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Station 1 – Goal Writing #’s 0 – 1. (pg. 152)
Assessment – Student receives a paper with boxes to write numbers out of sequence as the teacher recites orally. After completion, the student turns the paper over and writes # 0-10 in sequence.
Station 2 – Counting forward from 0 – 70.
Assessment – Teacher pulls each child to count on from the last number he/she counted to successfully.
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Project 1: Goal 5a – Lesson 5.12
Options for Individualizing = Solving “What’s My Rule?” Problems (Math Masters, p.71)
Ongoing Learning & Practice = Playing the Tens-and Ones Trading Game – Math Journal p.102
Lesson 5.1 Options for Individualizing – Extra Practice = Playing the Digit Game
Lesson 5.1 Teaching the Lesson = Numbers for Collections of Base 10 Blocks (Math
Journal 1, p. 97)
Project 3: Goal 5c – Lesson 5.3
Play Top-It using >, <, and = and magnetize animal posters (Math Masters p.61-65) and >,<, and = symbols. Stick 2 animals to the board and have student supply the symbol.
Lesson 5.6 enrichment – Math Masters 66,67
Know + 1, + 0, doubles, and sums of 10 addition facts.
· Domino Addition: Student will find missing addends and sums for dominoes. (Math Masters 222)
Solve addition and subtraction number stories.
· Use animal weight cards to make and solve number stores.
Option: play animal weight top-it, finding and solving number stories. (animal weight cards found in Student Journal one, activity cards)
Grade 1 – Unit 7 (Back to top)
7a Stand Up If
Feely Bag
Have a figure and describe it
7b Draw a figure
7c Draw a train (size, shape, and color)
7d Make figure with straws
Exit Slip – draw figure and label
7e Fact Triangle –random draw – write 4 problems
Fact Platter
Grade 2 - Unit 4 (Back to top)
4a—An altered version of the “Fishy” stories from Lesson
4.1 on Math Journal pages 80-82.
4b—An altered version of the “Temperature Changes” exercises on Math Journal
pages 90-91.
4c—Slate Assessment #3 a-d and #4 a-d (my teacher’s aide assisted—but this could
be the teacher station)
4d—An altered version of Written Assessment #5-8
4e—Project Wide Assessment-- Alternative Assessment---Play Addition Spin Lesson
4.2 using a mat with multiples of 10
Grade 2 - Unit 5 (Back to top)
Project 1 – Goal 5f
Project-wide assessment – Color a geometric pattern and trace polygons. For this assessment, students traced at least one rhombus, triangle, trapezoid, and hexagon and labeled them accordingly.
Options for individualizing –
Making up codes on Math Masters p. 88 – students made up codes that specified capital letters.
Drawing line segments to build a house on Math Masters p. 89.
Back-up-scrolling
Scavenger Hunt for 3 – dimensional shapes (rectangular prisms, cylinders, pyramids, cones and spheres) Students were asked to find three classroom (although they could search the entire school) examples of each of the above listed 3 – dimensional shapes. 1st, 2nd and 3rd place prizes were give for those coming in first with 3 correct examples in each category. Secondary prizes were given for 2 in each category, which was sufficient for a developing status.
Play “What’s My Attribute Rule?” Math Masters pp.70, 74 and 75.
Project 5 – Goal 5b
Play Hunt and Seek for shapes, pictures, objects, etc.
in the classroom (although they could search the entire school) that are
symmetrical.
Draw or list and explain the object in a Symmetry Booklet and with
a pencil identify the object’s line of symmetry. This activity is under
“Options for Individualizing” in lesson 5.9 using magazines, which I believe I
will try next year.
Project 6 – Slate Assessment # 1-6 a sampling that was revised for paper and pencil.
Written Assessment –
Math Masters pages
426-427
In conjunction with this unit:
Project 5 – creating Snowflakes that represented a real six-sided (hexagonal) water crystal
Art Projects – Santa Claus and a Nutcracker
Both required various sizes of construction paper rectangles, squares, circles, and triangles. Students folded and divided the shapes by virtue of their lines of symmetry. These concrete projects helped reinforce our geometric experiences.
Individual Profile of Progress: Unit 4 and Unit 5
Grade 2– Unit 6 (Back to top)
Project 1 : Goal 6C - Reteaching 6.5
p. 383, Build a number Math Masters 41- 41
Project 2: Goal 6D – Ballpark Estimation Station
Need 2 dice. Red for tens, green for ones, Each player rolls 2 x. Use ballpark estimation to add.
Project 3: Goal 6E – Multiplication arrays.
6.10 p. 409, Math Masters 120 – 121
Project 4: Goal 6F – 2 Digit/3 addends.
Play Double Digit Dice Duel. Each play rolls 10’s red/1’s green dice 3 x to create problem. Person with highest sum wins duel. Record 6 problems to be grades.
Project 5: Goal 6G – 3 addends – multiples of 10.
lesson 6.1 p.358 – 359
Project 6: Goal 6H
Use assessment CD to retrieve 3 addition/3 subtraction story problems. Use Math Masters 108 to solve. Write the number model.
Project 7: Goal 6I
Add 3 one digit numbers mentally. Lesson 6.1 Ongoing assessment. Playing 3 Addends. P. 357 Math Masters 101.
Grade 2 – Unit 9 Measurement (Back to top)
Station 1:
Goal 9h
Project-side assessment
Alternative Assessment Option pp. 686-687
Constructing a display of fish lengths
Station 2: Goal 9g
Variation (CDRom) of Homelink 9.2 MM 358-359
Provide 5 boxes or other measurable examples
Have students give 2 equivalent measurements i.e., 2 feet or 24 inches
Also, slate assessment on #1 on an Exit Slip
Station 3:
Goal 9f D
Find perimeter
“Perimeter Hunt” and find the perimeter of the objects
Have 5 objects selected ahead:
1. top of desk
2. math journal
3. pattern template
4. front door (height)
5. chalkboard (height)
6. floor
Station 4:
Goal 9e
Find area concretely
Options for Individualizing 9.8
p. 671 – provide geoboards dot paper to record the findings
Station 5: Goals 9b-9c
Measure to the nearest ½ in and ½ cm
Options for Individualizing TM 647
Math master p. 148
Station 6
Written assessment
No slate assessment except station #2 slate assessment which is on #1 Exit Slip
Grade 3 – Unit 6 (Back to top)
Bring in magazine or newspaper picture showing parallel and intersecting lines, line segments, and rays. Glue different colored yarn onto each type of line. Ex-blue yarn on line segments
Written assessment #17 or journal pg. 142. Slate assessment – used straws to show angles and rotations (pg. 414 manual)
Project 4: Goal 6d
90 sec. Multiplication test pg. 66 (math masters).
Project 5: Goal 6e
Teacher makes laminated placemats with at least 10 angles drawn on the mat in various positions. (similar to angles drawn on math journals pg. 145) Students use straws and twist ties to make models of the angles show on placemats. Angles made are then sorted into 3 groups: right angles, greater than right angles, less than right angles.
OR
Use homelink 6.3 – Right angles Scavenger Hunt – Use this homelink pg., students will be looking for examples of right angles in the room instead of at home.
Play “Touch and Match Quadrangles” T-edition pg. 406 – Math Masters pg.96 - Do enrichment “Constructing a Cube” T-Edition pg. 440 Math Masters pg. 111
If additional assessment is needed: Copy Math Masters pg. 110
Have students find 2-D & 3-D shapes in classroom. Draw, label, and describe on exit slip.
Reteaching pg. 428 Investigating Symmetry Alterative Assessment Option – Create a bulletin board of line symmetry in magazine and newspaper articles.
Grade 3 – Unit 8 (Back to top)
Project 1:
8a Use Math Masters p. 131 – Sports Ball Diameters
Project 2: 8b Written assessment #9 and #10 and Slate assessment #3, p. 636
Project 3: 8c Written assessments #4 and #5 OR Have students on a placemat number line plot fractions. Placemat should have whole numbers dispayed.
Project 4: 8d Play “Equivalent Fraction Game” and have students record the pairs they have won. Collect papers to see if they made correct matches. (could record each other’s progress with a digital camera – student sits with matches in front and partner takes the picture) OR
Do Name Collection Boxes
Project 5: 8e Solve fraction number stories. Do literature read-aloud (p. 600 TE), students generate a story problem, bind as a book for parent/student practice.
Project 6: 8f Play “Equivalent Fraction Game: OR Math Journal p. 183 OR Math Journal p. 185 Exploration A. You could also generate your own.
Grade 4 - Unit 5 (Back to top)
Goal 5a – Play Exponent Ball (fifth grade game)
Goal 5b – 1. How Much are a Million and a Billion – S.M.J. p. 135
2. Extended Facts – Math Masters pg.74
Goal 5c – Slate: M.M.R. (5.11) p. 341
Goal 5d – Written: Math Masters p. 83 Use lattice grids instead
Goal 5e – Teachers Math Journal p. 302, Math Masters 79
Goal 5f – Play Look and Find. Provide newspapers for students. Have them locate numbers in billions. Cut out and then identify place values.
Goal 5g – Play High Number Toss – Have students record their results using >,< signs
Goal 5h – Study Link 5.3
Grade
4 –
Unit 6
(Back to top)
Project 1: Goal 6h Lesson 6.8, Part 3; modify using straws
Project 2: Goal 6i Math Masters p. 95
Project 3: Goal 6b Study Link 6.2
Project 4: Goal 6f Angle Scavenger Hunt (digital camera)
Grade 5 – Unit 6 (Back to top)
Teacher selects a graph from the history or science text, and the student interprets and records the landmarks. Landmarks: maximum, minimum, mode, range, median and mean.
Using the classrooms daily attendance a student will figure the equivalent fraction, decimal and percent for 5 days.
Play “Fraction Capture” Math Masters p. 87 Player records equivalent fractions.
Use part 3 of T.E. p. 376 “Investigating how Sample Size Affects the Results of Chance Events”
Students play “Fraction Action, Fraction Fiction. Students must show work on record sheet. T.E. p. 571 or SRB
Project 6 – Goal 6c
Use assessment CD to make a 10 problem written evaluation of this goal.
Teacher presents data on the overhead of recent class scores for the students to construct a stem – and – leaf plot
Grade 5 – Unit 9
(Back to top)
Project 1:
Goal 9a (D)
Plot ordered pairs on a four quadrant grid
Plot Advanced Hidden Treasure
Project 2:
Goal 9b (D)
Understand the concept of volume of a figure
Use Activity Sheet 7 from lesson 9.8 to have students “explore” volume
Have students write a short reflection on their findings
Project 3:
Goal 9c (D)
Use a formula to find the volume of a prism
Use CD assessment disc to create 3 problems to complete
Project 4: Goal 9d (D/S)
Plot ordered pairs on a one quadrant coordinate grid
Give an object for students to draw on a grid and label the points for the ordered pair
Project 5: Goal 9e (D/S)
Identify the base and height of triangles and parallelograms
Cut and paste MM pp. 127-128. You will also need MM p. 192
Project 6: Goal 9f (S)
Use a formula to find the area of triangles and parallelograms
Cut and paste MM pp. 127-128. You will also need MM p. 192
Project 7: Goal 9g (S)
Understand the concept of area of a figure
Create a garden. Trace the perimeter in red then color in the area in green
Project 8: Goal 9h (S)
Use a formula to find the area of rectangles
Record the formula for perimeter and area of Project 7’s garden
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