EDUC 461: TWS #4

Assessment Plan

Jankouskas

Mini-Unit Overview:
My mini-unit is a twelve lesson unit with one day for a review and an extra day set aside for reteaching anything the students did not retain mastery in. This unit of study is in mathematics; more
specifically place values. Throughout the unit students were instructed on how to order, compare, and use
basic arithmetic to solve equations. Students were assessed prior to instruction, during instruction, and
following instruction.
Standards Addressed:
Common Core Standards and Indicators
4.NBT.A.4: Generalize place value understanding for multi-digit numbers.
4.NBT.A.4.2: Read and write multi-digit whole numbers using base-ten numerals, number
names, and expanded form. Compare two multi-digit numbers based on the meanings of digits in
each place, using >, =, and < symbols to record the results of comparisons.
4.NBT.A.4.3: Use place value understanding to round multi-digit whole numbers to any place.
4.NBT.B.4: Use place value understanding and properties of operations to perform multi-digit arithmetic.
4.NBT.B.4.4: Fluently add and subtract multi-digit whole numbers using standard arithmetic.
Unit Objective:
When given an equation or word sentence the student will be able to demonstrate their
understanding of place values to compare, order, or use basic arithmetic strategies in order to solve the
problem with 100% accuracy.
Unit Objectives
The student will be able
to:
1. Compare
numbers using
less than,
greater than,
and equal to.
2. Order numbers
from least to
greatest and
vice versa.
3. Use basic
arithmetic
strategies to
solve equations
and word
sentences.

Assessments
Pre:
Am I Ready
quiz
Teacher
observations
During:
Check My
Progress quiz
Teacher
observations
Post:
Unit exam
Teacher
observations

Formative Assessments
Am I Ready is a quiz
from their math
textbook that preludes
each chapter. This quiz
is a good determinant
on what a students
prior knowledge on the
specific material is.
Check My Progress
is a during chapter
assessment within their
textbooks. This quiz is
graded and will show
the instructor what
areas the students need
retaught.
The end of unit exam is
a cumulative
assessment on the
knowledge retained by
1

Accommodations
Students will be
allowed to sit anywhere
they would like for the
independent reading
section of the lesson.
ESOL students will be
encouraged to sit closer
to the instructor during
the read-aloud and
conversation. If notes
are passed out ESOL
students will receive a
completed copy.

EDUC 461: TWS #4

Assessment Plan

Jankouskas

each student after the

unit is completed.

I will be using the students McGraw-Hill mathematics text books throughout the units
lessons. My cooperating teacher and grade level at Lakeview Elementary uses them every day
for their math notes and homework. This will keep the students sense of consistency/structure.
I will be adding group work, team competitions, and manipulates. Group work is often used in
this classroom due to the classroom community being positive and supporting. My class also has
fraction tiles and pie pieces for each student to use with their hands and Unifix cubes. My
personal touch to the lessons will be a constant encouragement of using manipulates, an
exploring period before the lesson starts with manipulates, and a team competition at the end of
each lesson. The team competition will allow the students to test their skills with one another. It
also will encourage engagement throughout the lesson due to the fact that the students know they
are going to compete against one another soon.

Differentiation/Accommodations/Modifications/Increases in Rigor for Math Lessons:

Students are always welcome to sit on the carpet to take their notes and answer questions. I will
be walking around the room in order for every student to hear me. Any student who needs to be moved
for better viewing will be accordingly. Early finishing students will begin their homework in the math
textbook. If students finish all (evens and odds) independent work and homework then they will read
silently. ESOL students are seated at the front of the room and are each given completed notes if
applicable. Slower paced learners and special needs students will be given individualized instruction
during independent work time.
Assessment Characteristics:
Pre-Assessments
After the Am I Ready quiz and the Check My Progress quiz all pre-assessments will be
teacher observation. This will be a question based review about the previous lessons thus far. Based on
students answers and possible questions decisions will be made as to what material will require additional
time to master.
During-Assessments
The during-assessments for each lesson re teacher observation based. These assessments will
include questioning, student answers, student independent work, group work conclusions, etc. These
assessments will be used to decide what needs to be included in the wrap-up of that particular lesson each
day. If something specific is included in the wrap-up then it will also be included in the following days
prior lesson recap.
Post-Assessments
The post-assessments for each day will consist of the review of the days lesson. Using both the
pre and during-assessments the instructor will be able to decide what material needs more focus and what
material has been mastered.
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EDUC 461: TWS #4

Assessment Plan

Jankouskas

Formative Assessments
The Am I Ready pre-assessment quiz contains thirteen equations on the front side. The
fourteenth question is in word form. The back side is on vocabulary. This side contains a chart where
students fill vocabulary words next to their corresponding definitions using a word box. This assessment
is not recorded as a grade, but instead marked and recorded based on what students already have
mastered. The total question number is twenty.
The Check My Progress quiz is very similar to the pre-assessment in structure and quantity of
questions. This assessment will be recorded as a grade, but also used as a tool to decide what material
needs to be re-taught. The total question number is twenty
The conclusive exam in this unit is a two page front and back exam with thirty questions. Twenty
questions are equations that need solved or number sentences that need compared, while the other ten are
word problems or chart questions that use a table or data to answer.
All quizzes count as thirty percent while tests are seventy percent.
These assessments are aligned with the Common Core standards 4.NBT.A and 4.NBT.B that deal
with place values, ordering/comparing numbers, and basic arithmetic strategies. The McGraw-Hill math
textbook directly follows these standards and indicators within each chapter.

Am I Ready Front:

Am I Ready Back:

EDUC 461: TWS #4

Assessment Plan

Jankouskas

Possible Lesson Adaptions:

Within this unit there are many ways to adapt a lesson. There are games, songs, videos, and
manipulates that can be added. One contingency that I have planned for is if students struggle with place
value recognition then as a class we will develop a graphic organizer within each students math notebook
that better exemplifies a multi-digit number and its labelled place values. In the beginning of the unit we
will use the number 123,456,789 as a benchmark and label each of its place values as well as sectioning
the word in its last names example: hundred millions, ten millions, and millions belong to the last
name millions. Throughout the unit students will be pronouncing as well as writing these numbers, but
if more instruction is needed, as a class we will develop an anchor chart for each students math notebook.
It might have more meaning and help students retain the place values more efficiently if the students
create the chart together with little guidance from the instructor. Another adaption to lessons within this
unit is that if at any point during independent work or group work I see a large portion of the class
struggling I will reconvene the class as a whole group and return to the notes in order to re-teach the
lesson in a different more productive way. This also will occur when we are correcting homework. If
large sections of the class are not consistently achieving incorrect answers then re-teaching that particular
lesson in a different way is required.

Pre-Assessments:

During-Assessment:

Post-Assessment:

Student Score
Student Score
Student Score
#1
70
#1
80
#1
90
#2
85
#2
100
#2
93
#3
90
#3
100
#3
100
#4
30
#4
60
#4
80
#5
65
#5
90
#5
93
#6
90
#6
100
#6
93
#7
70
#7
70
#7
80
#8
50
#8
65
#8
76
#9
85
#9
95
#9
93
#10
55
#10
70
#10
76
#11
85
#11
90
#11
93
#12
85
#12
85
#12
90
#13
40
#13
65
#13
67
#14
45
#14
70
#14
76
#15
70
#15
90
#15
100
#16
85
#16
100
#16
100
#17
35
#17
80
#17
86
#18
65
#18
65
#18
70
#19
80
#19
95
#19
97
#20
55
#20
80
#20
83
#21
55
#21
75
#21
76
#22
70
#22
60
#22
100
#23
40
#23
60
#23
83
#24
65
#24
80
#24
83
Mean
65.21
Mean
77.21
Mean
86.58
The above charts represent student scores in only the pre-assessment. This data will hopefully
increase through each assessment. The post-assessment may decrease or stay the same due the increase in
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EDUC 461: TWS #4

Assessment Plan

Jankouskas

volume of questions and the addition of word problems and chart related questions. The post-assessment
also contains ten more questions than the pre and during-assessments. This may change the students
score due the fact that each question will then be worth less.