Standards Academy Grades 3 & 4 Day 4. Welcome Back. Reflection on yesterday: 4 Point Evaluation Parking Lot . Objectives. Understand a variety of types and purposes of assessment . Create formative assessments . Understand the fluency requirements of 3 rd and 4 th grade.
Grades 3 & 4
Reflection on yesterday:
On sticky notes, write about a type of assessment you give, include a brief description. Use a new note for each type of assessment.
Silently put all of your notes on the group’s chart paper.
Still silently: As a group organize your stickys into natural categories. As long as you do not talk, feel free to move any post-it note to any place. Move yours, and those of others, and feel free to do this. Do not be offended if someone moves one of your sticky notes.
Organize the categories into nice columns, as a group converse about the columns and come up with a name for each one.
Your team is now going to sort various assessments. Each assessment has three cards associated with it.
For example let’s look at multiple choice
Think about a time in your life when you were evaluated or assessed on a task or assignment and felt like you did NOT receive useful or accurate information back relating to your mastery of the project or skill.
Create a T-Chart list all the characteristics of that ineffective assessment down one side of the chart.
In contrast, think about a time in your life when you were evaluated or assessed on a task or assignment and felt like you DID receive useful or accurate information back relating to your mastery of the project or skill.
Complete the opposite column. So what’s the difference?
Consider what you discovered through your own experiences in assessment when addressing the following questions with a partner:
1. What is the definition of assessment?
2. What do we assess in mathematics?
3. What are the purposes of assessment?
4. How is assessment useful for teachers?
5. How is assessment useful for students?
6. What methods are used for assessment?
7. When do we assess?
you already have…..
Math Expressions 4th Grade
Go Math 3rd Grade
Turn to a partner and share what you have in common what is different?
The word fluent is used in the standards to mean fast and accurate. Fluency involves a mixture of just knowing some answers, knowing some answers from patterns, and knowing some answers from the use of strategies.”
“Procedural Fluency refers to knowledge of procedures, knowledge of when and how to use them appropriately and skill in performing them flexibly, accurately and efficiently.”
Drill is extremely limited in terms of developing fluency. Building meaning through mental strategies, practice with using efficient mental strategies and making connections between various derived fact strategies has consistently shown to increase fluency. More importantly, students using derived fact strategies are able to transfer and retain their knowledge long-term more effectively than students using memorization and drill.
(Baroody, 1985; Brownell, 1935; Dawson & Ruddell, 1955; Fuson, 1992; Henry & Brown, 2008); Thornton, 1978)
What do you agree with?
What do you want to argue?
What do you want to incorporate into your practice?
Relying on memorization alone students would have to memorize 100 different facts!
Using derived facts alone student will still need to memorize 39 facts!
(Double Double & 5 Plus One More)
When flexibly combining multiple strategies there are very few if any facts to memorize!
4 x 6 = (2x6) + (2x6)
= 12 + 12
Try 4 x 9
6 x 8 = (3x8) + (3x8)
= 24 + 24
Try: 6 x 6
3 x 7 = (2x7) + 7
= 14 + 7
Try: 3 x 9
7 x 6 = (5x6) + (2x6)
= 30 + 12
Try: 8 x 8
Think of some easy, related facts that would help
you solve 7 x 12 if you didn’t know the answer.
Use your grid paper arrays to draw what these
facts strategies would look like if you ‘sliced’ or
‘split’ or ‘added to’ your arrays.
In the first round each person in the group shares their important sentence. The scribe writes each down.