Progress Check 2. Objective To assess children s progress on mathematical content through the end of Unit 2. Looking Back: Cumulative Assessment

Transcription

1 Progress Check Objective To assess children s progress on mathematical content through the end of Unit. Lookg Back: Cumulative Assessment Input children s data from Progress Check to the Assessment Management Spreadsheets. Materials Home Lk Assessment Handbook, pp. 0, 1 1, 0, and slate CONTENT ASSESSED Identify the digits numbers and express their values. [Number and Numeration Goal 1] Fd equivalent names for whole numbers. [Number and Numeration Goal ] Use basic facts to compute extended facts. [Operations and Computation Goal 1] Use paper-and-pencil algorithms to solve problems volvg the addition and subtraction of whole numbers. [Operations and Computation Goal ] Use strategies to make estimates. [Operations and Computation Goal ] Apply parts-and-total and comparison situations. [Operations and Computation Goal ] Tell and show time on an analog clock. [Measurement and Reference Frames Goal ] Fd and use rules to solve problems. [Patterns, Functions, and Algebra Goal 1] (S) 1,,,, , 1 1,,, 1, 1, 1, 1, 1,,, ASSESSMENT ITEMS SELF ORAL/SLATE WRITTEN OPEN PART A PART B RESPONSE, 1, 11, 1 Lookg Ahead: Preparg for Unit Math Boxes Home Lk : Unit Family Letter Materials Math Journal 1, p. Math Masters, pp. 0 1 Unit Progress Check

2 Gettg Started Math Message Self Assessment Complete the Self Assessment (Assessment Handbook, page 1). Home Lk Follow-Up Have children share their solution strategies. 1 Lookg Back: Cumulative Assessment Math Message Follow-Up (Self Assessment, Assessment Handbook, p. 1) The Self Assessment offers children the opportunity to reflect upon their progress. Oral and Slate Assessments WHOLE-CLASS Problems 1 provide summative formation and can be used for gradg purposes. Problem provides formative formation that can be useful planng future struction. Oral Assessment 1. Have children practice basic addition facts. Suggestions: + = 11 + = 1 + = 11 1 = + 1 = + 1 = +. Have children practice basic subtraction facts. Suggestions: 11 = 1 = = 1 1 = 1 = = 1 Slate Assessment. Have children practice addition volvg multiples of. Suggestions: + = + = 1 1 = = = = Have children practice addition volvg complements of and 0. Suggestions: + = 0 10 = 1 0 = = = 0 00 = 1,00 00 Assessment Handbook, p. 1 Name Date Written Assessment A Fill the unit box and the blanks ,00 1, Time Progress Check Unit Complete the tables. Write your own number pair the last row of each table Use of the cards below to write a name for the target number. Remember to write each step separately target number Sample answers: Usg,, and, + = 11 and 11 =. Or, usg,, and, + = and + =. Assessment Handbook, p. 1 Lesson 1

3 Written Assessment contued Solve the followg number stories. Use diagrams or pictures to help you.. One python clutch has 1 eggs. Another python clutch has 1 eggs. How many more eggs are the first clutch? Number model: 1 +? = 1. Maria swam for 0 mutes on Saturday and mutes on Sunday. How many mutes all did Maria swim? Number model: 0 + =? or 1-1 =? Draw the hands to show the time. 1 eggs mutes : : Assessment Handbook, p. 1 Total 1 1?? 0 B Complete the tables. Write your own number pair the last row In the number,, the means 00. the means. the means 0. the means, Written Assessment contued -00 Difference 1, , ,0 00 Written Assessment (Assessment Handbook, pp. 1 1) A Recognizg Student Achievement Problems 1 provide summative formation and may be used for gradg purposes. Problem(s) Description 1, Use basic facts to compute extended facts., Complete What s My? problems. Write equivalent names for whole numbers., Solve number stories and write number models., Show time on analog clocks. Identify place values for multidigit whole numbers. B Informg Instruction Problems 11 1 provide formative formation that can be useful planng future struction. Problem(s) Description 11, 1 Complete What s My? problems. 1, 1 Make ballpark estimates for and solve multidigit addition and subtraction problems. Use the checklists on pages and of the Assessment Handbook to record results. Then put the data to the Assessment Management Spreadsheets to keep an ongog record of children s progress toward Grade-Level Goals. Open Response (Assessment Handbook, p. 1) A Birthday Dner The open-response item requires children to apply skills and concepts from Unit to solve a multistep problem. See the Assessment Handbook, pages for rubrics and children s work samples for this problem. Write a number model for your ballpark estimate. Use your favorite method to solve each problem. Show your work. Sample estimates given. 1. Ballpark estimate: 1. Ballpark estimate: = Unit miles = 0 Assessment Handbook, p. 1 1 Unit Progress Check

4 Lookg Ahead: Preparg for Unit Math Boxes (Math Journal 1, p. ) Mixed Practice This Math Boxes page previews Unit content. Home Lk : Unit Family Letter (Math Masters, pp. 0 ) Home Connection The Unit Family Letter provides parents and guardians with formation and activities related to Unit topics. Open Response Progress Check A Birthday Dner Mr. Brown is cookg an 1-pound turkey for Keron s birthday dner. The turkey must bake ab 1 mutes for every pound. For how long does the turkey need to bake? hours mutes Show all of your work. Write an explanation of how you solved the problem. See the Assessment Handbook for sample answers and rubrics. Try This At what time should the turkey go to the oven for dner to be ready at P.M.? Assessment Handbook, p. 1 HOME LINK Home Lk Masters Unit : Family Letter Lear Measures and Area In Unit, children will develop their measurement sense by measurg lengths with standard units both the U.S. customary system and the metric system. 1 Children will practice readg a ruler to the nearest ch, nearest ch, nearest 1 ch, and nearest centimeter as they measure a variety of objects, cludg parts of their own bodies, such as their hand spans, wrists, necks, and heights. In addition to the ch and centimeter, children will also measure with other standard units, such as the foot, yard, and meter. Children will beg to use certa body measures or the lengths of some everyday objects as personal references to estimate the lengths of other objects or distances. For example, a sheet of notebook paper that is ab 1 foot long can help children estimate the length of a room feet. Date Math Boxes 1. Which tool would you use to measure the followg items: meterstick. ruler thermometer Outdoor temperature thermometer Length of your calculator. ruler Height of the door meterstick Student Page Time. Circle the best unit of measurement. Distance to the Galápagos Islands Width of your thumbnail Length of your Student Reference Book Usg personal references: The width of my little fger is ab one centimeter.. Measure the le segment to the nearest 1_ ch. 1_.. Measure the le segment to the nearest 1_ centimeter. 1_ cm The concept of perimeter is also vestigated this unit. Children will use straws and twist-ties to build polygons, or -dimensional figures havg connected sides. Then children will measure the distance around each polygon to fd the perimeter Children will also discover the meang of area by tilg small rectangles with blocks and countg how many blocks cover the rectangles. Children see how to calculate area by tilg larger surfaces, such as tabletops and floors, with square feet and square yards. In the last part of this unit, children will explore the circumference and diameter of circles. They will learn the ab times rule that the circumference of a circle is a little more than times the length of its diameter. Please keep this Family Letter for reference as your child works through Unit.. How many squares are shaded? squares. How long is the fence around the house? 0 meters meters meters meters Math Masters, pp. 0 Math Journal 1, p. meters 10 EMMJ1_G_U0_0-.dd 1//11 :0 PM Lesson 1

5 Written Assessment contued Solve the followg number stories. Use diagrams or pictures to help you.. One python clutch has 1 eggs. Another python clutch has 1 eggs. How many more eggs are the first clutch? Number model: Difference. Maria swam for 0 mutes on Saturday and mutes on Sunday. How many mutes all did Maria swim? Number model: Total Draw the hands to show the time Copyright Wright Group/McGraw-Hill : : 1 Assessment Handbook