TWS 4: Assessment Plan I am teaching three lessons on multiplication for my showcase.

Lesson one will be on multiplying by multiples of 10, 100, and 1,000. Lesson two will be on estimating products by rounding. Lesson three will be on using models to multiply. I will be using the same test for my pre- and post-assessments. I will include three questions that come from each lesson, for a total of nine questions. I feel that by using the same assessment, I will receive more accurate results about what the students knew before instruction, and what they gained based off of my instruction. This assessment will serve as the pre-assessment for all three lessons. My three lessons are built around using certain strategies to find the product of multiplication problems. The students may correctly answer the multiplication problems, but what I am looking for is particular evidence that shows how they got the answer. The pre-assessment will be scored based on two criteria: a) correct answers, and b) the type of work shown, if any. For questions 1 and 2, students will likely rewrite the problem and multiply. The response I am looking for is that students are multiplying the base fact first, and then using their knowledge of multiples of 10, 100, and 1,000 to add the correct number of zeros. For students to correctly and fully answer questions 4-6, they should have the correct, estimated answer and evidence that they did indeed round first, and then multiplied. There are also two components for questions 7-9. I am looking for a) the correct answer, and b) base ten models showing how they got the answer. For my first lesson on multiplication, I will use a checklist to check student progress through the lesson. As students are working on independent work, I will be walking around the classroom checking off students who are correctly answering questions and noting students who seem to not understand. The post-assessment for this lesson will be the exit slip at the end. The exit slip contains one multiplication problem that was practiced during the lesson. By using this strategy, I will be able to determine the students that are able to correctly solve the multiplication problem. Exit Slip: 5 x 6,000. Write the basic fact and solve During my second lesson, I will be using a checklist to note that students are rounding and estimating. This will be conducted while they are playing the game on rounding and estimating. This also allows me to identify students who need extra help, and I can stop and show them what they need, while the fast paced learners are working on the game still. The students will complete an independent sheet towards the end of the lesson. I will take this sheet up to check that students have an understanding of the content. This is just an informal assessment strategy to assess what they have learned after the lesson and have had practice time. This independent worksheet contains basic questions such as: 729 x 8. The students will round the larger number, multiply, and then identify if the estimated product is greater than or less than the actual product. This is the concept of the lesson, so this informal post-assessment will allow me to see what progress the students made towards meeting the objective.

For my final lesson, I will be assessing the students during the lesson as they display their answers on dry erase boards and as they come to the Smart Board to answer problems and show their work. I will be noting the students who I see participate in these activities. During independent work, I will visit the students who are struggling or have not participated in any activities to check if they do not understand the material. The post-assessment for the final lesson will be the same test that was given as the pre-assessment. This test contains questions from all three lessons, so I will have feedback on what content they gained from lesson three.

Lesson Objectives

Assessments
Pre: Assessment given at the beginning of lesson. During: Checklist system while students are working on independent work. Post: Exit Slip at the end of lesson. Pre: The pre assessment was given before lesson 3. During: I will walk around the classroom while students are playing the game with partners, using a checklist system. Post: The independent sheet will be taken up to check for understanding. Pre: This was given before lesson 3. During: I will use a checklist system as students show their work on the white boards. Post: Students will take the same test as they took for the pre-assessment.

Format of Formative Assessments

Pre: The quiz given before the first lesson. During: Using the checklist to identify that students are correctly multiplying single digit numbers by multiples of 10, 100, and 1,000. Post: Exit slip that contains the multiplication problem: 5 x 6,000. Write the basic fact and solve Pre: The quiz given before the first lesson. During: Checklist indicating that students are correctly rounding and multiplying during the game. Post: The independent sheet will be checked for understanding of rounding and multiplying. Pre: The quiz given before the first lesson. During: Check students work on white boards for use of models when multiplying. Post: The assessment used as the preassessment will be used.

Accommodations

Lesson Objective 1 At the end of the lesson, students should be able to multiply single digit numbers by multiples of 10, 100, and 1,000 Lesson Objective 2 Students should be able to estimate the product of multiplication problems by rounding. Lesson Objective 3 Students should be able to multiply 2 digit numbers by 1 digit numbers using base-ten models.

Repeat and modify instructions, as needed. I will monitor and adjust time slots based on how the students are progressing. ELL students will be given more time to complete tasks and assessments as needed.

Pre and Post Assessment:

1. 3 x 6,000 = ____________

2.

7 x 5,000 =_______________

3. 4.

What is the basic fact in 3 x 6,000? ____________________________________ Estimate. Round to the greatest place value. 582 x 6 = _____________

5.

Estimate. Round to the greatest place value. 2 x 896 = _____________

6.

Estimate. Round to the greatest place value. 450 x 7 =______________ Multiply. Draw models if needed.

7. 8. 9.

2 x 23 = ______________ 4 x 21 = _____________ 3 x 11 = _____________

Lesson 1 - During Assessment Students complete problems in their math workbooks about multiplying with multiples on 10, 100, and 1,000 - Post Assessment: Exit slip: 5 x 6,000. Write the basic fact and solve.

Lesson 2 - During Assessment (This is the sheet that students will use during the estimation game. I will be walking around checking student work during this time.)
Name__________________________ Estimation Extravaganza! 1. _____ , ______ ______ ______ x ______ = _________________ Greater than or Less than Greater than or Less than

2.

_____ , ______ ______ ______ x ______ = _________________

3.

_____ , ______ ______ ______ x ______ = _________________

Greater than or Less than Greater than or Less than Greater than or Less than

4.

_____ , ______ ______ ______ x ______ = _________________

5.

_____ , ______ ______ ______ x ______ = _________________

6.

_____ , ______ ______ ______ x ______ = _________________

Greater than or Less than Greater than or Less than Greater than or Less than

7.

_____ , ______ ______ ______ x ______ = _________________

8.

_____ , ______ ______ ______ x ______ = _________________

Name______________________________

Post Assessment

Independent Practice Estimate. Round to the greatest place value. Circle whether the estimate is greater than or less than the actual product. 1. 562 x 6 greater than less than 2. 2 x 896 greater than less than

_____ x ___ = ______ 3. 729 x 8

___ x _____ = ______ greater than less than 4. 3 x 5,489 greater than less than

_____ x ___ = ______

___ x ______ = ______

5. 189 x 7

greater than less than

6. 5 x 455

greater than less than

_____ x ___ = ______

___ x _____ = ______

Solve the problem by rounding. 7. There are about 26-28 pieces of candy in each bag. About how many pieces of candy are in 4 bags?

8. Explain how you know if your estimated answer is greater than or less than the actual answer.

Lesson 3 - During Assessment Checklist system as students are showing their work and responding to problems using their dry erase boards. - Post Assessment (The quiz given before the first lesson)