##
* *Reflection: Transitions
Rounding - Unit Assessment - Section 3: After Test Transition

Transitions are a natural time to build in a much needed break. Adults perform best when they take a break about every 45 minutes; children need breaks even more than we do! I build physical activity and vocabulary, singing, or humor, yes, humor into the breaks. They physical activity is self-explanatory. The vocabulary is built in because I insert it everywhere because the more literate they are, the more choices they will have. The singing is a carryover from when I taught kindergarten. Songs focus and calm children in a way that spoken words sometimes do not, and it gives those with musical intelligence or preference an extra boost. Finally, sometimes we just do something silly, specific to the personality of our class, because we enjoy one another’s company. I completely believe in taking 5 minutes to goof around (in a supervised way, of course). I prefer to skip institutional breaks, such as Free Time Friday, Monthly Reward Movies, and so on. I give those types of “rewards” rarely, and intermittently, as I believe in the behaviorists to a point – intermittent reinforcement works far better than expected rewards. Also, I truly don’t think that rewarding students for doing what we should be trying to teach them to care about for themselves is beneficial. In fact, if students are working only so that they can get a trinket from The Prize Box, I’ve come to believe that this is counterproductive. I used to have a Prize Box, and a Classroom Store, and I’m not saying that they don’t work for some people, but after many years, I’m trying a different path.

Songs or specific physical tasks also give students a chance to expend energy in within defined parameters. They are noisy during transitions. So are we! Activity provides a more structured vehicle for their need to be noisy.

*Taking Breaks*

*Transitions: Taking Breaks*

# Rounding - Unit Assessment

Lesson 7 of 7

## Objective: SWBAT demonstrate practical skills and critical thinking that reflects their growing understanding of how to round to the closest ten and hundred, and why.

*61 minutes*

#### Introduction

*4 min*

Prior to giving any formal looking assessment, I always have a brief discussion with students about the purpose of assessments. For this group of students that is in an environment which still has a lot of standardized testing, it's important that they know that these are but one measure of their ability and that, in my classroom at least, their primary purposes is to help me know what and how to teach!

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#### Assessment

*54 min*

I do not use necessarily use this Rounding Assessment as a “final grade” and all students do not take all parts of the assessment. Based on prior formatives and teacher observations, I have students complete only the necessary sections. For example, there were a handful of children in my class that could round to the closest ten and hundred before I’d taught a single lesson. There is no reason to continually assess them on what they already know.

A purpose for this assessment is a convenient snapshot of student skills and ability to explain their reasoning. Sometimes administrators and parents cannot easily access information from a teacher checklist, anecdotal notes, or rubrics and this format may seem to them to be a more friendly/familiar way to see evidence of their child’s progress in their understanding of how and why to round to the closest ten or thousand.

In my class, what worked well was to have students work on this assessment task for about 50 minutes. Students who finish early get to choose from a number of independent math activities, including basic fact practice or addition and subtraction with regrouping.

I save them, record the information, continue to assess and reassess, often informally, and then **all** of that data is what I use to report standards mastery on report cards.

I evaluated this using a flexible mini rubric. I recorded relevant details onto this form: Rounding Assessment Student Record.

Here are some examples of student work and my thoughts about their levels of understanding:

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#### After Test Transition

*3 min*

When the test is over, I give them a short stretch break. I tend to do things such as this:

*"Pretend you are snorkeling for this many strokes across the ocean - 7 x 5"*

*"Walk through deep snow. There is a hard, crunchy layer of ice coating the top so you need to step like this* (I demonstrate) *very deliberately, or you might get stuck or fall over like this* (demonstrate) - *you MAY pretend to almost fall. If you crash to the floor, that's not safe, you'll have to walk on the road, which has been plowed. Now go, for this many steps: for 8 x 6 steps. Lift your knees HIGHER!"*

*"Hop on two feet while flapping your arms like a bird learning to fly for 4 x 4."*

They seem to enjoy the silly directions but this would work just as well with jumping jacks, knee bends, or circling their arms.

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- UNIT 1: 1st Week: Getting to Know Each Other Through Graphs
- UNIT 2: Addition and Subtraction
- UNIT 3: Multiplication
- UNIT 4: Introduction to Basic Division
- UNIT 5: Division in Context
- UNIT 6: Time
- UNIT 7: Rounding
- UNIT 8: Place Value Practice
- UNIT 9: Fractions
- UNIT 10: Math and Me: Nutrition, Health and More
- UNIT 11: Geometry in Architecture
- UNIT 12: Time Cycle 2
- UNIT 13: Patterns in Math
- UNIT 14: Area and Perimeter
- UNIT 15: Solving Mult-Step Word Problems Using the Four Operations
- UNIT 16: Musical Fractions
- UNIT 17: Volcanoes (Data Collection, Graphs, Addition & Subtraction)

- LESSON 1: Rounding to the Ten's Place
- LESSON 2: Rounding to the Hundred's Place
- LESSON 3: Stories in Stone (Rounding to the Tens Place)
- LESSON 4: Rounding to the Closest Ten Above One Thousand
- LESSON 5: Colossal Fossils
- LESSON 6: A Trip Through Time (Word Problems, Including Rounding)
- LESSON 7: Rounding - Unit Assessment