##
* *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

Lesson 18 of 18

## Objective: SWBAT show what they know about metric units of measurement.

*I have learned that CCSS 4.OA.C.5 is a standard that easily can be practiced in warm up activities. One of my favorite is getting kids to figure out what coins are in my pocket. I take plastic coin money, total an amount of coins and tell them how much and how many coins I have in my pocket. *

*They have to figure out the coins from the given total and the given amount of coins. I use it as prize money for earning a "free coupon" for $1 worth of coins. Free coupons are: Free ice-cream, sitting in the teachers chair all day, 15 minutes free iPad time, free homework coupon, lunch with the teacher and a friend, etc.*

**How this little game works: **I jangled the coins in my pocket ( as jangly as plastic can be), and told the kids it was time to play "Guess my coins." They always love it and the announcement of this game brings out the best in their competitive nature!

I told them I had 74 cents made up of 13 coins total. ( 5 dimes, 4 nickels and 4 pennies). Right away I heard the "ooh oooohs!" as hands shot up in the air. I called on 4 kids before the fifth one got the coins right. That was fast this time! I try to call on different kids each time. They had to take a total, know that they had so many choices to satisfy the total and then use the given* (rule) *= 13 coins added together make 74 cents within the parameters of half dollars, quarters, etc.

* I like how they have to work on practicing their thinking (before they talk) in this little game. They know they have to have the coins lined up in their heads before they can raise their hands. Those whose hands shot up right away were not prepared. The boy who won the coins had it all figured out before he raised his hand. We talked about the importance of being accurate and ready to present an argument defending our solution before we offer up a solution. This practice supports MP 3 and MP2.*

*expand content*

#### The Assessment

*45 min*

Module D Metric Measurement Unit Assessment

*This assessment has been thoughtfully designed to fully meet 4.MD.A.1, A.2 & A.3 as well as overlaps mastery of 4.OA.A.3 regarding multistep word problems. I have written this test so that students write explanations to help prepare them for upcoming Smarter Balance or P.A.R.C. tests. *

*At the top of the test, I listed their learning goals that relate back to the standards, but in more student friendly language. *

*I placed a two column charts as the standard requires, and encouraged them to use diagrams, (stair step model) drawings, and equations with variables. The word problem points are weighted for showing work, using equations or drawings, having an accurate solution and writing an answer with a label to complete the accuracy of their answer. That way, a student understands that a word problem is worth more than just the "right answer"; that their process is worth something. *

After our coin game, it was time to settle down and take the test. I passed out the exams and students worked wherever they chose to sit comfortably. I think it reduces some test taking stress in the classroom and as long as they are several feet apart, it works well.

Metric Measurement Assessment Grid.

This grid is a handy tool to keep track of growth and standards met between the time they took their pre-test until the post-test. It is from this document that I am able to assess my student's growth and keep track of what students need to master before the end of the year.

*expand content*

##### Similar Lessons

###### Stairway to Learning! Moving Your Way to Understanding Metric Unit Conversions

*Favorites(20)*

*Resources(16)*

Environment: Suburban

###### Buckling and Bending the Earth's Surface - Weathering Day 1

*Favorites(22)*

*Resources(14)*

Environment: Urban

Environment: Suburban

- UNIT 1: Place Value and Multi-Digit Addition & Subtraction
- UNIT 2: Metric Measurement
- UNIT 3: Graphing and Data
- UNIT 4: Concepts of Multiplication
- UNIT 5: Geometry
- UNIT 6: Fractions 1: Understanding Equivalence in Fractions and Decimals
- UNIT 7: Fractions 2: Addition and Subtraction Concepts/ Mini unit
- UNIT 8: Fractions 3 Mini Unit: Multiplying Fractions by Whole Numbers
- UNIT 9: Division Unit
- UNIT 10: Addition and Subtraction: Algorithms to One Million
- UNIT 11: Place Value
- UNIT 12: Addition and Subtraction Word Problems
- UNIT 13: Multiplication Unit

- LESSON 1: Pumpkin Math! Introduction to Metric Units
- LESSON 2: Metric Measurement: Playing with Non Standard Measurement & a CCSS Pre test
- LESSON 3: So What's a Meter Look Like?
- LESSON 4: Building a Meter: Comparing units.
- LESSON 5: Conversion of Centimeters to Millimeters using Yarn
- LESSON 6: Conversions: Finding a Decimeter and Conversion to Centimeters
- LESSON 7: Lewis and Clark and Kilometers
- LESSON 8: The Meter: Assessing the Skill and Conversions Part 1.
- LESSON 9: There's No Business Like Shoe Business: Part 2 Real World Applications to Assess the Standard
- LESSON 10: Finding a Gram
- LESSON 11: Building a Liter
- LESSON 12: Word Problem Language and Conversion
- LESSON 13: Designing the Perfect Floor Plan: Showing Understanding of Area and Perimeter
- LESSON 14: Conversion Quiz: This One, Not That One! Writing About Our Choices
- LESSON 15: Master those Area and Perimeter Word Problems with Strategies!
- LESSON 16: Quiz 2: Area & Perimeter Word Problems Using Metric Measurement
- LESSON 17: Centers for Reviewing Metrics!
- LESSON 18: Metric Unit Assessment