Step 4 – Section A Activities



Examples of Whole Class/Group Assessment

Counting to 1000

The following assessment can be given to the whole class, to small groups or to individual students, either orally or written. It can be broken up and given one question or a few questions at a time. The assessment can be easily modified using different numbers to ensure students have many chances to succeed.

Students can also be given a version of this assessment to complete using a number line or a number chart. In addition, ask students to write down or explain to you what patterns they observe in their lists of numbers.

While administering the assessment, or parts of this assessment, make notes about how students are answering the skip-counting questions. Are they able to answer quickly, understanding and applying the patterns they can observe in the numbers, or do they need to add the skip-counting number to each successive number? Do they need to make notes on paper in order to perform additions or keep track along the way?

Name ______________________________________

Write 10 more numbers in each list. Do you see a pattern?

Count up by 5s, starting at 763:

763,

Count up by 10s, starting at 87:

87,

Count up by 100s, starting at 21:

21,

Count up by 3s, starting at 18:

18,

Count up by 4s, starting at 32:

32,

Count up by 25s, starting at 150:

150,

Count backward by 5s, starting at 258:

258,

Count backward by 10s, starting at 529:

529,

Count backward by 100s, starting at 974:

974,

Count backward by 3s, starting at 99:

99,

Count backward by 4s, starting at 80:

80,

Count backward by 25s, starting at 675:

675,

Name ___________________________________

| |

|SCORING GUIDE |

|Numbers to 1000 |

| | | | | | |

|Level |4 |3 |2 |1 |Insufficient / Blank( |

| |Excellent |Proficient |Adequate |Limited* | |

| | | | | | |

| | | | | | |

|Criteria | | | | | |

|Counting by 5s, 10s |The student can skip |The student can skip |The student can skip |The student can skip |The student cannot show |

|and 100s |count forward by 5s, 10s|count forward by 5s, 10s|count forward by 5s, 10s|count forward by 5s, 10s|that he or she can skip |

| |or 100s, starting from |or 100s, starting from |or 100s, starting from |or 100s, starting from |count by 5s, 10s or |

| |any number from 1 to |any number from 1 to |different numbers from 1|0. Student can start |100s. |

| |1000. The student sees |1000. Sometimes it is |to 1000. Student may |from different numbers | |

| |and uses patterns in the|difficult to figure out |have trouble skip |with support. The | |

| |numbers to help do this |what number comes next. |counting backward or |student cannot predict | |

| |quickly and easily. | |skip counting long |the patterns in | |

| | | |sequences of numbers. |sequences with random | |

| | | | |starting points. | |

| |The student can skip |The student can skip |The student can skip |The student can skip |The student cannot show |

|Counting by 3s, 4s |count forward by 3s, 4s |count forward by 3s, 4s |count forward by 3s, 4s |count by 3s, 4s or 25s, |that he or she can skip |

|and 25s |and 25s, starting |and 25s, starting |and 25s. The student may|with support. The |count by 3s, 4s and 25s.|

| |anywhere along the |anywhere along the |have trouble figuring |student cannot see the | |

| |skip-counting sequence |skip-counting sequence |out what number comes |patterns in these | |

| |for those numbers. The |for those numbers. |next or starting at |skip-counting sequences.| |

| |student knows and uses |Sometimes it is hard to |numbers other than 0. | | |

| |the patterns for these |figure out what number | | | |

| |skip-counting numbers. |comes next. | | | |

|Skip Counting |The student can apply |The student can skip |The student can skip |The student can skip |The student cannot show |

|Backward |the same ideas to skip |count backward |count backward some of |count backward with |that he or she can skip |

| |counting backward as he |successfully most of the|the time. It is |support. |count backward. |

| |or she does to skip |time. The student can |difficult to skip count | | |

| |counting forward. The |skip count backward more|backward without making | | |

| |student can think of |easily by some numbers |mistakes. | | |

| |patterns backward and |compared to other | | | |

| |easily apply |numbers. | | | |

| |these to the | | | | |

| |skip counting. | | | | |

( When work is judged to be limited or insufficient, the teacher makes decisions about appropriate interventions to help the student improve.

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