Assessment
Portfolio Exemplar Cover Sheet
Teacher Candidate: Alexa Donovan Cohort: 402
Title of Exemplar: Subtraction Math Unit: Formative Assessment
Portfolio Category: _______I _______II _______III ____X___IV _______V
ACEI Standard: A.4 Assessment
ACEI Standard Elements: Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.
Semester: 4 Date: 4/ 16/13
1. Through out this subtraction math unit I made sure to use a formative assessment checklist to make sure students are making progress. Using a chart that pinpoints the strategies students are using to solve the problems gives a concrete idea of student thinking and subtraction skills development. Using ongoing assessment highlights students who need differentiation, whether intervention or extension. This leads to properly differentiated lessons in order to aid each student in reaching their personal best.
2. Using formative assessment helped me develop patterns while teaching. Instead of jumping in selecting students to guide, I make sure to circulate the room and gauge where each student is in their math skills by answering a series of questions. This has proved to be effective because no student slips through the cracks, thus, all students receive adequate help.
Teacher Candidate: Alexa Donovan Cohort: 402
Title of Exemplar: Subtraction Math Unit: Formative Assessment
Portfolio Category: _______I _______II _______III ____X___IV _______V
ACEI Standard: A.4 Assessment
ACEI Standard Elements: Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.
Semester: 4 Date: 4/ 16/13
1. Through out this subtraction math unit I made sure to use a formative assessment checklist to make sure students are making progress. Using a chart that pinpoints the strategies students are using to solve the problems gives a concrete idea of student thinking and subtraction skills development. Using ongoing assessment highlights students who need differentiation, whether intervention or extension. This leads to properly differentiated lessons in order to aid each student in reaching their personal best.
2. Using formative assessment helped me develop patterns while teaching. Instead of jumping in selecting students to guide, I make sure to circulate the room and gauge where each student is in their math skills by answering a series of questions. This has proved to be effective because no student slips through the cracks, thus, all students receive adequate help.
Subtraction Unit: Formative
1.Standards and Objectives
Subtraction:
Students will solve a variety of subtraction problems. They discuss and refine their strategies for subtracting 2-digit numbers.
Math Focus Points:
· Visualizing, retelling, and modeling the action of subtraction situations.
· Representing the action of subtraction situations using notation (-,+,=)
· Developing efficient methods for subtracting and notating strategies
· Solving subtraction problems by subtracting in parts
3.3
Discussion: Adding up or subtracting back
Math focus point: adding up or subtracting back to fin the difference.
Have students sit on front carpet. Model subtraction problem
“Ian and Chris were playing Cover Up with 30 counters. Ian hid some of the counters. He left 16 showing. How many counters did Ian hide?”
What equation did you write to represent this problem?
Students generally will say 30-16=____ or 16+___=30
Encourage students to explain how his/her equation represents the story problem.
Say, “When I was watching everyone solve this problem in their workbooks I noticed that many of you started at 16 and then added up to 30. Would someone who used this strategy share it with us?”
Allow student to share how they solves this problem. Rephrase strategy as you model with cubes.
Subtraction:
Students will solve a variety of subtraction problems. They discuss and refine their strategies for subtracting 2-digit numbers.
Math Focus Points:
· Visualizing, retelling, and modeling the action of subtraction situations.
· Representing the action of subtraction situations using notation (-,+,=)
· Developing efficient methods for subtracting and notating strategies
· Solving subtraction problems by subtracting in parts
3.3
Discussion: Adding up or subtracting back
Math focus point: adding up or subtracting back to fin the difference.
Have students sit on front carpet. Model subtraction problem
“Ian and Chris were playing Cover Up with 30 counters. Ian hid some of the counters. He left 16 showing. How many counters did Ian hide?”
What equation did you write to represent this problem?
Students generally will say 30-16=____ or 16+___=30
Encourage students to explain how his/her equation represents the story problem.
Say, “When I was watching everyone solve this problem in their workbooks I noticed that many of you started at 16 and then added up to 30. Would someone who used this strategy share it with us?”
Allow student to share how they solves this problem. Rephrase strategy as you model with cubes.
Ask students who subtracted from 30 to share their methods and reasoning, then, any other strategies. Have students’ model strategies on the board. Make sure to correct if answer is wrong, ask guiding question for student to fix his/her mistake.
Encourage students to think about the part whole relationship by thinking about the equations of part + part = whole. 30 cubes all together (the whole which is known), the 16 visible cubes (one part, which is known), and the number of hidden cubes (the other part, which is unknown).
Math workshop:
Subtraction and addition practice
Students will practice their story problem solving strategies by practicing them individually. Workbook pages 30 and 31. Once they have efficiently solved the story problems they will move on to play math games linked to this unit: pinching counters, cover up, or plus nine or ten bingo.
Differentiation: Supporting a range of learners
Intervention (Student A): Work on story problems with them in a small group, which consist of struggling students (refer to ongoing assessment to determine students who would benefit from small group guidance). Encourage students to think though the whole problem before they try to solve it and to visualize and model what is happening. Focus on problem with smaller numbers if needed.
Extension Student B: students who finish their work quickly and adequately show their work can solve the problems. Use extension packet.
Math workshop:
Subtraction and addition practice
Students will practice their story problem solving strategies by practicing them individually. Workbook pages 30 and 31. Once they have efficiently solved the story problems they will move on to play math games linked to this unit: pinching counters, cover up, or plus nine or ten bingo.
Differentiation: Supporting a range of learners
Intervention (Student A): Work on story problems with them in a small group, which consist of struggling students (refer to ongoing assessment to determine students who would benefit from small group guidance). Encourage students to think though the whole problem before they try to solve it and to visualize and model what is happening. Focus on problem with smaller numbers if needed.
Extension Student B: students who finish their work quickly and adequately show their work can solve the problems. Use extension packet.