Comparing More Than, Less Than, Same

Comparing More Than, Less Than, Same: Concrete Level

More Teaching Plans on this topic: Representational, Abstract

Introduction

Phase 1

Initial Acquisition of Skill

Phase 2

Practice Strategies

Phase 3

Evaluation

Phase 4

Maintenance

- Monitor/Chart Performance - Assessment

Download printable version of this teaching plan, with additional detailed descriptions

PHASE 3: Evaluation

Monitor/Chart Performance

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

Materials:

Teacher -

Goal sheet/Chart
Planned verbal prompts for task completion

Students:

Concrete materials (premade groups of objects).

Description:

Steps for Conducting Continuous Monitoring and Charting of Student Performance:

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

2) Choose appropriate criteria to indicate mastery.

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

Suggestions:

Receptive/recognition level:

Student can correctly identify if a given group of objects has more than, less than or the same number of objects when compared to another group of objects. Create a group with more than, less than, or the same number of objects than a given a group of objects.

Expressive level:

Create a group with more than, less than, or the same number of objects than a given a group of objects

4) Provide students with the materials to complete each task.

5) Provide directions on how to complete each task.

6) Conduct evaluation. Provide 3-5 trials on each task.

7) Count corrects and incorrects (# of trials) for each task.

8) You and the students will plot their responses on a suitable chart. A goal line that represents proficiency should be visible on each student's chart. . For concrete level of understanding this should be 100%, (3/3 or 5/5 trials) on each task.

9) Talk with children about their progress as it relates to.the goal line and their previous performance. Prompt them to self evaluate.( Did you line up your sugar cookies with your chocolate chip cookies; Did you check to see if you had sugar cookies left over?)

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

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Assessment

Flexible Math Interview

Purpose: to provide the teacher with additional diagnostic information in order to check student understanding and plan and/or modify instruction accordingly.

Materials:

Teacher -

Groups of concrete objects

Description:

With individual students or in small groups, the teacher will take the role of a student. The teacher will have the student "teach" him/her how to:

a. Show more by building a group of objects greater than a give group and verbalize that the group shows more.

b. Take objects away to create a group that is the same as a given group of objects.

c. Show less by building a group of objects with fewer objects than the given group. Although the teacher should note errors or misconceptions while the student is "teaching", the teacher should not stop the student for correction purposes. By having the student complete the entire explanation, the teacher will gain a better understanding of the student's thinking. The teacher will confer with the student afterward.

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