Stand-Alone Numbers Pre-Assessment
Date: October 28th, 2016
Learning outcome: Students can demonstrate their prior knowledge on mental, written and problem solving strategies.
Task: Students will be given a story problem card to solve. If students are able to show and explain their work, they will be given a new card of increased difficulty. Students will stop when they cannot figure out one problem. Problems are in alphabetical order (A is the easiest and Z is the most difficult).
Assessment tool: The letter of the alphabet represents the level of difficulty students were able to complete and teacher notes.
Date: October 28th, 2016
Learning outcome: Students can demonstrate their prior knowledge on mental, written and problem solving strategies.
Task: Students will be given a story problem card to solve. If students are able to show and explain their work, they will be given a new card of increased difficulty. Students will stop when they cannot figure out one problem. Problems are in alphabetical order (A is the easiest and Z is the most difficult).
Assessment tool: The letter of the alphabet represents the level of difficulty students were able to complete and teacher notes.
Reflection: This was hard when I came to the hard one.
Place Value Reading Numbers
Date: 2 November 2016
Learning Outcomes:
• Reading numbers up to 1000 (C )
• Reading numbers up to 10,000 (C )
• Reading numbers up to 100,000 (I)
• Reading numbers up to 1,000,000 (I)
Task: Students worked in groups where they arranged numbers for others in the group to read.
Assessment Tool: Checklist
Date: 2 November 2016
Learning Outcomes:
• Reading numbers up to 1000 (C )
• Reading numbers up to 10,000 (C )
• Reading numbers up to 100,000 (I)
• Reading numbers up to 1,000,000 (I)
- Place value positions and value of numbers up to 1,000,000 and beyond
Task: Students worked in groups where they arranged numbers for others in the group to read.
Assessment Tool: Checklist
Reflection: This was a little bite hard to read before Ms.Debbie video me.
Equivalent Fractions and decimals
Date: 24 November 2016
Learning Outcomes:
Task: Students decided what toppings they wanted on their pizza. Then they had to figure out the fraction of the pizza and convert it as a decimal. The decimal number had to be rounded to the nearest tenths or hundredths place. They had to compare the fractions of the pizza (which was greater than the other).
Assessment tool: Checklist
Date: 24 November 2016
Learning Outcomes:
- Practice Rounding decimal fractions to the nearest whole number together as a class until students understand.
- Identifying common fraction and decimal fractions, using pictures and manipulative(s)
Task: Students decided what toppings they wanted on their pizza. Then they had to figure out the fraction of the pizza and convert it as a decimal. The decimal number had to be rounded to the nearest tenths or hundredths place. They had to compare the fractions of the pizza (which was greater than the other).
Assessment tool: Checklist
Reflection: This was very fun when colouring.
Factors & Multiples
Date: 12 January 2017
Learning Outcomes:
• Identify and describe factors and multiples of whole numbers.
Task: Students worked with a partner to create an interactive poster that included a definition and at least four examples of factors and four examples of multiples.
Assessment Tool: Checklist
Date: 12 January 2017
Learning Outcomes:
• Identify and describe factors and multiples of whole numbers.
Task: Students worked with a partner to create an interactive poster that included a definition and at least four examples of factors and four examples of multiples.
Assessment Tool: Checklist
Reflection: this was fun doing with a partner instead of doing alone.
Multiplication Strategies Formative Assessment
Date: 17 January 2017
Learning Outcome:
Task: After students practiced using various strategies to multiply 2 digit by 1 digit number, they were given a worksheet to show what they understood and show which strategy they prefer. They had to solve the problem, write which strategy they used and explain why they used that strategy.
Assessment tool: Checklist
Date: 17 January 2017
Learning Outcome:
- Uses known times tables facts to mentally multiply any 2 digit number by a 1 digit number.
Task: After students practiced using various strategies to multiply 2 digit by 1 digit number, they were given a worksheet to show what they understood and show which strategy they prefer. They had to solve the problem, write which strategy they used and explain why they used that strategy.
Assessment tool: Checklist
Improper fractions and Mixed Numbers Formative Assessment Checklist
Date: 21 February 2017
Learning Outcome: Model, read, write, and compare improper fractions and mixed numbers.
Task: Students had to convert improper fractions to mixed numbers and vice versa. They had to explain how they got their answer and draw a picture to show their understanding of the numbers.
Assessment tool: Checklist and teacher notes.
Date: 21 February 2017
Learning Outcome: Model, read, write, and compare improper fractions and mixed numbers.
Task: Students had to convert improper fractions to mixed numbers and vice versa. They had to explain how they got their answer and draw a picture to show their understanding of the numbers.
Assessment tool: Checklist and teacher notes.
Reflection: This was a bit hard.
Division Strategies Formative Assessment
Date: 10 February 2017
Learning Outcome:
• Use efficient mental and written strategies for division.
Task: After students practiced using various strategies to for division, they were given a worksheet to show what they understood and show which strategy they prefer. They had to solve the problem, write which strategy they used and explain why they used that strategy.
Assessment tool: Checklist
Date: 10 February 2017
Learning Outcome:
• Use efficient mental and written strategies for division.
Task: After students practiced using various strategies to for division, they were given a worksheet to show what they understood and show which strategy they prefer. They had to solve the problem, write which strategy they used and explain why they used that strategy.
Assessment tool: Checklist
Reflection: This was a little bit hard.
Improper fractions and Mixed Numbers Formative Assessment Checklist
Date: 21 February 2017
Learning Outcome: Model, read, write, and compare improper fractions and mixed numbers.
Task: Students had to convert improper fractions to mixed numbers and vice versa. They had to explain how they got their answer and draw a picture to show their understanding of the numbers.
Assessment tool: Checklist and teacher notes.
Date: 21 February 2017
Learning Outcome: Model, read, write, and compare improper fractions and mixed numbers.
Task: Students had to convert improper fractions to mixed numbers and vice versa. They had to explain how they got their answer and draw a picture to show their understanding of the numbers.
Assessment tool: Checklist and teacher notes.
Reflection: This was so HARD!!!!!!!!
Addition Strategies Formative Assessment
Date: 19 April 2017
Learning Outcome:
• Solve addition problems including decimals in the form of money and measurement.
Task: After students practiced using various strategies to for addition, they were given a worksheet to show what they understood and show which strategy they prefer. They had to solve the problem, write which strategy they used and explain why they used that strategy.
Assessment tool: Checklist
Date: 19 April 2017
Learning Outcome:
• Solve addition problems including decimals in the form of money and measurement.
Task: After students practiced using various strategies to for addition, they were given a worksheet to show what they understood and show which strategy they prefer. They had to solve the problem, write which strategy they used and explain why they used that strategy.
Assessment tool: Checklist
Reflection: This was so easy to do! But I keep on forgetting my units of measurement and my dollar sign.
Ratio and Proportion
Date: 17 May 2017
Learning Outcome: Model and solve simple problems involving ratio and proportion.
Task: Students worked in groups and measured the height of one student in centimeters. Then they measured a regular bat. Students were given a miniature bat and had to figure out how tall a person would have to be in order to be proportional to the miniature bat. Once they figured out the measurements, they had to draw that person with the correct height on paper. Students had to write down how they figured out the person’s height.
Assessment tool: Checklist and notes.
Date: 17 May 2017
Learning Outcome: Model and solve simple problems involving ratio and proportion.
Task: Students worked in groups and measured the height of one student in centimeters. Then they measured a regular bat. Students were given a miniature bat and had to figure out how tall a person would have to be in order to be proportional to the miniature bat. Once they figured out the measurements, they had to draw that person with the correct height on paper. Students had to write down how they figured out the person’s height.
Assessment tool: Checklist and notes.
Mathematics Stand Alone Summative Assessment
Date: 2 June 2017
Learning Outcomes:
-To explain how they use numbers in a variety of ways in real-life situations.
-Use mental and written strategies.
-Show how strategies are used for problem solving.
-Reflect on personal strategies.
Task: Students were given different real-life situations. They had to use mental and written strategies they learnt throughout the year to solve the problems. They then created a role-play to show to the class.
Assessment tool: Checklist and notes
Date: 2 June 2017
Learning Outcomes:
-To explain how they use numbers in a variety of ways in real-life situations.
-Use mental and written strategies.
-Show how strategies are used for problem solving.
-Reflect on personal strategies.
Task: Students were given different real-life situations. They had to use mental and written strategies they learnt throughout the year to solve the problems. They then created a role-play to show to the class.
Assessment tool: Checklist and notes
Reflection: This was funny when I fake eat the pizza.