Step 4 – B Activity
Examples of Whole Class/Group Assessment
Activity 1: Creating a Concept Map
Have students work in groups to complete a Concept Definition Map for the concept of rational numbers. See the following sample.
Concept Definition Map
Category Properties
What is it? What are its characteristics?
Word
Examples Non-examples
Format adapted from R. M. Schwartz. "Learning to Learn Vocabulary in Content Area Textbooks." Journal of Reading 32, 2 (November 1988), p. 110, Example 1. Adapted with permission from the International Reading Association.
Concept Definition Map
Category Properties
What is it? What are its characteristics?
Word
Examples Non-examples
Format adapted from R. M. Schwartz. "Learning to Learn Vocabulary in Content Area Textbooks." Journal of Reading 32, 2 (November 1988), p. 110, Example 1. Adapted with permission from the International Reading Association.
Activity 2: Zooming in on the Target
Write the numbers 1 through 10 on the board. Students will work in pairs to eliminate each number listed on the board.
You will need four dice with the following numbers written on each:
• Die 1: [pic], [pic], [pic], [pic], [pic], [pic]
• Die 2: [pic], [pic], [pic], [pic], [pic], [pic]
• Die 3: –2, –5, –10, 16, 20, 100
• Die 4: 2, 5, 10, –16, –20, –100.
Roll all the dice and write the numbers rolled on the board, so that students can see what numbers came up.
Pairs of students work for five minutes to come up with as many of the numbers 1 through 10 as possible. The students will use some or all of the numbers that were rolled and any of addition, subtraction, multiplication, division, squaring, finding the square root and brackets to create any of the numbers 1 through 10.
Starting with 1, have students share with the class the number sentences they have used to create the numbers. List all of the possibilities that the class has come up with. Pairs score one point for a correct number sentence. Eliminate 1 off the board once points are awarded and repeat the process for the other numbers. Some numbers may not have been eliminated. Roll the dice again and have student pairs try for the remaining numbers. Before the second or third roll of the dice, you may wish to have a discussion about what numbers would be most helpful.
When all of the numbers have been eliminated, the pair with the most points is the winner.
Adapted from R. Bresser and C. Holtzman. Minilessons for Math Practice: Grades 3–5, p.13. Sausalito, CA: Math Solutions, 2006. Marilyn Burns Education Associates.
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[pic]
–2.38
[pic]
(
Includes positive and negative fractions.
Includes positive and negative terminating and repeating decimals.
0 is included.
Can have positives and negatives.
Rational Numbers
Real Numbers
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