##
* *Reflection: Checks for Understanding
Unit 3 Assessment - Section 1: Assessment

Common Core Standards expect students gain a deep understanding of math concepts. The only way to know if students have mastered a skill or concept is to find a way to assess it.

During a unit, I circulate among students on a daily basis. I keep notes of what students are, or are not able to do. I listen to student reasoning (Listening to Students is One Piece of the Assessment Puzzle). I try to pull small groups whenever I can, to reinforce areas where students are struggling. The final assessment is only one small piece of what I see students doing. It is another check on the things that we have talked about. I never rely on just the final unit assessment to tell me whether students have mastered a skill or not. Instead I use the notes I have made all unit, the work students have turned in, the class participation, their explanations of what they are doing, and the final assessment to tell me what direction to go in next.

With this class I am seeing a strong understanding of place value. From here, I will continue to talk about place value, but I will incorporate it into other areas of math. Several students are still weak on telling time. This group can work together with a parent volunteer on a series of reinforcing activities with clocks. I only see one child who is still unclear about what a Smiley Face number is. When I mention them next, I will keep in mind that I should be sure that I check with this child, and help them as needed.

Each child is in a slightly different place as we move into the next unit, and this assessment has given me a clearer picture of this.

I also have an alternative assessment that I can use after I support struggling learners with some of the skills they might have had difficulty with. Place value assessment.docx

*Checks for Understanding: Why Assess*

# Unit 3 Assessment

Lesson 14 of 14

## Objective: SWBAT share what they understand about using numbers to 100 on an assessment.

#### Assessment

*30 min*

Today we are coming to the end of the unit on Place Value and working with numbers above 20. I am interested to see if students have a basic understanding of what we have been working on. I begin the lesson with an independent, paper and pencil assessment (Everything In Place Assessment). I tell students that they will work on their own and that when they are done, I will have a project for them to work on.

I pass out the papers and tell students that if they have any questions, they should raise their hand and I will come to them. I do not want students to be unable to do the math because they can not read the problem as it is presented. I am willing to rephrase a question, or point out something we have done in the past that is similar to what is being asked on the assessment. I hope that students will be able to make sense out of the problems and solve them independently (MP1). They may use manipulatives to model the problems (MP4). I leave out tenframes, open number lines, number grids, coins and base ten blocks for students to use as needed. They should be able to pick the correct tools for each problem (MP5).

Students work independently until they are done. At that point they come to get the directions for the project.

#### Resources

*expand content*

#### Project

*20 min*

I explain to students that they will be measuring out 1 inch strips to make paper chains. I show students how to use the ruler to measure 1 inch from the edge of a 8 X 11 sheet of construction paper. I show them how to draw the lines and cut out the one inch strips. These strips can be cut out of different colored paper and then joined together into chains.

Students are to work independently until everyone has completed the assessment and then the paper chains can be joined together.

I do show how to do this before the students begin the assessment, and I show students where the materials are. I remind them that when they finish the assessment they need to hand it in to the Finished Work Basket and then pick up the colored paper, ruler and scissors and work quietly until everyone is finished and I ring the bell.

This measurement activity is a practice activity for an upcoming measurement unit.

*expand content*

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- UNIT 1: What and Where is Math?
- UNIT 2: Adding and Subtracting the Basics
- UNIT 3: Sensible Numbers
- UNIT 4: Sensible Numbers
- UNIT 5: Everything In Its Place
- UNIT 6: Everything in Its Place
- UNIT 7: Place Value
- UNIT 8: Numbers Have Patterns
- UNIT 9: Fractions
- UNIT 10: Money
- UNIT 11: The Numbers Are Getting Bigger
- UNIT 12: More Complex Numbers and Operations
- UNIT 13: Area, Perimeter and More Measurement
- UNIT 14: Length
- UNIT 15: Geometry
- UNIT 16: Getting Ready to Multiply
- UNIT 17: Getting Better at Addition and Subtraction
- UNIT 18: Strategies That Work

- LESSON 1: Getting Paid for our Work
- LESSON 2: Making Change
- LESSON 3: More Dimes and Dollars
- LESSON 4: It Is About TIme
- LESSON 5: Smiley Face Number Friends
- LESSON 6: Subtracting with Partners of 100
- LESSON 7: Making Change using Partners of One Hundred
- LESSON 8: Comparing Temperatures
- LESSON 9: Smoothing out subtraction
- LESSON 10: Missing Number Equations
- LESSON 11: Time and Money
- LESSON 12: Crossing Over 100
- LESSON 13: Moving Into Thousands
- LESSON 14: Unit 3 Assessment