MSCIN Program, Western Governors University D184 - Standards Based Assessments (Task 1) Wi, Assignments of Advanced Education

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Identifying What to Assess

MSCIN Program, Western Governors University

D184 - Standards Based Assessments (Task 1)

Windsor Pesterfield

A. Assessment System

1. Grade level and Subject: First Grade Math Using Tens and Ones to Organize and Count
2. Standards: Common Core State Standards: 1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a.10 can be thought of as a bundle of ten ones — called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c.The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones) 1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 3. Assessment System Overview Days Taught Content Assessment Type Number of Assessments Frequency 1 day Pre-assessment The pre-assessment will assess students’ understanding of tens and ones in a 2 digit number and their ability to compare tens and ones in a 2 digit number using >, <, = Type: Formative assessment to assess students' knowledge of the unit objectives. 1 Once 5 days Organizing and counting tens and ones Students will explore writing and reading 2 digit numbers, notice patterns in 2 digit numbers, and organize a group of objects and count them by tens and then ones Type: Formative assessment-through observations on daily class discussions, white board work, independent work, small group work ( days), and daily exit tickets. The class work, group work, ● 3 small group work observations ● Several class discussion observation s ● 5 exit tickets ● 5 workbook pages Minute by minute daily

ones. 5 Days Writing, drawing, and counting tens and ones Students will write numbers as tens and ones, recognize patterns in writing numbers as tens and ones, represent numbers as tens and ones with base ten blocks and drawings Type: Formative assessment-through observations on daily class discussions, white board work, independent work, small group work ( days), and daily exit tickets. The class work, group work, and exit tickets will consists of problems that involve drawing, writing, and building tens and ones ● 3 small group work observations ● Several class discussion observation s ● 5 exit tickets ● 5 worksheets or activities Minute by minute daily 5 days Comparin g Quantities Students will use base ten blocks to represent quantities, compare quantities using tens and ones Type: Formative assessment-through observations on daily class discussions, white board work, independent work, small group work ( days), and daily exit tickets. The class work, group work, and exit tickets will consists of problems that involve building tens and ones and comparing two-digit numbers ● 3 small group work observations ● Several class discussion observation s ● 5 exit tickets ● 5 workbook pages Minute by minute daily 5 Days Comparing numbers by using tens and ones with

, <, = Students will compare the tens to find the greater amount, move to the ones if the tens are the same, use greater than and less than symbols to describe the comparison between numbers. Type: Formative assessment-through observations on daily class discussions, white board work, independent work, small group work ( days), and daily exit ● 3 small group work observations ● Several class discussion observation s ● 5 exit tickets ● 5 Minute by minute daily

tickets. The class work, group work, and exit tickets will consist of problems that involve using tens and ones to compare 2-digit numbers using worksheets or activities

The end of unit summative assessment ties in with the assessment system because it builds upon the assessments throughout the unit and covers all parts of the standards taught. The assessment consists of 12 problems. The students need to show they can order and count

tens and ones, can write and read a 2 digit number, can use tens and ones to represent a 2 digit, and understand that the tens place represents ten ones and the ones place is a representation of the amount of ones. The summative assessment also assesses their ability to compare 2 digit numbers using the equal to, less than, or greater than sign. The summative assessment allows me to see which students have mastered the standards, and for those who did not, it allows me to see where students are in their progress of mastery of these concepts. C. Pre assessment The pre-assessment also aligns with the assessment system by evaluating students on the same set of standards as the assessments in the rest of the unit. The problems in the pre-assessment are all designed around the standards taught throughout the lessons. The pre-assessment consists of 12 problems that align with the Common Core State Standards 1.NBT.B.2.a.b.c and 1.NBT.B.3. The problems given in the assessment consist of problems related to ordering and counting tens and ones, writing and reading a 2 digit number, using drawings, writing, or base ten blocks to represent a two digit number, and understanding that the tens place digit represents tens and the ones place represents the amount of ones. It also assesses their ability to compare 2-digit numbers using the comparison signs of less than, equal to, or greater than. The pre-assessment allows me to tailor my lessons to the needs of the students in relation to tens and ones and making comparisons. It also allows me to see their growth as we move throughout the unit by comparing their daily, weekly, and finally ending progress to the pre-assessment.

formative assessments on a continuum by using a variety of formative assessments at varying frequencies. For example, during my lessons I will use formative assessments minute by minute through small group and whole class lessons by observing students while they are engaging in class discussions, turn and talks, and solving problems on their white boards. I will also utilize formative assessments on a daily basis as I evaluate class work and give daily exit tickets. At the end of each lesson, I will assess that day’s lesson in conjunction with previous lessons learned by giving students a problem to assess their progress towards the standard. By having formative assessments throughout my lessons and unit, I will be able to adjust my teaching and have a strong understanding of my students’ learning needs in order to help them along their progression towards mastery. E. Measurement topic This unit’s measurement topic is to understand tens and ones. This measurement topic directly ties into our district benchmark assessment because our benchmark assesses for the Common Core State Standards 1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a.10 can be thought of as a bundle of ten ones — called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c.The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones) and 1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. These standards fall under the measurement topic of understanding tens and ones, and our benchmark assessment assesses students' understanding of tens and ones and their ability to work with tens and ones in a 2-digit

number.. Therefore, the district benchmark assessment aligns with the assessment system in this unit because all assessments are aligned with the standards being taught and assessed.