Adding and Subtracting Fractions with Mixed Numbers: Concrete Level

More Teaching Plans on this topic: Representational, Abstract

PHASE 3: Evaluation

Monitor/Chart Performance

Purpose: to provide you with continuous data for evaluating student learning and for determining whether your instruction is effective. It also provides students a way to visualize their learning/progress.

Materials:

Teacher –

• Appropriate prompts if they will be oral prompts
• Appropriate visual cues when prompting orally

Student –

• Appropriate response sheet/curriculum slice/probe
• Graph/chart

Description:

Steps for Conducting Continuous Monitoring and Charting of Student Performance:

1) Choose whether students should be evaluated at the receptive/recognition level or the expressive level.

2) Choose an appropriate criteria to indicate mastery.

3) Provide appropriate number of prompts in an appropriate format (receptive/recognition or expressive) so students can respond.

Based on the skill, your students’ learning characteristics, and your preference, the curriculum slice or probe could be oral in nature with visual cues (e.g. show two sets of concrete objects and then a concrete representation of their sum, say, “what is the total?”, and students say the total; teacher/peer shows two sets of concrete objects and students/peer combine(s) their own sets at their desk), or a combination of written curriculum slices/probes and oral prompts with visual cues (e.g. show two sets of concrete objects and then a concrete representation of their sum, say, “what is the total?”, and students circle the phrase that correctly identifies the total given several choices on a curriculum slice.).

4.) Distribute to students the curriculum slice/probe/response sheet/concrete materials.

5) Give directions.

6) Conduct evaluation.

7) Count corrects and incorrects/mistakes (you and/or students can do this depending on the type of curriculum slice/probe used – see step #3).

8) You and/or students plot their scores on a suitable graph/chart. A goal line that represents the proficiency (for concrete level skills, this should be 100% – 5 out of 5 corrects) should be visible on each students’ graph/chart.

9) Discuss with children their progress as it relates to the goal line and their previous performance. Prompt them to self-evaluate.

10) Evaluate whether student(s) is ready to move to the next level of understanding or has mastered the skill at the abstract level using the following guide:

Concrete Level: demonstrates %100 accuracy (given 3 to 5 response tasks) over three consecutive days.

11) Determine whether you need to alter or modify your instruction based on student performance.

Assessment

Purpose: to evaluate student conceptual understanding of the division process, with and without remainders.

Flexible Math Interview

Materials:

Teacher –

• A small notepad to write notes regarding particular student’s understanding as you “interview” them.
  Pencil for writing

Students -

• Appropriate concrete objects

Description:

As students are working independently or in pairs, ask them to describe their solutions and how they arrived at them. Encourage students to both use concrete materials to do this as well as to “talk about” what they are doing with their concrete materials. Note specific student misunderstandings/non-understandings on sheet of paper or individual student note-cards. Use the information collected to make instructional decisions for the whole class and for individual students.