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Comparing
More Than, Less Than, Same: Representational Level
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Teaching Plans on this topic: Concrete
PHASE
3: Evaluation
Monitor/Chart Performance
Purpose: to provide the teacher 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 -
- Appropriate response sheet/curriculum slice/probe
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 (receptive/recognition or expressive) so students can respond.
Suggestions:
Receptive/recognition level:
Student can correctly identify if a given group of 10 or fewer representations of objects has more than, less than or the same number of objects when compared to another group of 10 or fewer items.
Expressive level:
Create a group with more than, less than, or the same number of items than a given a group of 10 or fewer items. [This could be done in a center with the teacher checking work cards to see if the student correctly made designated group.]
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 will 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% on 8-10 trials over 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 (Did you use tally marks when you counted both groups? Did you match up the groups? Did you check to see if you had any items left over?)
10) Determine whether you need to alter or modify your instruction based on student performance.
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Assessment
Flexible Math Interview
Purpose: to provide the teacher with additional diagnostic information in order to check student understanding and plan and/or modify instruction accordingly.
Materials:
Teacher -
- Drawings of groups of objects, word cards with more, less and same
Students -
Description:
With individual students or in small groups, the teacher will have students draw groups of objects that are more, less, or the same as the teacher's sample drawing. The teacher will ask students to explain their drawings. For example: "I drew four wagons because that is more than two wagons." 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.
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