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Multiplying
Two Digit by One Digit Numbers with Regrouping: Abstract Level
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Teaching Plans on this topic: Concrete, 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 appropriate criteria to indicate mastery.
3) Provide appropriate number of prompts in an appropriate format (receptive/recognition or expressive) so students can respond.
4) 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 problems; index cards with problems and choices to match), or oral in nature with visual cues (e.g. show problems a and have students tell you how to solve the problem) or a combination of written curriculum slices/probes and oral prompts with visual cues (e.g. teacher shows problems and answer choices on overhead and then prompts students to write solution to problem).
5) Distribute to students the curriculum slice/probe/response sheets.
6) Give directions.
7) Conduct evaluation.
8) Count corrects and incorrects/mistakes (you and/or students can do this depending on the type of curriculum slice/probe used – see step #3).
9) You and/or students plot their scores on a suitable graph/chart.). A goal line should be visible on each students’ graph/chart that represents the proficiency (near 100% accuracy with two or fewer incorrects/mistakes) and a rate (# of corrects per minute) that will allow them to be successful when using that skill to solve real-life problems and when using the skill for higher level mathematics that require use of that skill.
10) Discuss with children their progress as it relates to the goal line and their previous performance. Prompt them to self-evaluate.
11) Evaluate whether student(s) has mastered the skill at the abstract level using the following guide:
Abstract Level: demonstrates near 100% accuracy (two or fewer incorrects/mistakes) and a rate (# of corrects per minute) that will allow them to be successful when using that skill to solve real-life problems and when using the skill for higher-level mathematics that require use of that skill.
12) Determine whether you need to alter or modify your instruction based on student performance.
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Assessment
Error Pattern Analysis
Purpose: to provide you with additional diagnostic information in order to check student understanding and plan and/or modify instruction accordingly.
Materials:
Description:
Have student complete 5-8 problems. As the student works the problems, encourage him/her to talk about what they are doing. Do not cue student in any way. Record all student responses, verbal and written. Review responses and look for patterns. Also look for examples of “exceptions” to an apparent pattern (accurate exceptions may indicate that the student has partial understanding of the procedure or of a basic concept). Common errors for this skill may be the result of non-understanding of place value, inaccurate procedure/sequence of steps, non-understanding of regrouping, or insufficient mastery of basic multiplication facts.
After you have analyzed the problems for possible error patterns, you may want to interview the student using a Flexible Math Interview to gain further insight before planning how to modify or reteach the lesson.
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