Spe 501 unit project assessments (1)

National Louis University

SPE 501 Unit ProjectKerry ShanahanA compilation of work containing an end of Unit Assessment, Performance Based Assessment & and Student Self Assessment in 4th grade math.

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SPE 501 Unit Plan Template Name: Kerry Shanahan

Unit title:Multiplication and DivisionGrade level:4th

Subject:Math

Setting:Small Group Instruction

Big ideas of unit (can be in statement or question form):What is multiplication and division? Why do we need to know them? How can we learn these facts faster?

Standards addressed in unit (at least 3):

4.OA.1, 4.OA.2, 4.NBT.5

Learning Targets(at least 5 total, you do not have to have targets of each type)

Knowledge:

SWBAT: execute single digit and multi-digit multiplication problems

Reasoning:

SWBAT: compare and contrast multiplication and division

Skill:SWBAT: practice and complete problems using “in and out” rule

SWBAT: utilize skip counting to complete multiplication problems

Product:

SWBAT: analyze results of distance measurement on globe and record results and reason for travel distance

Disposition:

Unit 3 Everyday Math

Table of Specifications

Objective Cognitive Level

Remembering Factual Knowledge

Above Remembering Factual Knowledge

1. execute single digit and multi-digit multiplication problems

2. practice and complete problems using “in and out” rule

3. utilize skip counting to complete multiplication problems

4. compare and contrast multiplication and division

5. analyze results of distance measurement on globe and record results and reason for travel distance

1,2,3,4,5,6,7,8,9,

12

15

14

10,11

13

22, 23

16,17, 18,19,20,21

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Description of Assessments

End of Unit Assessment: The end of the unit assessment is aimed to measure the amount of learning a student has achieved over a period of time. I chose a selected response test with extended response because it fit best with the classroom that I have been working in. The test has true or false questions, short answer, extended response and multi-step problems. All of these problems will help the student and the teacher gage learning.

Performance Assessment: This performance assessment is related to the unit because part of the unit involved measurement and prior units involved estimation. The students will complete the top portion of the worksheet together as a class. As a table they will each receive a globe and be asked to complete 3a. Next we will go through how to measure using a table measure and a rounded globe. The students will then perform the task of completing the rest of the worksheet. Once the worksheet is complete the students will fill out the bottom essay question where they are asked to reflect on their thinking from the performance assessment.

Student Self- Assessment: This self-assessment I selected for my unit involved reviewing some information from a previous unit as well as information gleaned from the unit being tested in the book, Unit 3. I did this because I wanted the students to show their growth as learners. This self-assessment is similar to a KWL chart. Here students are asked to rank their understanding by checking if they can do a certain skill independently and explain it, just independently, or if they can complete the skill with help from an example. The students will receive this sheet first thing the day of review prior to the test. The student will then be asked to think about each skill listed on the sheet. They will be asked to assess their own progress by checking the most appropriate box. Once this portion is complete they will write a 5-sentence reflection on the back of the worksheet about their biggest learning from the unit.

SWD: Students with disabilities will be accommodated generally throughout the unit by receiving small group instruction, using manipulatives to learn, participating in hands-on math games, and one-on-one reteach coaching. In the unit assessment SWD will be able to have 2 choices instead of 4 for multiple choice, the test can be read aloud to them, and they can receive extra time if need be.


Performance Based Assessment

Name:_______________________________ Date:__________________

1. Estimate which city listed below is the closest to Washington, D.C.

______________________

2. Estimate which city is the farthest. ___________________________

3. Measure the shortest distance between Washington, D.C., and reach of the

cities shown in the table below. Use the globe scale to convert these

measurements to approximate air distances.

a. Record the globe scale. ____________inch _________________ miles

b. Complete the table.

Distance from Washington, D.C. to

Measure on Globe (to the nearest ½ inch)

Air Distance (estimated number of miles)

Cairo, Egypt

Mexico City, Mexico

Stockholm, Sweden

Moscow, Russia

Tokyo, Japan

Shanghai, China

Sydney, Australia

Warsaw, Poland

Cape Town, South Africa

Rio De Janeiro, Brazil

Chose a City ___________.

4. Explain how you used the globe scale to estimate the air distance between

Washington, D.C., and Mexico City, Mexico.

________________________________________________________________________________________

________________________________________________________________________________________

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________________________________________________________________________________________

___

Performance Assessment Work Ethic Rubric


Performance Assessment Mathematical Skill Rubric

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Student Self-Assessment

Name:______________________________________ Date:_____________________

Think about each skill listed below. Assess your own progress by checking the most

appropriate box.

Skills I can do this on my

own and explain

how to do it

I can do this on my

own.

I can do this if I get

help or look at an

example.

1. Find multiples

and factors.

2. Solve addition

and subtraction

number stories

3. Know

multiplication facts.

4. Know division

facts.

5. Use a map scale.

6. Solve “What’s

My Rule?”

problems.

7. Estimate

measurement.

8. Use

parentheses.

On the back of this paper, describe your biggest learning from unit 3. Use at least 5

sentences and your best penmanship.


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Student Self-Assessment Rubric

End of Unit Assessment


Name:____________________________________ Date:________________________missing overall directions for assessment

Fill in the missing number in the Fact Triangle (3pts) I assume they are familiar

with this format and have done it in class. If not, you need to be more

specific in your directions.

1.

2.

3.

Write “T” if the following is a true number sentence, “F” if it is false, or “?” if

you can’t tell. (6 pts) The ? might be confusing for some students. You might want

to clarify why they wouldn’t know.

4. 3*5=18 ________ 7. 4*6<24 ________

5. 8*6 ________ 8. 5*(4+7)=45 ________

6. 2*8 ________ 9. 4*12/2>7*4 ________

_____*, /

8 5

36*, /

6 ____

45*, /

____ 5

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10. Keith asked his classmates to estimate the number of cans of soda they drink

each week. He recorded the information on the bar graph below. Use Keith’s

bar graph to answer the following questions: (3 pts) this really doesn’t relate

to the standard on the blueprint!

a. What is the range of the number of cans? _______________

b. What is the mode of the number of cans? _______________

c. What is the median of the number of cans? _______________

11. Use the Map Scale to answer the following questions: (4pts) what should they

use to measure? or should they estimate?


a. The distance between Missoula and Billings is about ______________ inch(es)

on the map. That is about ______________ miles.

b. The distance between Glasgow and Bozeman is about ______________

inch(es) on the map. That is about ______________miles.

12. Find the rule and complete the table. (5 pts) give more space, tell them to write

the rule in the box and fill in the missing boxes in the tavle

13. List the factors of 12 (3 pts) on your answer key you have combinations of

factors, is it ok if they just list 1, 2, 3, 4, 6, 12?

_________________________________________________

give directions for this part – read the problem, solve for the answer and write your

number model

14. The food sales records for one day at Soldier Field showed that 2,627

cheeseburgers were sold. A total of 4,151 burgers were sold that day. How

many burgers sold that day that were not cheeseburgers? (2 pts)

Answer: _____________ burgers

Number model: ____________________________

15. The temperature on January 23rd was 15 ° F warmer than it was on

December 23rd in Chicago. If the temperature was 29° F on December 23rd

then what was the temperature in Chicago on January 23rd? (2 pts)

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Answer: _____________ °F

Number model: _____________________________


Find the Solution to each open sentence (6 pts)

16. 18 = 12 + x _____________

17. 4*m = 28 _____________

18. x/9 = 2 _____________

19. z/7 = 7 _____________

20. 16-X = 2 _____________

21. 2*6 = 40 – t _____________

Find the pattern for each table, fill out the missing boxes in the chart, and

circle the rule. (8 pts)

22.

a. Add 5 b. Divide by 10 c. Multiply by 3 d. Subtract 10

23.

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a. Multiply by 7 b. Subtract 7 c. Add 12 d. Divide by 3

You need to have written response questions as well. Some of the math questions

could be considered short answer/interpretive item but you are definitely missing

an extended response question. You could have students write about their process

to solve a question or justify their answer in writing.

Documents

Spe 501 unit project assessments (1)