Rounding to Nearest 10 or 100: Concrete Level

More Teaching Plans on this topic: Representational, Abstract

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 visual way to “see” their learning.

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 (e.g. say, “ I have thirteen counting chips lined in a row…based on you seeing me count on and count back, which ten is the closes?” ) or a combination of written curriculum slices/probes and oral prompts with visual cues (e.g. students have concrete materials and respond to your prompts or prompts provided on a sheet of paper/on chalkboard/dry-erase board.).

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 the abstract 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.

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Assessment

Flexible Math Interview

Purpose: to check student understanding of “rounding” to nearest ten or hundred using concrete objects.

Materials:

Teacher/Student –

• Appropriate concrete materials
• Appropriate prompts to round (predetermined number values that student will round.)
• A sheet of paper of notebook for teacher to record observations

Description:

For students who are demonstrating non-understanding or misunderstanding, ask them to round given sets of concrete objects to the nearest ten or hundred. Ask them to describe each step they would take to do this and then observe them as they do it. Encourage students to “think aloud” as they round their concrete objects. Another approach would be for you to “round” using the concrete objects and think aloud what you are doing. Tell the student to watch and listen to you closely because you may do something incorrectly. Purposefully use one or more incorrect procedures and observe whether the student can describe what you did incorrectly. Note missed steps, faulty thinking, and whether students can say what to do but not do it or vice-versa. After your interview, review your notes and decide where the student’s understanding is breaking down. Then develop a plan for re-teaching the skill/concept.

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