Introduction

In this assessment plan, students are exploring the big ideas of place value and decimals
through inquiry and facts. After the introduction of the lesson, students will be asked to make
their own conjecture as to which option they prefer. Once big ideas and outcomes are reached,
students will be asked to confirm or reject their conjectures. Finally students are to communicate
their results and discovery with the class. There will also be a discussion surrounding place
value as place value is a cultural concept. For example, a million in North America is different
than a million in a Latin country. As a conclusion of this assessment plan, students will take part
in an extension to introduce interest rates at banks and discussing how money can grow over
time.
Assessment Questions
1.

How much money would you have after 30 days if you were to receive one cent a day,
but double it every day thereafter for 30 days?

2. Would you rather receive one cent on the first day, two cents on the second day, and
double your salary every day thereafter for thirty days; OR receive exactly $ 1 000 000?
Explain your answer
Timeframe
We aim to delve into this assessment task over a two-day period. During this timeframe
intentional hinge points have been designed in order to measure student learning and
understanding along the way.
1st Hinge Point: On the first day students will be asked which is more, $ 1 000 000 OR doubling
one cent for 30 days. Students will be asked to calculate this by using the table provided for
them. After day 1, the teacher is to evaluate the calculations the students made one day one in
order to see if student understanding is accurate and that students are prepared to move to the
second part of the lesson.
2nd Hinge Point: One the second day that this task is presented to students they will be asked
to look at their calculations and explain why one is bigger / more than the other. After this part of
the lesson is complete the teacher will focus on the explanation in isolation of the calculations,
since the calculations were evaluated at the first hinge point.
These hinge points will provide feedback to the instructor that will ultimately help to move
learners forward.
Practicalities of Enacting this Assessment Plan
This is a really good activity where students are able to practice addition and/or multiplication in
a way that is relevant. It is really easy for the teacher to quickly assess where students are by
glancing at the sum either at the end of the week or at the end of the month. It is a way for
students to practice different operations without computing questions that require addition or
multiplication over and over again. This activity exposes students to number sense and different
number properties that are outlined by the Program of Studies.

As feedback for the students, they are given words of encouragement as opposed to a grade
where they would just use to compare how they did with their friends. We believe that this is a
crucial learning moment, as we are not focusing on what the student did wrong but what they
did right and what they can improve on. Those who are struggling with the activity are able get
the feedback that is needed without turning feedback into a negative. We believe that students
will be more open to this type of feedback and it will enhance their learning.
Outcomes As Outlined by the Program of Studies
This assessment plan adheres to the learning outcomes outlined in the Grade 5 Program of
Studies (Alberta Education, 2014). After the lesson, students will be able to:

Represent and describe whole numbers to 1 000 000.

Apply estimation strategies and number properties, such as: using doubling or halving
and repeated doubling and halving (Alberta Education, 2014).
Be able to confirm and verify their conjectures through a clear explanation.
Established goals

The main goals outlined for students by this assessment plan includes:
1. Applying estimation strategies
2. Using doubling
3. Explaining the process of doubling
Knowledge and Skill
Students will develop skills associated with communication, connection, estimation, reasoning,
and visualization in the process of completing this assessment task (Alberta Education, 2014.
Eventually the acquisition of this knowledge and skill will enable students to successfully attain
the established goals outlined by the task.

Essential questions and understanding - what are the key concepts we want students to
take away
Student understanding will be derived from the big ideas that surround this assessment plan.
Students will understand:

Place value
Decimals
Properties of doubling (multiplying by 2)
Properties of addition

The specific understanding desired through this assessment is for students to understand that
large numbers can be derived through doubling very small numbers over a certain length of
time.
Misunderstandings are predicted through the identification of common mistakes made by
students related to small versus large numbers. Students may expects that doubling one cents
over 30 days can not possibly add up to more than $ 1 000 000.
*Recognize that students may struggle with this idea
The provocative questions lies in the underlining question outlined by this assessment; Would
you rather receive one cent on the first day, two cents on the second day, and double your
salary every day thereafter for thirty days; OR receive exactly $ 1 000 000? After which the
students must calculate how much money they would have if the chose to double their cents
every day. Following the calculation students will be expected to explain their understanding.
The inquiry based question, Would you rather...? , leads to understanding big ideas
surrounding mental mathematics and doubling. Transferring learning of basic operations and
facts to a more advanced inquiry activity.
Enrichment Task
All Students
Ask students to represent the technique they used to solve the problem algebraically. This is an
opportunity for students to try to recognize that there is a pattern. Take the time to have a class
discussion about their findings.
Weaker Students
Have students who are struggling with the concept work backwards from a million. Change the
scenario where the end sum is $1,000,000 and they have to work backwards to see how much
they would get paid on a daily basis. Once all the numbers have been filled in, have students
compare the two charts (Appendix A). This extension could also work for students who have
finished early.
Theory

Math is ultimately learningabout making new connections and expanding ways of

knowing (Van de Walle, 2015, p. 26)
Productive inquiry is key to learning, yet there is need for direct instruction (Van de
Walle, 2015, p. 26). Certain mathematical facts must be taught in order for inquiry
learning to be beneficial.
There are multiple ways for complete a task (Van de Walle, 2015). The assessment task
accommodates for this through allowing students to consider multiple ways of finding the
answer as long as they are able to explain how they derived this (in question 2).
Do not teach skills in isolation of other skills (Van de Walle, 2015). While the assessment
task already connects multiplication (doubling) and addition, it can be extended include
division and subtraction. Therefore demonstrating the connection between the

operations. The concepts and skills described in the curriculum also form a network,
with multiple links between ideas (Van de Walle, 2015, p. 26)

Learning of all students can be enhanced when teachers create space for sharing and
learning from the cultural knowledge students bring to school. (Van de Walle, 2015, p.
3)

Inquiry based teaching is becoming a common way to describe teaching across all
subject areas and has become prominent in educational literature and curriculum
documents across Canada (Van de Walle, 2015)

Knowing isnt located within individuals, but arises in interactions and is distributed
across people (Van de Walle, 2015)

What we learn through inquiry can change what we thought we knew before, and it can
also be the basis for asking new questions and making new inquiries (Van de Walle,
2015)

Learning and teaching through inquiry shifts the focus from learning about mathematics
based on a checklist of skills and procedures to engaging with mathematics by doing
mathematics using mathematical ways of thinking and with a disposition of curiosity (Van
de Walle, 2015)

Assessment of learning vs. assessment for learning (Van de Walle, 2015)

Assessment

Summative Assessment
The charts attached in Appendix B, act as a worksheet where we, as teachers, are able to look
at the student's work and see if they understand addition (or multiplication), and place value as
it is very important when it comes to money. We have set up weekly calculations so that if a
student were to make a mistake early on in the assignment, we are able to catch it early enough
so that they do not have to change too many numbers.
Formative assessment
The marking rubric that accompanies this assessment (Appendix C) plan places strong
emphasis on formative assessment. Students are not marked in relation to numerical grades,
instead feedback rages from WOW to Insufficient / Blank. With a focus on formative assessment
as opposed to summative assessment.

Appendix A
Working Backwards

Starting from Zero

Appendix B
Handout for Students

Pay with first option Week 1

Day
Pay for the
Total
Number
day
Pay
1
2
3
4
5
6
7
Pay for Week 3
Pay for the
Day
Total Pay

Day
Number

Pay for Week 2

Pay for the
day

Day
Number

Pay for Week 4

Pay for the
Day

Day
Number

15
16
17
18
19
20
21

22
23
24
25
26
27
28
Pay for Week 5
Pay for the
Day

Day
Number
29
30

Total Pay

8
9
10
11
12
13
14

Total
Pay

Total Pay

Appendix C
Assessment Rubric (Alberta Education, 2009):
Level / Criteria

Question #1 (1st Hinge

Point):
How much money would
you have after 30 days if
you were to receive one
cent a day, but double it
every day thereafter for 30
days?

WOW!

Accurately applies estimation

and doubling to find the sum
and shows all necessary
steps. Place value is
accurate and decimals are
represented.

YES

Accurately applies estimation

and doubling to find the sum
and shows all necessary
steps. There are little to no
computation errors. Place
value is mostly accurate and
decimals are represented.
Applies estimation and
doubling with minor
calculation errors or not
showing all necessary steps.
Minor errors in place value
and decimal representation.

YES, BUT

NO, BUT

INSUFFICIENT / BLANK

Applies estimation and

doubling to find the sum with
major errors in calculations.
Errors in place value and
decimals hinders
computation.
No score awarded due to
insufficient evidence of

Question #2 (2nd Hinge

Point):
Would you rather receive
one cent on the first day,
two cents on the second
day, and double your salary
every day thereafter for
thirty days; OR receive
exactly $ 1 000 000?
Explain your answer.
Clearly explains the process
of doubling small numbers
with reference to having more
funds after doubling pennies.
The student successfully
confirms or rejects their
conjecture with clear
references to their table.
Explains the process of
doubling small numbers. The
student successfully confirms
or rejects their conjecture
with some references to their
table.
Explains the process
doubling small numbers
using only procedural
knowledge such as the steps
to apply. The student
successfully confirms or
rejects their conjecture.
Unable to explain the process
of doubling with clarity. The
student does not confirm nor
reject their conjecture.

No score awarded due to

insufficient evidence of

student learning based on the

requirements of the
assessment task

student learning based on the

requirements of the
assessment task

References:
Alberta Education. (2014). Grade 5. Mathematics Kindergarten to Grade 9, 27 30.
Retrieved from: http://education.alberta.ca/teachers/program/math.aspx.
Retrieved on: February 20, 2015.
Alberta Education (2009). Multiplication with Whole Numbers Assessment Plan, 1 14.
Retrieved from: http://www.learnalberta.ca/content/me5l/html/math5.html?
goLesson=7. Retrieved on: February 6, 2015.
Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment:
Minute by minute and day by day http://www.ascd.org/publications/educationalleadership/nov05/vol63/num03/Classroom-Assessment@-Minute-by-Minute,Day-by-Day.aspx
Math.rice.edu, (2015). Cynthia Lanius' Lesson: A Mathematics Fantasy. [online]
Available at: http://math.rice.edu/%7Elanius/pro/rich.html [Accessed 8 Mar.
2015].