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Identify
and Represent Equivalent Fractions: Representational Level
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Teaching Plans on this topic: Concrete
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 -
- Appropriate prompts if they will be oral prompts
- Appropriate visual cues when prompting orally
Students -
- 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, the expressive level, or both.
2) Choose appropriate criteria to indicate mastery.
3) Provide appropriate prompts in an appropriate format (receptive/recognition or expressive) so students can respond:
* Based on the skill, your students’ learning characteristics, and your preferences, the curriculum slice or probe could be written in nature (e.g. a sheet with appropriate prompts; index cards with prompts), or oral in nature with visual cues (e.g. teacher shows several drawings/choices on overhead then prompts students to say which drawing shows the correct solution for the problem), or a combination of both (e.g. teacher shows problem and then prompts students to circle which of several drawings shows the correction solution).
4) Provide students with the materials to complete each task.
5) Provide directions on how to complete each task.
6) Conduct evaluation.
7) Count corrects and incorrects (you and/or students can do this dependent on type of curriculum slice/probe used).
8) You and/or 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 representational level of understanding this should be 100%. for 8 –10 trials.
9) Talk with children about 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 by demonstrating 100% accuracy for 8-10 trials over 2-3 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 the teacher with additional diagnostic information in order to check student understanding, and plan and/or modify instruction accordingly.
Materials:
Teacher -
- 5 pictures for student to color in equivalent fractions
Students -
Description:
With individual students or in small groups, the teacher will have students draw solutions to given problems. The teacher will ask students to explain how their drawings show the solution to the problem. The teacher should note errors 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 confers with students regarding specific errors or misconceptions afterwards.
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