Assessment
Portfolio Exemplar Cover Sheet
Teacher Candidate: Alexa Donovan Cohort: 402
Title of Exemplar: Subtraction Math Unit: Pre-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/ 15/13
1. This math subtraction pre- assessment was implemented before beginning teaching to gauge my student’s subtraction skills. Pre- assessment is necessary for future lesson planning purposes. This pre-assessment helped me gauge where most of the class is in their understanding and helped me pinpoint those students who would benefit from differentiation. Differentiation promotes the intellectual, social, and emotional development of each individual, whether benefiting directly or indirectly from tired lesson plans.
2. I grew from this pre-assessment by realizing the important role it would play in my future planning. Pre-assessment in math especially helps determine the course of the unit. It also determines students who will need differentiation, intervention and extension alike. Learning pre-assessment skills is crucial in my development of teaching skills.
Teacher Candidate: Alexa Donovan Cohort: 402
Title of Exemplar: Subtraction Math Unit: Pre-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/ 15/13
1. This math subtraction pre- assessment was implemented before beginning teaching to gauge my student’s subtraction skills. Pre- assessment is necessary for future lesson planning purposes. This pre-assessment helped me gauge where most of the class is in their understanding and helped me pinpoint those students who would benefit from differentiation. Differentiation promotes the intellectual, social, and emotional development of each individual, whether benefiting directly or indirectly from tired lesson plans.
2. I grew from this pre-assessment by realizing the important role it would play in my future planning. Pre-assessment in math especially helps determine the course of the unit. It also determines students who will need differentiation, intervention and extension alike. Learning pre-assessment skills is crucial in my development of teaching skills.
Subtraction Unit: Pre-Assessment
Bench Mark:
Subtracting 2-digit numbers
Mathematical Emphasis:
Whole Number Operations: Making sense of and developing strategies to solve addition and subtraction problems with totals to 100
Whole number operations: using manipulatives, drawings, tools, and notation to show strategies and solutions
Investigation 3, Session 1-3
3.1 Math Focus:
Subtracting amounts from 100
Investigation 3, Session 1
3.1
Students gathered on front carpet
Todays Plan:
1. Activity: Pinching Counters
10 minutes, full class
Subtracting 2-digit numbers
Mathematical Emphasis:
Whole Number Operations: Making sense of and developing strategies to solve addition and subtraction problems with totals to 100
Whole number operations: using manipulatives, drawings, tools, and notation to show strategies and solutions
Investigation 3, Session 1-3
3.1 Math Focus:
Subtracting amounts from 100
Investigation 3, Session 1
3.1
Students gathered on front carpet
Todays Plan:
1. Activity: Pinching Counters
10 minutes, full class
Show students a cup containing 100 counters as you introduce this activity.
Say, "In this cup I have counted out 100 counters. We are going to take a pinch of counters, count how many we pinched, and then figure out how many are left in the cup.
Discuss what a pinch is as you demonstrate. Project the counters you pinched on the smart board. Have students count the number of counters. When there is an agreement, record this number on the board.
Say, "There were 100 counters in the cup. I pinched 17 counters. How many counters are still in the cup?"
Give students time to think. Remind them to visualize the action of the problem and to think about what is known and unknown.
Say, "There were 100 counters in the cup altogether, then I took 17 out of the cup. So we know the total number of counters and the number of counters that were removed. What are we trying to figure out? (How many remain). What equation would you write to represent this problem?
100-17=_______
Ask several students to share how they would figure out how many paper clips are still in the box. As students suggest strategies, model them on the board.
Numerical Solution Examples:
Say, "In this cup I have counted out 100 counters. We are going to take a pinch of counters, count how many we pinched, and then figure out how many are left in the cup.
Discuss what a pinch is as you demonstrate. Project the counters you pinched on the smart board. Have students count the number of counters. When there is an agreement, record this number on the board.
Say, "There were 100 counters in the cup. I pinched 17 counters. How many counters are still in the cup?"
Give students time to think. Remind them to visualize the action of the problem and to think about what is known and unknown.
Say, "There were 100 counters in the cup altogether, then I took 17 out of the cup. So we know the total number of counters and the number of counters that were removed. What are we trying to figure out? (How many remain). What equation would you write to represent this problem?
100-17=_______
Ask several students to share how they would figure out how many paper clips are still in the box. As students suggest strategies, model them on the board.
Numerical Solution Examples:
Finished none of the problem. When I came to her she had counted her counters she pinched but did not understand how to set up the equation. She seemed resistant to write so I worked through the problem with her with the counters. She wanted to count by ones to solve the problem rather than group by 10’s and 1’s. We did solve the problem together but she’s lacking confidence and gives up easily. She will benefit greatly from small group work with a teacher modeling. I choose not to pair her with other students until she understands the concepts, she tends to copy her partners work word for word with out understanding.
Differentiation: Supporting a range of learners
Intervention Student A: Struggling students benefit from working in the second round of the game if you notice they are struggling. Pair students with a willing a capable partner; make sure the small group is modeling how they solved the problem.
*For student who are known to struggle with new material give 100’s chart and model how to use it
Story Problems
On going assessment: Observing students while working
Students solve story problems about subtracting amounts from 100
Can students write equations that represent the problem?
1. What operation do they use?
What strategies do students use?
1. Count back
2. Add up
3. Use previous problems to help them
4. Different strategies
What tools do students use?
1. Cubes
2. 100’s chart
3. Number line
4. Numerical Solution
Can students record their strategies clearly?
1. Yes
2. No
Differentiation: Supporting a range of learners
ELL Student C: English language learners have difficulty with the language of story problems in this lesson. To assess students understanding, read question aloud and ask guiding questions to help students restate the problems in their own words. Ask questions such as “What information do we know about this problem? What do we need to find out?”
Differentiation: Supporting a range of learners
Intervention Student A: Struggling students benefit from working in the second round of the game if you notice they are struggling. Pair students with a willing a capable partner; make sure the small group is modeling how they solved the problem.
*For student who are known to struggle with new material give 100’s chart and model how to use it
Story Problems
On going assessment: Observing students while working
Students solve story problems about subtracting amounts from 100
Can students write equations that represent the problem?
1. What operation do they use?
What strategies do students use?
1. Count back
2. Add up
3. Use previous problems to help them
4. Different strategies
What tools do students use?
1. Cubes
2. 100’s chart
3. Number line
4. Numerical Solution
Can students record their strategies clearly?
1. Yes
2. No
Differentiation: Supporting a range of learners
ELL Student C: English language learners have difficulty with the language of story problems in this lesson. To assess students understanding, read question aloud and ask guiding questions to help students restate the problems in their own words. Ask questions such as “What information do we know about this problem? What do we need to find out?”