Identify and Represent Equivalent Fractions: Concrete Level

More Teaching Plans on this topic: Representational

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:

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 written in nature (e.g. a sheet with appropriate prompts; index cards with appropriate prompts), or oral in nature with visual cues (ask students to tell you which of several visually displayed solutions is the correct solution for a problem), or a combination of written curriculum slices/probes and oral prompts with visual cues (e.g. ask students to demonstrate solution to given oral problem).

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 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.

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Assessment

Flexible Math Interview

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

Materials:

• Sets of fraction pieces envelopes

Description:

With individual students or in small groups, the teacher will have the student to solve an equivalence problem. The teacher will show the student(s) two sets of fraction pieces (e.g. one half and three sixths or one half and one third, etc.) .The teacher will ask the student(s) to identify the given fractions as equivalent or not equivalent and explain the decision. The teacher should note errors and/or misconceptions while the student is teaching, but 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 should confer with the student regarding specific errors or misconceptions after the activity is over.

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