The same questions used in your instruction can be used for formative assessments or summative assessments. It is how a teacher uses the students’ work that is different – to inform instructional decisions, to converse with students about their ideas, or to evaluate achievement when you are ready to move on. -Informative Assessment: Formative Assessment to Improve Math Achievement (Scholastic 2011, 23)
v Journal (reflective) o Name two things you learned today. o Explain how … o How do you know … v Exit cards v Multiple choice v Thumbs up if yes, thumbs down if no v Raise hand if agree, disagree, or have no idea v Learner responders
Look for: Misconception: Division always makes the quotient smaller.
Should do: ü Have students model a problem such as 2 1 ÷ where the divisor (1/3) is bigger than 3 3 the dividend (2/3). Ask the question, “how many 1/3’s in 2/3?“ to help students see that the quotient can be bigger. ü Students may need to see several models before they completely understand. ü Be aware that students may try to treat ½ as the whole, breaking it into fourths. Remind them not to change the value of the whole.
“Effective assessment reveals the differences between what was taught and what was learned.” -Constructive Assessment in Mathematics: Practice Steps for Classroom Teachers (Clarke 1997, 15)
Students should answer the following question (from slide 11 in SMART Board) on their own then come together to discuss in small groups. Students should remember to justify their thinking and critique each other’s thinking. They may want to make notes on their paper that they can refer to in the whole group discussion. Then, discuss their ideas whole group.
Name ________________________ Hour __________ When dividing fractions can your answer be greater than, less than, or between the two fractions you are dividing? Explain why or why not for each situation and give examples to illustrate your position. Greater than: _________________________________________________________ _________________________________________________________ _________________________________________________________
Less than:
_________________________________________________________ _________________________________________________________ _________________________________________________________
Between the two fractions: _________________________________________________________ _________________________________________________________ _________________________________________________________