencils, each a different color, as well as a collection of about 40 square or round objects.

1.4 Objects
Design Notes:
Each element has a roll
over feature. Each picture
will give more information
about the tool as the mouse
rolls over it.
The marbles and cars will
come in later in the audio,
as well as the prohibition
signs.

Notes:
There are many types of objects, or manipulatives, that you could select for the assessment. Colored tiles,
counters, or unifix cubes from your math curriculum work best as they are large and easy for the kids to
manipulate with their fingers. Using objects like marbles or small toys can be distracting to students as they may
find them more interesting to engage with than completing the task at hand. After you have gathered your tools,
find a location to administer the assessment that will not be distracting for the student, as this is a one-on-one
assessment versus one you give to your class all at one time. Once your tools and location have been selected you
are ready to begin assessing your student.

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1.5 Counting Objects

Design Notes:
The character will change
poses and facial
expressions. The tiles will
be animated and come out
of the yellow bin and land
on the table.

Notes:
Now that you have your tools and identified a location to assess your student, you can start the first step of the 23s
Task. As seen on the teacher response sheet, the first step is to ask the student to count out 23 objects from the
container of materials you provide. This first step may seem simple, but it also can provide a wealth of information
about how a student thinks mathematically. Here you may notice students creating patterns with colors, counting
by ones, or counting by groups. This is all valuable information. In the notes section of the teacher response sheet,
write down how the student counts the objects and any other observations that seem relevant, such as patterning
or if a student double checks his or her counting. If the student accurately counts 23 objects you can continue on
with the assessment. However, if the student does not accurately count 23 objects, ask the student to double check
and indicate on your response sheet that this prompt was given. If the student is still unable to accurately count out
the 23 objects then you can stop this assessment. This is an indicator that assessments for other prerequisite skills
for place value should be conducted. If the student is able to recount accurately, then you can move on with the
next step of the assessment.

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1.6 Drawing Objects

Design Notes:
The text will be animated
and come onto the screen
one bullet point at a time.
The character will change
the direction she is facing.

Notes:
The next step requires that you ask the student to draw the 23 squares, or circles if using circular objects, in the
large box on their response sheet. Keep in mind that squares and circles are easy for most children to draw which
is one reason that this shape of object is preferred when giving this assessment. As you pose the question to the
student to draw the 23 shapes, use your finger or pencil to point to the large square on the student response sheet
so the student knows exactly where to draw. Just as before, observe what the student does when drawing the
shapes on the response sheet. Does the student touch one object and then draw it, touch another object and draw
it, and so forth for all of the objects? Or, does the student draw the objects quickly and count aloud as he or she
does so? Write down your observations in the notes section of your response sheet. However, if the student does
not accurately draw the 23 objects, ask the student to double check his or her work and indicate on your response
sheet that this prompt was given. If the student does not make the necessary corrections you can stop this
assessment. This is also an indicator that assessments for other prerequisite skills for place value should be
conducted. If the student is able to correct the drawing, then you can move on with the next step of the
assessment.

1.7 Which of the following objects would be

appropriate for students to count and draw when
taking the 23s Task?
(Pick Many, 0 points, 2 attempts permitted)

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Design Notes:
This is a pick multiple
picture quiz question.
Learners have 2 chances
with feedback. After
second try they are taken
back to screen 1.3. If
correct they move on to the
next screen.

Correct

Choice
marbles

colored tiles
beads

counters
cars

unifix cubes

Feedback when correct:

That's right! You selected the correct response. There are lots of options to
use for objects but its important to think about the objects being easy for the
younger students to manipulate with their hands as well as be able to draw
the shapes on their papers.
Feedback when incorrect:
You did not select the correct response. The correct response includes the
unifix cubes, the yellow and red circular counters, and the colored tiles.
Students need to be able to focus on the task without getting distracted,
manipulate the objects with their hands, and easily draw the shapes on their
papers. The cars would be distracting and hard to draw, the marbles would
be distracting since they roll, and the beads would be difficult for the kids to

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manipulate with their fingers. Please review the information in the previous
slides.

Correct (Slide Layer)

Incorrect (Slide Layer)

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Try Again (Slide Layer)

1.8 Writing the Numeral

Design Notes:
The text will be animated
and come onto the screen
one bullet point at a time.
The character will change
the direction she is facing.

Notes:
Next you will use the exact phrasing on your response sheet to ask the student the question, Can you write the
numeral that is the same as the number of cubes in the picture you drew? As you ask this question, use your
finger, or pencil, to point to the small box thats above the picture box on the student response sheet to indicate
where the student should write the numeral. This may lead to confused looks from the student due to the use of
the word numeral. However, students should be familiar with this math vocabulary word and be able to follow
the direction based on the context of the question. Using this phrasing is important to ensure that all students,
regardless of who conducts the assessment, are given the same exact directions. This ensures valid and reliable

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assessment scores for all students. If the student is confused, you may repeat the question. Make note on your
response sheet of how many times you repeat this question. The student should then write the numeral 23 in the
small box above the picture. However, if the student does not accurately write the numeral 23, you may prompt
them to double check the number. If they fix it, you can move on with the assessment. If the numeral is still
incorrect, write it correctly above their response and use the numeral you wrote for the remainder of the
assessment. Indicate on your response sheet that this was done. One thing to keep in mind is that number
reversals, or writing the numbers backwards, are common mistakes for children. At this point in the assessment
these errors do not need to be corrected. You can continue with the assessment.

1.9 The Ones Place

Design Notes:
The text bubble will be
animated and come onto
the screen at a point when
its mentioned in the audio.
The character will change
her pose and the direction
she is facing.

Notes:
Now that the student has accurately counted out and drawn 23 objects on the student response sheet, as well as
has the numeral 23 written in the box above the picture, you can begin the next step in the assessment. This step
also requires that you use the exact wording that is provided on the teacher response sheet. While using one of the
three colored pencils, circle the ones place in the numeral 23 that is written on the student response sheet and
ask the question, Can you use this colored pencil and circle the part of your picture that is worth the same as this
part of the numeral? While asking this question it is essential that the student looks at what you circle on the
student response sheet or he or she will be confused. You may need to repeat this question more than one time.
Again, indicate the number of times you repeat the question in the notes section of your response sheet. The
student should then take the selected colored pencil and circle a part of the picture. Regardless of whether the
student circles the correct number of shapes or not, move on to the next step in the assessment.

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1.10 The Tens Place

Design Notes:
The text bubble will be
animated and come onto
the screen at a point when
its mentioned in the audio.
The character will change
her pose and the direction
she is facing.

Notes:
The next two steps of the assessment are going to sound familiar to the previous step. After focusing in on the
ones places, you will now look closer at the tens place. Again, this step requires that you use the exact wording
that is provided on the teacher response sheet. While using a second color of the three colored pencils, circle the
tens place in the numeral 23 that is written on the student response sheet and ask the question, Can you use
this colored pencil and circle the part of your picture that is worth the same as this part of the numeral? Make sure
the student is watching you as you ask the question. You may need to repeat this question more than one time.
Again, indicate the number of times you repeat the question in the notes section of your response sheet. The
student should then take the selected colored pencil and circle a part of the picture. Regardless of whether the
student circles the correct number of shapes or not, move on to the next step in the assessment.

1.11 Which of the following are important to

remember when conducting the 23s Task?
(Multiple Response, 0 points, 2 attempts permitted)

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Design Notes:
Learners get two tries with
feedback before being
redirected to screen 1.8.
A correct response moves
on to the next slide.

Correct

Choice

Observing the student and taking notes on the teacher response

sheet
Telling the student that he or she has circled the incorrect amount

Pointing at the student response sheet as the directions are given

Using the exact wording thats on the teacher response sheet

Feedback when correct:

That's right! You selected the correct responses. There are several things to
remember when conducting the 23s Task. Observing the student, taking
notes and gesturing to the paper to help the student to understand the
questions being asked are all extremely important. Using the wording
provided on the teacher response sheet ensures valid and reliable results for
all students.
Feedback when incorrect:
You did not select the correct responses. There are several things to
remember when conducting the 23s Task. Observing the student, taking
notes and gesturing to the paper to help the student to understand the
questions being asked are all extremely important. Using the wording

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provided on the teacher response sheet ensures valid and reliable results for
all students. Telling the student whether or not he or she circled the correct
amount is not appropriate for the assessment.

Correct (Slide Layer)

Incorrect (Slide Layer)

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Try Again (Slide Layer)

1.12 The Numeral as a Whole

Design Notes:
The text bubble will be
animated and come onto
the screen at a point when
its mentioned in the audio.
The character will change
her pose and the direction
she is facing.

Notes:
Now we will look at the numeral as a whole. Once again, this step requires that you use the exact wording that is
provided on the teacher response sheet. While using the last of the three colored pencils, circle the entire numeral
23 that is written on the student response sheet and ask the question, Can you use this colored pencil and circle
the part of your picture that is worth the same as this part of the numeral? Make sure the student is watching you
as you ask the question. You may need to repeat this question more than one time. Again, indicate the number of
times you repeat the question in the notes section of your response sheet. The student should then take the
selected colored pencil and circle a part of the picture.

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1.13 Questioning the Student

Design Notes:
Both green buttons will link
to a new screen:
Correct Response button
goes to slide 1.14
Incorrect Response
button goes to slide 1.15
Note: Need to disable next
button with the condition
of it reappearing after both
Correct Response and
Incorrect Response slides
have been visited. Then
will link to slide 1.16

Notes:

Now you will use what the student has shown you on the response sheet to
determine what follow-up questions to ask. The student either circled all parts of the picture correctly or didnt
circle all parts of the picture correctly. Select the options to see the follow-up questions for each situation.

1.14 Accurate Student Response

Design Notes:
Text will be animated and
will come on screen one
bullet point at a time,
corresponding with audio.
Return to Question button
goes to slide 1.13
Note: Need to disable next
button

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Notes:
If the student circled all of the shapes correctly in the picture, the follow-up questions you ask will help to determine
whether the student has a solid understanding of place value. Using your teacher response sheet, ask the question
using the exact wording provided. When I circled the two in this numeral, you circled twenty shapes. Can you tell
me why? As you ask this, point to the circle you drew to indicate to the student which numeral you are referring to.
If the student responds with something along the lines of Because the two stands for two tens in the numeral 24,
then the student has demonstrated a solid understanding of place value. If the student has a response that is very
different than this response, make sure to write down what the students says in the notes section on your response
sheet. If the students response leaves you wondering whether the student actually understands, you can mark the
students assessment as having a partial understanding of place value. This would mean that the student has a
beginning understanding but it has not yet been solidified.

1.15 Inaccurate Student Response

Design Notes:
Text will be animated and
will come on screen one
bullet point at a time,
corresponding with audio.
Return to Question button
goes to slide 1.13
Note: Need to disable next
button

Notes:
If the student was unable to circle all of the shapes correctly in the picture, the follow-up questions you ask will help
to determine whether the student was a little confused or if he or she has little or no understanding of place value.
If the student did not circle the correct number of shapes, most likely he or she circled three cubes for the ones,
only two cubes for the tens instead of twenty, and all of the cubes for the entire numeral. If this is the case, using
your teacher response sheet, ask the question using the exact wording provided. You circled three shapes for this
numeral, two shapes for this numeral, and all of the shapes for this numeral. What about the other shapes that
were not circled? As you ask this, point to the circles you drew around each part of the numeral to indicate to the
student which numeral you are referring to. There are countless ways that a student can respond to this question.
A student may change his or her mind and say that he/she meant to circle all twenty cubes but was confused. If the
student corrects him or herself at this point, ask the question, Why did you circle twenty cubes instead of two? If
the student is able to tell you something along the lines as the two actually means twenty or two tens, then you can
mark the assessment as a partial understanding of place value. The student has a beginning understanding of
place value but it has not yet been solidified. On the other hand, many students will give a different response as to
why they did not circle the other shapes. Some will say, That means two. Or some may even say, I dont know.
Regardless, record the students response on the teacher response sheet and mark the assessment as little or no
understanding of place value.

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1.16 Move the following sentences into the correct

sequence to show the order that the teacher asks
these questions to a student taking the 23s
Task?
(Sequence Drag-and-Drop, 0 points, 2 attempts permitted)

Design Notes:
Learners get two tries with
feedback before being
redirected to screen 1.8.
A correct response moves
on to the next slide.

Correct Order
Ones Place- Can you use this colored pencil and circle the part of your
picture that is worth the same as this part of the numeral?
Tens Place- Can you use this colored pencil and circle the part of your picture
that is worth the same as this part of the numeral?
Whole Numeral- Can you use this colored pencil and circle the part of your
picture that is worth the same as this part of the numeral?
When I circled the two in this numeral, you circled twenty shapes. Can you
tell me why?

Feedback when correct:

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That's right! You selected the correct sequence. First the teacher asks about
the ones place, followed by the tens place, and last asks the student about
the number as a whole. After completing this portion of the assessment, the
teacher will ask a follow-up question such as the one shown to have the
student explain his or her thinking.
Feedback when incorrect:
You did not select the correct response. Reviewing the sequence of
conducting the assessment will be valuable. Please review the previous
slides and look closely for what order these questions are asked.

Correct (Slide Layer)

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Incorrect (Slide Layer)

Try Again (Slide Layer)

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1.17 Concluding Student Assessment

Design Notes:
The text will be animated
and come onto the screen
one bullet point at a time.
The character will change
the direction she is facing.

Notes:
After making your notes on the teacher response sheet, make sure to thank the student for his or her time. You will
not want to indicate to the student whether the response he or she gave was correct or incorrect. Its okay to
reaffirm the student that it might have been confusing and thats okay. You can let the student know that this
provides information for you to be better able to help him or her.

1.18 Time to Practice

Design Notes:
The text will be animated
and come onto the screen
one bullet point at a time.
The image will enlarge
when it is clicked.

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Notes:
Before you click play on the video, either print a copy of the teacher response sheet or get one from your
instructional coordinator. As the video plays, take notes as described in this module. After watching the video you
will have the chance to compare your notes to the notes of an expert 23s Task administrator. This will give you a
good idea of how to conduct the assessment yourself and to double check that all pertinent notes are included on
the teacher response form.

1.19 Watch the Video and Take Notes

Design Notes:
Video will start when
learner presses start
button. Learner has control
over video including
rewinding, pausing,
stopping, and audio
controls.

1.20 Expert's Response

Design Notes:
The Experts responses will
be highlighted with
markers that can be
pressed to see the
information.
The character will change
the direction she is facing.

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1.21 Review

Design Notes:
The text will be animated
and come onto the screen
one bullet point at a time.
The character will change
the direction she is facing.

Notes:
Hopefully you now feel confident to be able to use the 23s Task to accurately assess students on their knowledge
of place value. Using this common tool, all teachers will collect valid and reliable information about their students
understanding of place value. By completing each step and taking notes on the teacher response sheet you will
gain knowledge of your students mathematical thinking and abilities. Remember, both the teacher and student
response sheets are available in the resources section. The link is in the upper right hand corner of the screen.

1.22 Are You Ready?

Design Notes:
The No, I Do Not button
will lead back to screen 1.3
The Yes, I Do button will go
to the next screen.

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Notes:
Did you meet the learning target of the module? Do you feel confident and prepared to administer the 23s Task
assessment to students? If no, click on the No, I do not button in order to review course materials. If yes, then
click on the Yes, I do button.

1.23 Congratulations!

Design Notes:
The text bubble will be
animated
The Start Over button will
lead back to screen 1.1
The Exit button will exit the
module

Notes:
Congratulations! You have finished the module. You can now exit the course by selecting the Exit button. Or, if
you would like to restart the module from the beginning, click on the Start Over button.

Image Credits:
Target:
https://pixabay.com/static/uploads/photo/2014/03/25/15/19/target296483_640.png
Arrow:
https://pixabay.com/static/uploads/photo/2013/07/12/16/32/arrow151103_640.png
Pencil:
http://res.freestockphotos.biz/pictures/14/14203-illustration-of-a-pencil-pv.png

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Colored Pencils:
http://publicdomainvectors.org/photos/CoD_fsfe_Pencils.png
Table:
https://pixabay.com/static/uploads/photo/2014/04/03/00/37/table308862_640.png
Car:
https://pixabay.com/static/uploads/photo/2014/04/03/11/53/car312461_640.png
Plastic container:
https://pixabay.com/static/uploads/photo/2014/04/02/10/41/container304226_640.png
Marbles:
https://pixabay.com/static/uploads/photo/2012/04/14/17/01/marbles34612_640.png
Toys:
https://pixabay.com/static/uploads/photo/2013/07/15/22/22/toys162930_640.jpg
Prohibition Sign:
https://upload.wikimedia.org/wikipedia/commons/thumb/3/31/ProhibitionSign
2.svg/150px-ProhibitionSign2.svg.png
Question Mark:
https://pixabay.com/static/uploads/photo/2015/08/17/19/58/question892904_640.png
Blue colored pencil:
https://pixabay.com/static/uploads/photo/2015/01/10/13/19/colored-pencil595207_640.png
Blue colored pencil/crayon:

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https://pixabay.com/static/uploads/photo/2013/07/12/12/51/pencil146385_640.png
Green colored pencil:
https://pixabay.com/static/uploads/photo/2013/07/12/12/51/pencil146387_640.png
Red colored pencil:
https://pixabay.com/static/uploads/photo/2013/07/12/12/51/pencil146389_640.png
Yellow colored pencil:
https://pixabay.com/static/uploads/photo/2013/07/12/12/51/pencil146391_640.png
Small Beads:
https://pixabay.com/static/uploads/photo/2015/04/11/12/04/colorful717633_640.jpg

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