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.
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.
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.