Assessment Plan
Formal Assessment:
Throughout the course of this lesson, the teacher will formally assess the students understanding of place value by means of:
The Walk-About-Survey:
The goal of the Walk-About-Survey is to review the basic concepts of place value in relationship to the base ten number system. The Walk-Around-Survey activity sheet is divided into 6 boxes; each box contains one question regarding place value. Independently, the students will be required to visit with 6 different individuals, each classmate the student meets will be required to complete one question stated on the Walk-About-Survey, signing their name below the completed item. This process is repeated until all students have met with 6 classmates and all of the required questions have been completed. Following the completion of this activity, the teacher will lead the students in reviewing each item stated on the activity sheet.
Concept Attainment (Example/Non Example):
As a class, the students will be provided with examples and non-examples of numbers that have a digit in the tens/hundreds/thousands or tenths/hundredths/thousandths places. Rather than asking the students to verbally identify a series of digits in each place value, a mystery place value will be written and covered by a post-it note on the board. The students will then be responsible for providing examples or non-examples of a number with a digit in the mystery place value. The teacher will request student volunteers to physically come up to the board and create a number that has a digit in mystery place value. Once several students have had an opportunity to provide several examples and non-examples of the mystery place value, the place value will be reveled. This procedure will be repeated several times.
Differentiated Follow-up Activity:
The students will engage in a differentiated follow-up activity within the small group setting. Based on individual needs of each group, three distinct activities and corresponding checklists have been developed. Each tired activity allows students performing at differing levels an opportunity to practice the same skills. Although the students will work cooperatively with their assigned groups, each individual will be responsible for independently completing a student checklist. The checklist assures that each student as completed all portions of required the activity.
• Readiness: The follow-up activity has been differentiated by individual readiness levels. Based on the discretion of the classroom teacher, the following secure (7 students), average (8 students) and developing (7 students) leveled groups have been created.
Developing |
Average |
Distinguished |
Christopher
Tommy
Cassie
Torria
Deoina
Jordan
Brandon
|
Kaitlyn
Quincy
Melissa
Jamie
Charlie
Zachary
Kalyea
Juila
|
Mariah
Collin
Nigel
Jack
Bryan
Vineetha
Jill
|
Exit Slips:
As the lesson comes to a close, the students will be required to complete an exit slip. The exit slip activity will consist of selected questions (one or two) regarding place value. Based on the information gathered from the following post-assessments, future instructional planning and implementation will be developed. All students will be provided with a 3x5 index card. Utilizing this card, the students will be responsible for answering a set of questions regarding the place value of digits in the tens/hundreds/thousands and tenths/hundredths/thousandths places. The information collected from this assessment will assist the classroom teacher in creating further instructional review activities.
* Due to time constraints, the implementation of this activity was not permissible. However, the exit slip is formal post assessment option.
Informal Assessment:
Observations
The students will be informally assessed based on the teacher’s observation during all portions of the lesson. In particular, the students will be assessed based on their participation and ability to express and rationalize their mathematical thinking during the Walk-About-Survey, concept attainment activity (example/non-example), and cooperative group work times.
Conversations:
In addition to observations, the teacher will converse with the students during class sized and small group settings. During this time, the teacher will ask thought provoking questions stimulating the students thinking regarding place value up to the thousandths(decimal numbers) and thousands (whole numbers) places. The teacher will also be sure that the students are able to explain and rationalize their mathematical thinking behind each thought/statement. In particular, the teacher focus on reviewing the value (example: a 6 in the hundreds place represents 600 not 6) and place value (example: 600: the 6 is in the hundreds spot) of each digit.
