I felt bad taking two weeks between postings and the weak post the beginning of December so here are a few more activities.
I have- who has place value
Place value- What’s my number?
sink or swim addition- odd or even
100 Chart Designs
Solves problems using multiple strategies
*Not only assessed through CGI or problem solving. Most MTB assessments will have one or more of the mathematical processes areas marked. Check the assessment grid on the P:drive (elementary math folder)
*When discussing lessons or DPP’s as a whole group can students give you another way (strategy) to solve a problem.
Understands mathematical concepts: models the action or relationships in problems
*When students learn a concept can they transfer that knowledge to a new concept? (ex. Hidden pockets to change unknown)
Communicates solutions through pictures, words, actions, or numbers.
*Can you students explain their thinking to you when asked?
*Can they show their work on paper using pictures so you can understand their thinking without any question?
Demonstrates counting skills, including skip counting to 100
*skip counting to 100 by 1’s, 2’s, 5’s, and 10’s at least to 100. If they are meeting all four areas they will score a 3. You only need to assess students that are not proficient in those four areas. If they only can count to 59 then have them start at 50 to begin counting.
Represents and writes numbers to 100
*Can assess whole group for this assessment. I do not give a three if there are any number reversals. If they can go to 100 then start at 101.
Recognizes and orders numbers to 100, out of sequence
*I am making two QUICK whole group assessments that will fit in this standard. I will also create a rubric to go with them.
*One will be a cut and glue assessment to put numbers out of sequence in order of least to greatest.
Solves addition problems using strategies (counting on, doubles +1)
*I am also creating a QUICK one on one assessment for you to see how your students solve addition problems. They will solve after rolling two dice. A checklist will be included along with a rubric.
Solves subtraction problems using strategies (counting back, backwards skip counting)
*See above when solving addition.
*this area not graded first trimester
Represents addition and subtraction problems with number sentences.
*Can use this with the addition problems where students record the number sentence after rolling two dice.
Identifies the attributes of 2-D and 3-D shapes
*The shape interview should have been done during unit 2 after the shape unit so this should be completed already. You can double check the shape ID on those missed after unit 2.
*3-D shapes are not assessed until third trimester so a score of 3 should not be given. (I know!, but it should be changed with the next report card)
Demonstrates calendar skills
*This is a lengthy one! I usually plan on assessing 2-3 each day during the whole month of November, February, and May. If students score a three then you do not need to assess them again because they are meeting the standard.
Uses non-standard units to measure length, area, and volume
*Not assessed first trimester
Creates, records, and interprets data in tables and graphs
*Could be assessed first trimester if you chose to do the data table, graph, and discussion independently instead of as a group. Otherwise assess second and third trimester.
Copies, extends, describes, and creates simple geometric and number patterns.
*Not assessed first trimester
*Don’t forget number patterns!! I will create a number pattern assessment and rubric for you to use for second trimester.