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* *Reflection: Unit Exams
Division Unit Assessment - Section 1: Concept Development

I read somewhere once that a problem is only a problem when you can't do it. Based off my preliminary correcting and analyzing, my students still need more time to tackle division problems. As you can see in my reflection video, at times during this assessment, it was frustrating watching some of my students. I'm trying to also balance in the positive comments and behaviors seen from some students who "totally" got it, but that is hard. When my students don't do well, I always sit back and reflect about why. I take it very seriously and personally. When my student's don't perform well, it is in many cases a direct correlation back to me. They needed more time, guidance, clarification. So, as I type this, I'm sort of in a pondering and grumpy mood because I really want my students to do well and have a solid understanding of division concepts and problem solving moving forward.

You can see here how I've begun to organize my data. This is not finished, but a sample. This excel data sheet is something I do when analyzing students assessment scores. I like using excel spreadsheets because it's easy to color code items and students and then sort the fields. This allows me to make groups for reteaching and review.

The highlighted red rows are students that missed word problems and some problems on the last page. These students are my top priority in re-teaching. These students have inconsistencies in their division strategies and thus sometimes get the correct quotient, but sometimes do not. These students are also students that get their basic multiplication and division facts mixed up and are still working to memorize the facts. It is cleat that impacts procedures and concepts like division. The green bars are students that missed only a few points on the word problems. These students are coded green because I am not as concerned about them, they simply need more exposure and practice with division situations and interpreting remainders. The purple rows are students that scored very well missing little to no points for the entire assessment. The white rows are still unfinished. (I've removed student names)

*More Teaching To Do!*

*Unit Exams: More Teaching To Do!*

# Division Unit Assessment

Lesson 16 of 16

## Objective: SWBAT use division skills to divide and show proficiency in CCSS 4.NBT.6

*60 minutes*

#### Concept Development

*60 min*

Students spend the hour taking a division assessment today. There are 5 problems in which students must apply their division skills in order to solve the problems. The last page is strictly division problems in which students must calculate the correct quotient. I chose to have two very different and distinct parts to this assessment because I wanted to know if my students could in fact divide multi-digit dividends by one digit divisors (4.NBT.6) but I also wanted to know if they could then apply this skill to a situation and make sense of a problem. (4.OA.3)

At this point, I am expecting students to have a strategy to divide that works for them. I do not want them to use a distribution method or place value chart only because they have learned much more sophisticated methods. If a student only knew how to do a distribution method at this point, I would not stop him/her from doing so, but I would also note that this student still needs attention and re-teaching during my small group time. I would expect to see my students using expanded notation or area models to solve most of these problems.

I also want my students to have a solid understanding about when they would use division in problem situations. Furthermore, I want them to be able to interpret remainders within a context when solving problems.

Click the pdf to see the assessment. DIVISION ASSESSMENT.pdf

*So, how did students do? *

Click here to hear my thoughts and see a student's work for the first problem. This sample has some errors and misunderstandings.

Click here to hear my thoughts about another student's work for the same problem. This sample has no errors.

Click here to see and hear about a student sample from the second page of the assessment. This sample shows an error that many of my students displayed on this assessment.

To view other students' work check out the resource section.

#### Resources

*expand content*

##### Similar Lessons

Environment: Urban

Environment: Urban

###### Real World Word Problems with Multiplication and Division (Day 2)

*Favorites(7)*

*Resources(18)*

Environment: Urban

- 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: Place Value Chart and Division
- LESSON 2: Dividing with Place Value Chart - Decomposing Tens
- LESSON 3: Place Value Chart to Divide Hundreds and Thousands
- LESSON 4: Using an Area Model to Divide Tens and Hundreds
- LESSON 5: Using Area Model to Divide Thousands
- LESSON 6: Division Quiz and Snowflake Symmetry
- LESSON 7: Expanded Notation for Dividing Hundreds
- LESSON 8: Divide thousands using Expanded Notation and Pizza
- LESSON 9: Picasso Pizza Day 2
- LESSON 10: Holiday Stroll with Multiplication and Division
- LESSON 11: 12 Days of Christmas
- LESSON 12: Reviewing Division with Jeopardy
- LESSON 13: Problem Solving Division Day 1
- LESSON 14: Problem Solving Division Day 2
- LESSON 15: Gallery Walk Division
- LESSON 16: Division Unit Assessment