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A Story of Units

A Story of Units. Assessment in A Story of Units. Unit Form. 230 can be written in unit form in different ways: 2 hundreds 3 tens 23 tens 230 ones 2300 tenths etc. Do Now! Exit Ticket. Please complete an Exit Ticket on your tables for two minutes. . Exit Ticket Debrief.

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A Story of Units

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  1. A Story of Units Assessment in A Story of Units

  2. Unit Form 230 can be written in unit form in different ways: 2 hundreds 3 tens 23 tens 230 ones2300 tenths etc.

  3. Do Now! Exit Ticket Please complete an Exit Ticket on your tables for two minutes.

  4. Exit Ticket Debrief • Share your ticket with your triad for 3 minutes, 1 minute for each lesson’s ticket. Start with Lesson 3, then Lesson 4, then Lesson 5. • Review the challenges that each presented. • Consider the instructional decisions the teacher might make from the results.

  5. Session Objectives • Examine and practice the use of informal assessment during the lesson components: Fluency, the Application Problem, Concept Development, and the Debrief. • Examine and practice use of formal assessments including Mid-Module and End-of-Module Assessment Tasks. • Relate both informal and formal assessments to the cycle of “Assess  Analyze  Plan  Teach.”

  6. Agenda • Review the Cycle of Assess, Analyze, Plan, Teach • Study Informal Assessment within the Lesson Components • Study Formal Assessments: Mid- and End-of Module Tasks

  7. Informal Assessment in A Story of Units

  8. Informal Assessment within Lesson Components

  9. Fluency Work T: (Write 4 x 2 ones = __.) Write the multiplication sentence.S: 4 x 2 = 8.T: Say the multiplication sentence in unit form.S: 4 x 2 ones = 8 ones. Repeat the process for 4 x 0.2; 4 x 0.02; 5 x 3; 5 x 0.3; 5 x 0.03; 3 x 0.2; 3 x 0.03; 3 x 0.23; and 2 x 0.14.

  10. Application Problems A bag of potato chips contains 0.96 grams of sodium. If the bag is split into 8 equal servings, how many grams of sodium will each serving contain?

  11. The Concept Development Problem 4 5.1 x 6 = 30.6 T: What is the smallest unit in 5.1? S: Tenths. T: How many tenths are the same as 5.1? S: 51 tenths. T: Suppose our multiplication sentence was 51 x 6. What is the product? S: (Pause as students work.)306. T: Is 306 a reasonable product for our actual problem of 5.1 x 6? Turn and talk.

  12. The Debrief How can whole number multiplication help you with decimal multiplication?

  13. The Exit Ticket: A Formal Tool for Informal Assessment • The Exit Ticket closes each lesson from Grade 1 to Grade 5. • The Exit Ticket is part of the Student Debrief, comprising 3 minutes of the approximately 10 minute component. • Information is used to make subsequent instructional decisions.

  14. Units in Expanded Form 7 × 103 + 6 × 10 + 3 × 1 = 7063 2 + 9 × 1 = 2.9 10 29 × 1 = 2.9 10

  15. Unit Conversion To convert yards to feet, multiply by 3. To convert feet to yards, multiply by 1 (or divide by 3). 3 2 yards = 2 × (1 yard) = 2 × (3 feet) = 6 feet. 6 feet = 6 × (1 foot) = 6 × (1 yard) = 2 yards. 3

  16. Reflect Thinking about informal assessment during the 4 major components of the lesson, share your take-always with a partner.

  17. Agenda • Review the Cycle of Assess, Analyze, Plan, Teach • Study Informal Assessment within the Lesson Components • Study Formal Assessments: Mid- and End-of Module Tasks

  18. Formal Assessment in A Story of Units

  19. Formal Assessment • Mid-Module Assessment Task • End-of-Module Assessment Task

  20. Assess Complete the Grade 5 End-of-Module 1 Assessment.

  21. Analyze Student work samples A – F using the rubric. Give each a score.

  22. Plan • Write down at least one question you would ask each student to either: • Further assess in order to know how deeply to scaffold. • Advance their thinking. • Share your questions with your triad.

  23. Plan • What decisions would you make instructionally based on the assessment for: • Your day of review? • Fluency components? • Application Problems? • Concept Development? • Homework? • Professional development opportunities?

  24. Teach Implement the plan stemming from the analysis.

  25. Key Points

  26. Next Steps • What obstacles do you anticipate in effectively implementing the informal assessments? • Thinking about the culture of your school(s), what obstacles do you anticipate in effectively implementing the formal assessments? • How can you surmount those obstacles?

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