Progress Check 4. Objective To assess students progress on mathematical content through the end of Unit 4. Looking Back: Cumulative Assessment

Transcription

1 Objective To assess students progress on mathematical content the end of Unit. Looking Back: Cumulative Assessment Input student data from Check 3 into the Assessment Management Spreadsheets. Materials Study Link 10 Assessment Handbook, pp , , 219, and slate CONTENT ASSESSED Read, write, and represent decimals thousandths; identify digits and express their values in such numbers. [Number and Numeration Goal 1] Find multiples of numbers less than 10; find factors of numbers; identify prime and composite numbers. [Number and Numeration Goal 3] Convert easy fractions to decimals. [Number and Numeration Goal 5] Compare and order decimals [Number and Numeration Goal 6] Add and subtract decimals to hundredths. [Operations and Computation Goal 2] Estimate sums and differences of decimals. [Operations and Computation Goal 6] Measure to the nearest centimeter. [Measurement and Reference Frames Goal 1] Describe relationships among metric units of length. [Measurement and Reference Frames Goal 3] Solve open number sentences. [Patterns, Functions, and Algebra Goal 2] ASSESSMENT ITEMS (S) SELF ORAL/SLATE WRITTEN OPEN PART A PART B RESPONSE 1 8 1, 2 1, , 7 11, , ,, 6, 7, , 5 3,, , , , , 27 1, 3 5, 7 1, Looking Ahead: Preparing for Unit 5 Math Boxes 11 Study Link 11: Unit 5 Family Letter Materials Math Journal 1, p. 105 Math Masters, pp Unit

2 Getting Started Math Message Self Assessment Complete the Self Assessment (Assessment Handbook, page 169). Study Link 10 Follow-Up Have partners compare answers. Encourage students to use a meterstick to check answers as necessary. 1 Looking Back: Cumulative Assessment Math Message Follow-Up (Self Assessment, Assessment Handbook, p. 169) 2 m = 200 cm 16 cm = 1.6 m 36 mm = 3.6 cm 12 cm = 120 mm The Self Assessment offers students the opportunity to reflect upon their progress. Oral and Slate Assessments WHOLE-CLASS Problems 1 and 3 provide summative information and can be used for grading purposes. Problems 2 and provide formative information that can be useful in planning future instruction. Oral Assessment 1. Write 1-, 2-, and 3-place decimals on the board. Have students read them aloud. Suggestions: Pose decimal addition and subtraction problems. Have students describe the strategy they used to estimate the answer to each problem. Suggestions: Sample answers: Slate Assessment 3. Read 1-, 2-, and 3-place decimals aloud. Have students write them on their slates. Suggestions: Pose problems involving converting metric measurements to other metric units. Suggestions: 11 Self Assessment Think about each skill listed below. Assess your own progress by checking the most appropriate box. 2. Write decimals 3. Compare and order decimals. Add decimals like these: $23.62 $ Subtract decimals like these: $1.35 $ Measure objects to the nearest centimeter. 7. Measure objects to the nearest 1 2 centimeter. Skills I can do this on I can do this on I can do this if my own and explain my own. I get help or look how to do it. at an example. 1. Read decimals Assessment Handbook, p Written Assessment Write > or < to make a true number sentence < < > < Write the following numbers in order from smallest to largest ,.3,.05, 0.6, 0.06, Write 2 numbers between 0 and 1. Use decimals smallest largest Sample answers: Sample answers: Write 2 numbers between 1 and 2. Use decimals. 8. Use your ruler to measure the line segment to the nearest centimeter. About 10 cm 9. Use your ruler to measure the line segment to the nearest 1 2 About 8.5 cm 10. Draw a line segment that is 12.5 centimeters long. 11. a. List the first six multiples of 8.,,,,, b. Is 8 a prime number or a composite number? composite number 12. a. List the factor pairs of 28. and and and b. Is 28 a prime number or a composite number? Assessment Handbook, p. 170 composite number Lesson

3 11 Written Assessment continued Add or subtract mentally or with a paper-and-pencil algorithm. 13. $12.3 $ $15.6 $ Solve each open sentence. $ r r p 37 p $ w º 6 5 w / g 7 g 8 Assessment Handbook, p Written Assessment (Assessment Handbook, pp ) Recognizing Student Achievement Problems 1 22 provide summative information and may be used for grading purposes. Problem(s) Description 1 Insert > or < to make true number sentences. 5 Order decimals. 6, 7 Write numbers between 2 whole numbers. 8 Measure line segments to the nearest centimeter. 9, 10 Measure and draw line segments to the nearest 1_ 2 centimeter. 11, 12 Write factors and multiples; identify prime and composite numbers Add and subtract decimals Solve open sentences. 11 Written Assessment continued Part B Write each decimal as a fraction ,000 Use your ruler to measure and record the length of the line segments below to the nearest millimeter. Then write your answers in centimeters. A B mm 8.2 cm C D mm 5.8 cm 28. Mrs. Austin had $98.37 in her savings account. She withdrew $2.50. A week later, she deposited $ What is the new balance in her savings account? $9.12 Write what you did to find the answer. Sample answer: I subtracted $2.50 from $98.37 because she withdrew $2.50 from her account, and I got $ Then I added $38.25 to $55.87 because she deposited $38.25 to her account, and I got $ Teneil was working with base-10 blocks. She was using the big cube as the ONE. The flats were tenths. Teneil counted 12 flats one-tenth, two-tenths, three-tenths, four-tenths, five-tenths, six-tenths, seven-tenths, eight-tenths, nine-tenths, ten-tenths, eleven-tenths, twelve-tenths She wrote 0.12 to show what the blocks were worth. Is Teneil right? Explain. No. Sample answers: 12 tenths is the same as 10 tenths (1) plus 2 more tenths (0.2); is 12 hundredths, which isn t the same as 12 tenths. She should have written 1.2. Part B Informing Instruction Problems provide formative information that can be useful in planning future instruction. Problem(s) Description Rename decimals as fractions with 10, 100, and 1,000 in the denominator. 26, 27 Measure line segments to the nearest millimeter. 28 Solve a decimal addition and subtraction number story. 29 Identify decimal digits and express their value. Use the checklists on pages 259 and 261 of the Assessment Handbook to record results. Then input the data into the Assessment Management Spreadsheets to keep an ongoing record of students progress toward Grade-Level Goals. Open Response (Assessment Handbook, p. 173) Forming a Relay Team The open-response item requires students to apply concepts and skills from Unit to solve a multistep problem. See Assessment Handbook, pages for rubrics and students work samples for this problem. Assessment Handbook, p Unit

4 2 Looking Ahead: Preparing for Unit 5 Math Boxes 11 (Math Journal 1, p. 105) Mixed Practice This Math Boxes page previews Unit 5 content. 11 Open Response Forming a Relay Team Mrs. Wong, the gym teacher, wants to form 3 teams for a 200-yard relay race. There will be students on each team. Each student will run 50 yards. The table at the right shows how long it took some fourth-grade students to run 50 yards the last time they had a race. They were timed to the nearest tenth of a second. 1. Help Mrs. Wong create 3 teams that will be fairly evenly matched. She will use their times from the last race to predict about how fast they will run in the relay race. Write the names of the four students that you think should be on each team. Estimate about how long you think it will take each team to complete the race. Runner Time (seconds) Art 6.3 Bruce 7.0 Jamal 7. Doug 7.9 Al 8.3 Will 8.8 Linda 6.2 Sue 7.6 Pat 7.7 Mary 8.1 Alba 8. Joyce 8.5 Study Link 11: Unit 5 Family Letter (Math Masters, pp ) Names of Students on Each Team Estimated Team Time Team 1: About:. seconds Team 2: About:. seconds Team 3: About:. seconds 2. Explain how you made your teams so that they would be fairly matched. See the Assessment Handbook for rubrics and students work samples. Home Connection The Unit 5 Family Letter provides parents and guardians with information and activities related to Unit 5 topics. Assessment Handbook, p. 173 Study Link Masters STUDY LINK 11 Unit 5: Family Letter Date 11 Math Boxes Student Page Time Big Numbers, Estimation, and Computation In this unit, your child will begin to multiply 1- and 2-digit numbers using what we call the partial-products method. In preparation for this, students will learn to play the game Multiplication Wrestling. Ask your child to explain the rules to you and play an occasional game together. While students are expected to learn the partial-products method, they will also investigate the lattice multiplication method, which students have often enjoyed in the past. If your child is having trouble with multiplication facts, give short (five-minute) reviews at home, concentrating on the facts he or she finds difficult. Another important focus in this unit is on reading and writing big numbers. Students will use big numbers to solve problems and make reasonable estimates. Help your child locate big numbers in newspapers and other sources, and ask your child to read them to you. Or, you can read the numbers and have your child write them. Sometimes it is helpful to write big numbers in an abbreviated form so that they are easier to work with. One way is to use exponents, which tell how many times a number, called the base, is used as a factor. For example, 100,000 is equal to 10 º 10 º 10 º 10 º 10. So 100,000 can be written as The small raised 5 is called an exponent, and 10 5 is read as 10 to the fifth power. This will be most students first experience with exponents, which will be studied in depth during fifth and sixth grades. The class is well into the World Tour. Students are beginning to see how numerical information about a country helps them get a better understanding of the country its size, climate, location, and population distribution and how these characteristics affect the way people live. The next stop on the World Tour will be Budapest, Hungary, the starting point for an exploration of European countries. Encourage your child to bring to school materials about Europe, such as articles in the travel section of your newspaper, magazine articles, and travel brochures. NOTE: INSERT MINI OF MM P. 135 AT BOTTOM OF PAGE; LABEL TOP BAR: Study Link Masters Copyright SRA/McGraw-Hill 1. Estimate the sum. Write a number model to show how you estimated. 3, , ,103 Sample answer: Number model: 3, , ,100 = 13, Complete. a. Is 63 closer to 60 or 70? 60 b. What number is halfway 85 between 80 and 90? 600 c. Is 572 closer to 500 or 600? d. What number is halfway between 300 and 600? Add mentally or with a paper-and-pencil algorithm Solve mentally. a. 8 = 32 b. 80 = c. = d. = 50 3 e. 6 6 = 36 f = 360. Write the following numbers using digits: a. one million, three hundred forty-six thousand, thirteen 1,36,013 b. twenty-two million, fifteen thousand, three hundred fifty-four 22,015, a. 35 b. 18 c. 5 d , , ,700 1,215 3,358 1,79 3, Please keep this Family Letter for reference as your child works Unit 5. Math Masters, pp Math Journal 1, p. 105 Lesson

5 11 Written Assessment Write > or < to make a true number sentence Write the following numbers in order from smallest to largest ,.3,.05, 0.6, 0.06, 0.1 smallest largest 6. Write 2 numbers between 0 and 1. Use decimals. 7. Write 2 numbers between 1 and 2. Use decimals. 8. Use your ruler to measure the line segment to the nearest centimeter. About cm 9. Use your ruler to measure the line segment to the nearest 1 2 centimeter. About cm 10. Draw a line segment that is 12.5 centimeters long. 11. a. List the first six multiples of 8.,,,,, b. Is 8 a prime number or a composite number? 12. a. List the factor pairs of 28. Copyright Wright Group/McGraw-Hill and and and b. Is 28 a prime number or a composite number? 170 Assessment Handbook