## Reflection: Coherence Metric Unit Assessment - Section 2: The Assessment

I re- wrote this exam from the pre-test. The pre-test was a test that we had put together last year in our transition to CCSS. As I examined the standards, I realized the test did not have the proper conversions. I also realized that CCSS expects fourth graders to understand conversion from a larger to a smaller unit only. This makes sense because it builds on the concept of powers of ten. They aren't ready to use division and decimals yet. This solid concept that comes from the standard is shown in the test now. I redesigned and rewrote our word problems so that they fit the standard. Area and Perimeter is designed with one word problem that asks for an unknown factor.

The" relevant size" problems in the first part asks students to explain why they chose the unit of measurement they did. This allows them to explain their thinking as Smarter Balance or P.A.R.C tests will require. The word bank helps them choose answers and spell them correctly. I model the habit when I teach and then expect well written sentences, clear word choice and punctuation and spelling to help them master standards in math and writing across the board.In order to continue to master 4.OA.4 that demands that our students write equations in multi step word problems with a variable, I expect them to show me this on their final exam, although there should also be diagrams, pictures, formulas and scales in order to prove their thinking. They mus ALWAYS show me their thinking in both their daily work and exams.

This Educreations Video shows results of pre tests, use of the chart and my thoughts about how students performed.

Assessing Thoughtfully
Coherence: Assessing Thoughtfully

# Metric Unit Assessment

Unit 2: Metric Measurement
Lesson 18 of 18

## Big Idea: Students take a formal assessment that measures standards revolving around relative sizes and proper units, word problems and conversions on a two column chart.

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55 minutes

### Mary Ellen Kanthack

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