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* *Reflection: Modeling
Multiplication Unit Assessment - Section 3: Assessment Discussion

Having students model their work is an excellent way to see if the students have a conceptual understanding of the skill. For this particular assessment, it has shown me the students who have mastered the skill and the ones that do not have any idea what is going on with the skill. By looking at the drawings or number lines, I can group the students accordingly and provide the necessary remediation.

*Modeling Multiplication*

*Modeling: Modeling Multiplication*

# Multiplication Unit Assessment

Lesson 14 of 23

## Objective: SWBAT utilize strategies learned, such as drawing models and rounding, to multiply multi-digit numbers.

*45 minutes*

#### Concept Assessment

*30 min*

The students will complete a comprehensive unit assessment on multiplication. This assessment aligns with 4.NBT.B5 because the students will multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. They will illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Also the skills align with 4.OA.A1 because the students interpret a multiplication equation as a comparison, 4.OA.A2 because the students will multiply to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, and 4.OA.A3 because the students assess the reasonableness of answers using mental computation and estimation strategies including rounding.

This is a unit test. Students will solve multiplication problems by considering place value. They will round, draw arrays, or area models when they solve the multiplication problems. This comprehensive assessment will tell me which areas they students mastered, as well as the areas that require intervention.

Each student is given a paper copy of the Multiplication Unit Assessment. They will have 30 minutes to complete this assessment. Any students with IEP's or my ELL students will receive additional time. I give the students a time limit on the assessment because I feel that it is a fairly simple task. I have found in the past that allowing for more time does not mean that the student will still be successful on the test. Sometimes, if you do not put a time limit on the test, some students wonder or stay on one problem too long when they should move to the next problem.

I let the students know that today they will use all the strategies they have learned about multiplication to complete an assessment. They can draw out a model, use equations to help solve equations, or round numbers according to place value. All these strategies are very important to show that the skill has been mastered.

#### Resources

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#### Assessment Discussion

*15 min*

The assessments will be collected at the end of the designated time. To get the most out of this class period, we will discuss the different areas assessed. Students are called upon to provide the strategy they used to solve the problem. Sample Student Work will be shown on the Smartboard using my document camera. It is important for students to see the different strategies used for a skill. Also, in the Video of Student Work for Multiplication Assessment.mp4, you see how this student solved the problems.

This becomes another teaching opportunity for students who did not fare well on this assessment. Students know if they did well or poorly on an assessment. Maybe, the students have questions after the assessment has been collected. I answer any questions that the students have. I want all students to be able to understand this important skill of multiplication. They will need this skill for the rest of their lives.

Assessment Results:

After review the assessment, I found that some students do not understand certain parts of the assessment. The biggest area that the students need to continue to practice on is using the expanded algorithm to solve a 2-digit by 2-digit problem.

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- UNIT 1: Fractions
- UNIT 2: Skills Review
- UNIT 3: Algebra
- UNIT 4: Geometry
- UNIT 5: Patterns & Expressions
- UNIT 6: Problem-Solving Strategies
- UNIT 7: Decimals
- UNIT 8: Measurement and Data
- UNIT 9: Multiplication and Division Meanings
- UNIT 10: Place Value
- UNIT 11: Adding and Subtracting Whole Numbers
- UNIT 12: Multiplying and Dividing

- LESSON 1: Multiplying by Multiples of 10 and 100
- LESSON 2: Using Rounding to Estimate
- LESSON 3: Is Your Answer Reasonable?
- LESSON 4: Using Clues to Multiply or Divide
- LESSON 5: Using Mental Math to Multiply 2-Digit Numbers (Are You My Match?)
- LESSON 6: Multiplying 2-Digit Numbers by Multiples of Ten
- LESSON 7: Multiplying Greater Numbers
- LESSON 8: Modeling: Multiplying a 2-digit number by a 1-digit number
- LESSON 9: Multiplying 2-digit number by 1-digit number
- LESSON 10: Multiplying a 3-digit number by a 1-digit number
- LESSON 11: Estimating Products
- LESSON 12: Multiplying 2-Digit by 2-Digit Numbers
- LESSON 13: Multiplication: Arrays and an Expanded Algorithm
- LESSON 14: Multiplication Unit Assessment
- LESSON 15: Using Mental Math to Divide
- LESSON 16: Estimating Quotients
- LESSON 17: Dividing with Remainders
- LESSON 18: Dividing 2-Digit by 1-Digit Numbers
- LESSON 19: Dividing 3-Digit by 1-Digit Numbers
- LESSON 20: Deciding Where to Start Dividing
- LESSON 21: How Much Will They Get?
- LESSON 22: Factors
- LESSON 23: Prime and Composite Numbers