##
* *Reflection:
Middle of Unit Assessment - Section 2: Concept Development - QUIZ

As you can see in my video reflection below, at first glance I though this assessment went very well and that my students did well on it. (I was mistaken. Keep reading to find out what I discovered)

I had really high hopes and feel really disappointed. My students did not do well on this quiz as I had originally thought. I did have a few students get 100%, and a few students miss only a couple questions, but the large majority of my students got A LOT of questions wrong! I know, tomorrow is a new day and thankfully an opportunity to begin to re-teach and help my student get back on track to mastering these place value concepts.

Perseverance was almost non-existent in my student's during the quiz. "What do I do?" was a phrase I heard over and over. When I corrected one class's test, many students missed questions simply for not following the directions or only doing part of the question. This is something I will need to practice with my students.

Based off of the quiz results, I decided to stop new learning and review and reteach several place value concepts. Students will work with place value games to practicing these skills.

I designed several games for students to play in order to practice skills and master these concepts: multiplying and dividing whole numbers by 10, adding commas to numbers in order to read and write correctly, and work on naming a number with tens, hundreds and thousands.

Students will be able to rotate through three stations in our next lesson.

Station 1- Correct Commas (I keep my games very simple and write the directions a sheet of paper. The numbers are written on the board)

* *

Station 2 - Show what you know at the whiteboard

Station 3 - Number Name Match

I titled this reflection Place Value Phobia because after my initial corrections, I was "afraid" to continue with place value! After some time and thinking, I can admit that this is very different for my students. Most of them have been exposed to place value units in the past that merely ask them to identify place names and values of digits. Thinking about 10 times more is difficult for students and they are clearly still trying to make sense of this concept. Also, students have been taught the "rounding trick", so it was a stretch for them this time. This material is challenging form them but I'm thankful I did this check for understanding so I can make changes to my place value unit immediately.

*Place Value Phobia*

*Place Value Phobia*

# Middle of Unit Assessment

Lesson 9 of 14

## Objective: SWBAT generalize place value understanding of multi-digit whole numbers through an assessment.

#### Warm Up

*3 min*

For this warm up, I build my students confidence by teaching them a poem my 6th grade teacher taught me. It goes like this:

*Yippee Skippy today's the test*

*I have worked hard and got lots of rest*

*Now's the time to do my BEST*

*Yippee Skippy today's the test!*

My students love learning that I learned this poem when I was a student and used it throughout my school career as positive self talk. Self reflection and positive self talk are important aspects of implementing common core standards. Students are expected to take ownership of their learning. One part of that is creating a classroom climate where this is expected and the norm. One simple way I do this is through this poem. We use it for every assessment.

*expand content*

#### Concept Development - QUIZ

*40 min*

In order for students to have enough time to finish the assessment, I instruct them to begin the quiz right away. I briefly go through the directions with all students and then circulate around the room as they work.

Click here to access the assessment.

For this assessment many students were raising hands asking questions. Many of my students asked questions like "What do I do?" Many are also very used to procedure only quizzes and assessments. This is a very different type of quiz for many of my students. In order to be successful on this quiz, students must show their knowledge and skills, not simply perform a calculation or fill in a bubble. This will take some time for my students to get used to, but I am confident they will get better each time.

I was surprised at how many questions they had and their lack of perseverance during the assessment.

*expand content*

##### Similar Lessons

###### The Cup Half Full (day 1 of 3)

*Favorites(5)*

*Resources(26)*

Environment: Suburban

###### Bank Teller & Representing Numbers Part 2

*Favorites(15)*

*Resources(48)*

Environment: Urban

Environment: Urban

- UNIT 1: Getting to Know You- First Days of School
- UNIT 2: Multiplication with Whole Numbers
- UNIT 3: Place Value
- UNIT 4: Understanding Division and Remainders
- UNIT 5: Operations with Fractions
- UNIT 6: Fraction Equivalents and Ordering Fractions
- UNIT 7: Division with Whole Numbers
- UNIT 8: Place value
- UNIT 9: Geometry
- UNIT 10: Measurment
- UNIT 11: Fractions and Decimals

- LESSON 1: Ten Times More
- LESSON 2: Using place value to divide
- LESSON 3: Naming numbers to one million
- LESSON 4: Naming Numbers to One Million - Day 2!
- LESSON 5: Comparing Multi-Digit Whole Numbers
- LESSON 6: Rounding Numbers to the Thousands Place
- LESSON 7: Rounding Numbers to ANY Place
- LESSON 8: Rounding - It's all SITUATIONAL!
- LESSON 9: Middle of Unit Assessment
- LESSON 10: Overecoming Challenges through Correcting and Games
- LESSON 11: Adding Multi-digit Whole Numbers
- LESSON 12: Multi-Step Word Problems and Addition
- LESSON 13: Subtracting with Decomposing
- LESSON 14: Additive Compare Word Problems and Place Value Review