Skip Counting: Representational Level

More Teaching Plans on this topic: Concrete

PHASE 3: Evaluation

Monitor/Chart Performance

Assessment

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

Student -

• Appropriate response sheet

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 identify groups of ten on a number line.

Expressive level: Given number, student can draw groups of ten on a number line.

4) Provide students with materials to complete each task

5) Provide directions on how to complete each task. (Tasks can be done at different times).

6) Conduct evaluation. Provide 8-10 trials on each task.

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

8) You and the student 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% accuracy on 8-10 trials for two to three consecutive days.

9) Talk with children about their progress as it relates to the goal line and their previous performance. Prompt them to self evaluate

10) Determine whether you will need to alter or modify your instruction based on student performance.

[ back to top ]

Assessment

Flexible Math Interview

Purpose: to provide you with additional diagnostic information in order to check students understanding and plan and/or modify instruction accordingly.

Materials:

• Numbers, drawing paper, crayons or markers.

Description:

Show student a number. Ask him/her to think aloud as he/she shows how to draw this number on a number line and then skip counts to that number using the number line. 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.

[ back to top ]