ECE-455 Assesment tools in Math (CB)
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Grand Canyon University *
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Course
455
Subject
Mathematics
Date
Apr 3, 2024
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docx
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Uploaded by SuperHumanWaterBuffaloMaster771
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Corina Bajandas
ECE- 455 October 12, 2023
Toni Kutner Assessment Tools in Mathematics Activity 1:
The Neighbors of
Doubles
Pre-Assessment: Students and
I will begin the lesson discussing what they already know about addition and addition problems. As a class we will name and describe on
chart paper key components and vocabulary of addition. Students will be asked to show their demonstrations of what two addends are and how when added together equal a sum by coming to the board and creating their own addition problems for the group to solve. We then will review what they remember about double facts and how it will be applied to the group activity ahead. Summative Assessment: Students will be given the Near Doubles Practice
worksheet to complete independently after our group
lesson on “The Neighbors of Doubles”. Activity 2:
Fluency Knock
Out
Pre- Assessment: I will begin the lesson by giving students 5 flash cards each with double or near doubles addition problems that they should know automatically based on an earlier unit (ex: 2+2, 2+3). Students will then be timed on how fast they can
accurately solve the equations
independently.
Summative Assessment: I will use Dr. Nicki Newtons Math Running Record Sheet
part 1 assessment to record students response on math facts they should know automatically. The worksheet
will be done with a student and myself one on one. I will record if a student is “automatic (a), took 5 seconds (5s) or took prolonged thinking time (pth). I will include these assessments in students fluency folders. Activity 3:
Fluency
Hopscotch
Pre-Assessment: From memory, students will play a quick fluency math game on the smart board of all sums within 10 of two one-digit numbers. Students will play a
few rounds of “Fact Fluency”
before beginning the lesson. Summative Assessment: Students will be given part 2 of Dr. Nicki Newtons Math Running Record Sheet
to conclude our unit on fact fluency of sums within 20. Using the results from part one of their Math Running Record worksheet students will be asked to record their strategies for the problems given. We will focus on doubles and near doubles as we did all through out this investigation unit.
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Rationale: Developing and planning appropriate assessment tools is a crucial part in offering students high-quality math instruction. Observing, documenting, and assessing children’s development is essential to their learning process. Assessments can vary and include both formal
and informal methods, both of which monitor and track students’ progress toward specific state standards and learning goals. (Schoenfeld, 2015). Some math assessments in early childhood can
include, exit tickets, quizzes, reflective journaling, number assessments, counting assessments, etc. Assessments have specific purposes and are used to broadly identify which children may require additional support (Purpura & Lonigan, 2016) . For this assignment I choose three pre-assessments and summative assessments I felt best
supported these 2
nd
grade students with learning fact fluency and doubles/near doubles. The standards we will be working on are NY-2.OA.2a
Fluently add and subtract within 20 using mental strategies and NY-2.OA.2b
Know from memory all sums within 20 of two one-digit numbers. The first pre-assessment for the activity The Neighbors of Doubles sets the foundation to the following math lesson and activities. It begins with a simple conversation in asking students what they may already know about adding in math followed by a few guided learning examples. Doing this anticipatory set will help us review academic specific vocabulary and give me an idea on where students are with learning how to add and subtract within 20 using doubles and near doubles. As a summative assessment, I included a worksheet that students will work on independently to check in for their understanding at the end of the lesson. For both the second and third activity Fluency Knockout and Fluency Hopscotch I will use pre-assessments with flash cards and a math game on the smart board mainly to see how well students can add in a snap. The flash cards and math game will help me see what mental strategies students come up
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with to answer fast facts with in the sums of 20. As a summative assessment for both I will use Dr. Nicki Newtown Math Running Record Sheets that work together to assess students basic fact
fluency. Part one of the worksheet I will sit with students as they recite orally the sums of basic addition equations. I love that they worksheet offers a space for teachers to record the students response and pin point exactly where students are in their understanding of basic math facts. The second worksheet outlines what steps students’ can continue to take toward comprehensive fluency. Math Running records can be done relatively quick ( 8 to 10 mins) and are known as the
GPS of fact fluency. These math records help provide concreate evidence on what students know
and ways, we can help build on them, an asset based assessment.
All the pre-assessments and summative assessments I created can be accommodated to fit
a variety of students needs especially students with language barriers. One strategy I can implement is offering students the ability to use speech assisting devices during the lessons and in their responses. Students with language barriers can have access to speech-to-text or screen-
reading technology that can help translate the information in their native language first.
Another thing I can do to accommodate different needs during assessments is offer students visual aids and reminders they can keep on hand. I can reduce questions on the worksheets and offer manipulatives when solving problems and/or allow students to give responses in spoken or
written form.
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References
Purpura DJ, Lonigan CJ. Early Numeracy Assessment: The Development of the Preschool
Numeracy Scales. Early Educ Dev. 2015 Feb;26(2):286-313. doi:
10.1080/10409289.2015.991084. PMID: 25709375; PMCID: PMC4335720.
Schoenfeld, A. H. (2015). Summative and Formative Assessments in Mathematics Supporting the Goals of the Common Core Standards. Theory Into Practice, 54(3), 183–194. https://doi-org.lopes.idm.oclc.org/10.1080/00405841.2015.1044346
https://www.therecoveringtraditionalist.com/fact-fluency-assesment-and-math-running-records/
Seventeen moments in Soviet history. (n.d.). Retrieved from http://soviethistory.org/index.php?
action=L2&SubjectID=1929collectivization&Year=1929