One to One Correspondance: 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 -

• Goal sheet/Chart
• Planned verbal prompts for task completion
  

Students -

• Concrete materials (premade groups of matched and unmatched groups; bins of objects).
  

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 number of prompts in an appropriate format so students can respond.

Suggestions:

Receptive/recognition level:

Student can correctly recognize groups that are matched and groups that are not matched one to one.

Expressive level:

Given one precounted group of objects, student can use another group of objects to create a matched group.
Given two groups of objects, student can create matching groups showing one-to-one correspondence.

4) Provide students with the materials to complete each task.

5) Provide directions on how to complete each task.

6) Conduct evaluation. Provide 3-5 trials on each task

7) Count corrects and incorrects (# of trials) for each task.

8) You and the students plot their responses on a suitable chart. A goal line that represents proficiency should be visible on each student’s chart.

For concrete level of understanding, this should be 100% - 3/3 or 5/5 trials- on each task.

9) Talk with children about their progress as it relates to the goal line and their previous performance. Prompt them to self evaluate. (e.g. “Did you line up the first group, then match the second group, check to see if everything was matched, count to see if your groups had the same number of objects?”)

10) Evaluate whether students are ready to move to the next level of understanding or have mastered the skill using the following guide:
Concrete Level: 100% accuracy (given 3-5 trials) over three consecutive days.

11) Based on students’ performance, determine whether you need to alter or modify your instruction.

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:

• Groups of concrete objects (examples of groups that do and do not show one-to-one correspondence/examples and non-examples,
• Containers of objects to use in creating groups).

Description:

With individual students or in small groups, the teacher will take the role of a student. The teacher will have the student “teach” him/her how to:

• Decide if a group does or does not show an example of one-to-one correspondence
• Use objects to make groups that show one-to-one correspondence.

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.