Elizabeth Kolb ECED 429 Spring 2014 Assessment Table for Lesson #2 Overview: My second lesson was a review

of adding money with using estimation and problem-solving strategies. The pre-assessment was for the students to remember the song that had the coin values as well as touch points. The scoring of the pre-assessment was a Yes, No, and a (-). The during assessment was for the students was doing the problem of the day in which they would have to do different problem solving strategies. They had a score of Yes or No. The post-assessment was for the students to show me or tell me what they did to solve the problem of the day. Lesson Objective Students will demonstrate strategies to solve money word problems involving expressions, drawings, symbols, or models with a degree of 75%. Assessment of Objective Pre- Students will have the basic knowledge of the touch points of the penny, nickel, dime, and quarter. Penny has no touch points, nickel has one touch point, dime has two touch points, and quarter has 5 touch points. The students will also have the knowledge that one touch point is 5. Use of Formative Assessment The assessment of the lesson was for students to come up with different methods to solve a word problem. The students had to apply that same concept that they are different ways to solve a word problem. The purpose of the pre is the students keeping in mind the values of the coins and reinforcing the touch points. For the preassessment, I used a mental checklist. The purpose of the during assessment is the students applying the idea of knowing there are more ways to solve a word problem. Another purpose is so that the students have different ways to solve a problem so Accommodat ions Early finishers had the option of starting the game early and the Smart Board games. Late finishers had to be given more time in order to do the lesson. I let the students continue working on the worksheet. I would give them private instruction for extra help. My ESOL students finished early except one because he is one of the lower students. I gave him more time to finish and even more instruction that is private.

DuringStudents will be doing the problem of the day, which is how students will be getting other ways to the answer of the problem. The point of the during assessment to realize there are other strategies to get to the right answer.

PostStudents will then demonstrate those strategies to the class and the students will have basic skills of problem solving strategies when it comes to money. The purpose of the strategies to show different ways for students to figure out a word problem in many different ways.

they can find one that is easier for them. For the during assessment, the students had to do their problem in their math journals. The purpose of the post assessment is so the students are applying those different strategies when estimating sums counter parting with adding money. The use of this assessment was that students could see different strategies and apply them to solving a problem. The students will use these strategies for any type of word problem dealing with anything from geometry to measurement. For the post assessment, I used demonstration or explanation for the students.

Post-Assessment Results: Number of Students: Number of Students who were able to demonstrate problem solving strategies: Number of Students who were not able to demonstrate problem solving

24 19 5

strategies: Percentage of Class Achievement:

79%