Identify Place Value to 100's Place: 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 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:

You should evaluate students’ abilities to place base-ten materials on place value mats appropriately/say what their concrete representations mean using place value language and to identify the place value of digits in one, two, and three digit numbers using concrete materials. The following steps outline a process for doing this for both skills. It is suggested that you evaluate students’ ability to appropriately place base-ten materials on a place value mat and say what their representations mean using place value language first since this is what you will be teaching first and providing student practice for first. When students show mastery with appropriately placing base-ten materials on a place value mat and saying what their representations mean using place value language, then you will teach how to identify the place value of digits in written numbers using concrete materials. At this point you will evaluate your students’ progress in identifying the place value of digits in written numbers using concrete materials.

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.
For both skills: 1.) appropriately placing base-ten materials on a place value mat and saying what their representations mean using place value language, and 2.) identifying place value of digits in written one, two, and three digit numbers with concrete materials (an appropriate number of tasks to indicate proficiency is approximately 5 tasks. This number or tasks allows you to complete the evaluation period within 3 to 5 minutes). *It is important that this evaluation strategy is time-efficient because it should be done every day or every other day and if it is not time-efficient, you will probably not implement this important evaluation strategy.

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 written in nature (e.g. a sheet with appropriate prompts; index cards with appropriate prompts), or oral in nature with visual cues (e.g. say, “show me where to place the groups of base-ten objects on your place value mat;” or, “represent the number I show you using your base-ten materials and then use you number cards to put the correct digit over the groups of one cubes, ten sticks, and hundred flats), or a combination of written curriculum slices/probes and oral prompts with visual cues (e.g. students have a curriculum slice/probe that is numbered “1, 2, 3…” where each number has several one, two, and three digit numbers written – “23,” “146,” “673,” and students circle the correct response when teacher represents the correct number using concrete materials.

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

Flexible Math Interview

Description:

During small group time, the teacher will have students demonstrate placing base-ten materials on their place value mats and using place value language to say what they represent, or have students represent written numbers using base-ten materials. The teacher will then prompt students to explain their representations. The teacher notes particular problems individual students are experiencing and provides additional modeling based on individual student needs.