Rounding to Nearest 10 or 100: Representational Level

More Teaching Plans on this topic: Concrete, Abstract

PHASE 3: Evaluation

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 continuously evaluate your students’ abilities to draw representations of base-ten materials on place value mats, saying what their drawings mean using place value language, and identify the place value of digits in one, two, and three digit numbers using their drawings. The following steps outline a process for doing this.

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.

Select 8 to 10 prompts to evaluate your students’ drawing abilities. Students should demonstrate 100% accuracy (e.g. 8 out of 8 for two to three consecutive days). This number of 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. display a card that has a number written on it and say, “draw the number ‘67’ using your place value mat and write each digit over the appropriate drawings.”) 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 by drawing it using a place value mat.)
4.) Distribute to students the curriculum slice/probe/response sheet.

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 representational/drawing level skills, this should be 100% – 8 out of 8 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/are ready to move to the next level of understanding or has mastered the skill at the abstract level using the following guide:

Representational Level: demonstrates 100% accuracy drawing place value of written numbers (given 8-10 response tasks) over two to three consecutive days.
11.) Determine whether you need to alter or modify your instruction based on student performance.

Purpose: to provide students periodic opportunities to respond to previously mastered skills, thereby helping students to maintain their level of mastery.

Problem of the Day

Materials:

Teacher –

Chalkboard/overhead projector
Chalk/overhead pen
Student –

Appropriate concrete materials
Description:

Provide a problem of the day that focuses on drawing place value of numbers using a place value mat. Orally give the problem while students read the question/prompt written on the chalkboard. Ask students to discuss the strategy they used to get the answer. Students can share their drawings. Model the skill after this discussion, highlighting important ideas/features. Asking students to determine the number represented by drawings you make may also be a helpful activity. Encourage students to describe the drawings!