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* *Reflection: Performance Tasks
Mastering Measurement - Assessment - Section 1: Application of Measurement Skills

In this photo, you can see the student answered the question correctly and knew that 1000 grams equals one kilogram. The student converted the weight of the box to grams in order to solve the problem. This student has a solid understanding of converting between grams and kilograms as well as an understanding of what the problem is asking.

In this problem, the student has a lot of erasing so it is difficult to see what was tried first. This student does not seem to understand what the problem is asking. He/she seems to identify $3.25 (which is what the bananas would cost) but then multiplies that by 10. This student would also benefit by asking him/herself if the answer of $32.50 makes sense. I had many students get this question correct.

In this question, this student correctly converts the kilograms to grams, but then subtracts incorrectly. I was happy to see the conversion but plan to remind this student about checking work with inverse operations.

In this question, you can see that the student understood that Ben (boy in the problem) had 60 minutes to get ready for school. The student appears to have added up the other minutes mentally and then subtracted that from 60. This was a common approach to this problem for many students.

This paper shows another variation of converting between hours and minutes to solve the problem.

Overall, I was very pleased with my students work and scores. I was reminded that at this time of year (end) many of my students would have done better if they had checked their work and remembered to think about if their answers made sense.

You can also see from this spreadsheet that most of my students missed the first three questions.

# Mastering Measurement - Assessment

Lesson 12 of 13

## Objective: SWBAT demonstrate proficiency in using the four operations to solve word problems involving distances, intervals of time, mass, and money. Students will express measurements given in a larger unit in terms of a smaller unit.

In this lesson, students complete a summative assessment about fourth grade measurement concepts. All good teachers constantly assess their students’ learning. I recognize the need to understand what and how my students are thinking, and use this to enhance their future learning. I do this daily as formative assessments in observation form, and informal ways like exit tickets and quick writes. I do use summative assessment as well in my classroom. That being said, when students perform poorly on a summative assessment, I still use this information to make re-teaching groups and establish intervention activities.

For this assessment, I use these eight problems -conversion word problems. I like these problems because they incorporate distance, mass, capacity, and time, all situations in which fourth graders should be proficient.

Please see the reflection portion of this lesson to see how my students did on this assessment and information I learned.

#### Resources

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- UNIT 1: Getting to Know You- First Days of School
- UNIT 2: Multiplication with Whole Numbers
- UNIT 3: Place Value
- UNIT 4: Understanding Division and Remainders
- UNIT 5: Operations with Fractions
- UNIT 6: Fraction Equivalents and Ordering Fractions
- UNIT 7: Division with Whole Numbers
- UNIT 8: Place value
- UNIT 9: Geometry
- UNIT 10: Measurment
- UNIT 11: Fractions and Decimals

- LESSON 1: Measurement Mania - Metric Relationships
- LESSON 2: I Mustache You to Measure!
- LESSON 3: Who needs a Shave? - Line Plots
- LESSON 4: Pencils, Bugs and Line Plots - Day 1
- LESSON 5: Pencils, Bugs, and Line Plots! - Day 2
- LESSON 6: Patterns with Perimeter and Area
- LESSON 7: Great Grams and Grahams
- LESSON 8: Shopping and Pondering Pounds and Ounces
- LESSON 9: Too Heavy? Too Light? Conversions!
- LESSON 10: Horrendous Soup - Capacity Conversions
- LESSON 11: Limited or Lots of Lemonade? - Customary Conversions
- LESSON 12: Mastering Measurement - Assessment
- LESSON 13: Question Creation