Identify and Write 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
Concrete materials if appropriate
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 number of tasks to indicate proficiency (suggested: 3 to 5 tasks). This number range 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 3-5 prompts on the curriculum slice/probe that reflect the range of skills you want to evaluate (e.g. one or more fractional parts and using one or more fraction models.) 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 ‘one-half’ with your circle pieces,” while holding up a card with “one-half” written on it.), 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 fractional parts written – “one-half,” “one-eighth,” “one-fourth,” and students circle the correct response when demonstrated by the teacher with concrete materials.)

4) Provide students the curriculum slice/probe/response sheet.

5) Provide directions.

6) Conduct evaluation.

7) Count corrects and incorrects (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 the concrete level of understanding this should be 100% – 3 out of 3 corrects or 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 concrete 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.

Assessmenrt

Purpose: to evaluate student conceptual understanding and provide you information to plan additional instruction.

Flexible Math Interview

Description:

During small group time, the teacher will encourage students to identify fractions using concrete materials and to describe what they represent. The teacher notes particular misunderstanding/non-understanding for individual students and provides additional modeling based on individual student needs.