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# Place Value Assessment - My Math Program

Lesson 4 of 5

## Objective: To assess the students knowledge of place value according to the My Math Chapter Test, Form 1A

*37 minutes*

Inclusion questions are meant to personally link the student to the upcoming lesson.

I ask the question and then let the students discuss in their groups.

*What is your best strategy for taking a multiple choice test? *

I am also listening to student comments and will point out great strategies that are mentioned or I will pull names written on craft sticks to ask "What did you hear from someone else at your table?" I use this very often at the beginning of the year.

The hardest part of this inclusion strategy for me was that I do not always have to hear every student's idea for the students to be learning. They can build on each others ideas. If I interject myself in the discussion, students will switch to trying to find the answer I want and stop listening to the others at their table.

This is a strategy I learned from Tribes.

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#### Content

*30 min*

Many teachers are required by their school or district to use a specific math program or materials. The new Common Core Standards and research is bring us away from using programs and materials "prescriptively." I use a variety of assessments with my students including the required My Math program from McGraw-Hill. I use the text book assessment because it uses the vocabulary from our district benchmark tests and state test. I use it as a tool to help my students see one way of doing the math.

The assessment I analyzed is the Chapter 1 test for Place Value. I started the lesson with an inclusion question about strategies on taking multiple choice test. I prefer to not have an assessment where the students can guess, work backwards or use the process of elimination to find the correct answer. This does not show my students mathematical thinking. But for this one I am using the text book test where their are multiple choice answers on the Student Test.

I have the students take the test, I grade the test and then create a chart of missed questions. See the resource *Place Value Chapter 1 Test Teacher Assessment*. I put the problems that were missed the most often into a PowerPoint slide show and use them for discussion questions. Each student will receive their test back to make corrections and then to return it to me. I will conference individually with each student asking "Where was your mistake and how did you correct it?" If the student was not able to correct their mistakes this gives me an opportunity to work with them one-on-one.

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It is important for students to always reflect on their work. In this activity the reflection is the lesson. Student are reflecting on what they have learned while taking the test, making corrections and conferencing with me and again when we go over the PowerPoint questions.

If a student did well on the test I would have them connect this to a real world activity by asking them "Where could you use this outside of school?"

Reflection does not always have to be at the end of the lesson.

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Last year our school asked the teacher to do a book study on a book called Accessible Mathematics by Steven Leinwand. It was a great read to help teachers support student skills in the Common Core. One thing I adapted from the book was the 5 Minute Math. This is an activity that should last 5 minutes but as I know the first couple of times I introduce something new it is going to take longer - I have to develop the process. In the book Leinwand wrote teachers should give a math question or four and have students answer the questions in 5 minutes as an assessment. I changed it to focus on review of math concepts, especially number sense, and not an assessment but as an avenue for discourse (MP6). In the picture there are three days worth of 5 Minute Math work. The first day I put up the number 5,618 and asked my students to tell me what they know about the number. I was really impressed with what they had come up with only being in school less than a month - even, odd, composite, rounding, greater/less than.

The next day I asked them to round 76,912 to the nearest ten thousand and then I recorded the answers.

On the third day I wanted to check in on understanding of LCM - there wasn't much so I knew I would have to hit this concept another time.

You might also like the way I hung the chart paper - I should post this on Pinterest:) I had rings in the pads of paper and used to hang them from my whiteboard but needed the space. I hooked the rings to a plastic hanger and I can now hang it almost anywhere in the room to have it on continual display.

#### Resources

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