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4. Assessment Plan for Three Consecutive Lessons (LO 2.3) (APS 3)

Overview:
Since full-time take over is during the third semester, the math
standards on fractions will be covered in this unit. As mentioned
before, fractions are very intimidating to students as well as to
teachers. Throughout the years, many fifth grade students have
developed a phobia of fractions, which has made it harder for them to
learn fractions. While many students struggle to learn fractions,
teachers struggle too. Many teachers struggle because they
themselves are not comfortable in their own ability when teaching
fractions. So to prepare myself to teach one of the most daunting units
in the fifth grade curriculum, I must be proactive. In order to be
proactive with this unit and to ensure student progress throughout the
lessons, I will wholeheartedly rely on data from the formative
assessments and summative assessment given.
The formative assessments that took place in this unit were
delivered at the beginning of the unit as well as during many other
opportunities. The different types of formative assessments given were
think-pair-share, exit slips, post-it wall, three facts and a fib, ticket out
of the door, and the frayer model. For this unit, these formative
assessments were given at the beginning of the unit and during the
unit; they provided feedback of the students learning. That feedback
then allowed me to adjust the ongoing teaching of lessons and learning

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of students. There was only one summative assessment given to
students. That summative assessment was in the format of a
chapter/unit test on fractions given at the very end of the unit.
To be completely fair to students all formative assessments were
given in a simplistic fashion that allowed students with and without
IEPs and 504 Plans success. There was only one summative
assessment given in this unit. For students with an IEP, 504 Plan, or
ESL the chapter/unit test was read aloud to them in a small group
setting.

Pre- assessment:
The pre-assessment used in the unit was the Am I Ready? page
out of the students workbooks. The workbook page is aligned with the
unit objective(s) because the worksheet includes problems for each
objective covered in the fraction unit. When scoring or evaluating the
pre-assessment, students were graded on the amount of questions
they answered correctly and the number of questions they answered
wrong in comparison to the answer key.
When it comes to using the pre-assessment in relation to
determining where the students performance were in relation to the
unit objectives, students works were further analyzed for if they had a
genuine understanding of the different objectives. A few students
expressed a genuine understanding of the objective and got all the

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questions right placing them in the beyond level category. While other
students missed many questions on the pre-assessment placing them
in the categories of approaching standard and/or on standard. Taking a
further look also gives me a chance to address any misconceptions a
student may have that could possibly save time next week. Attached
is an example of the pre-assessment and answer key.

During-assessment
Between the lessons taught in this unit, during-assessments
were given to students regularly for every lesson. Like mentioned
above, during-assessments provided feedback of the students
learning. It is that feedback given from the during-assessments that
drove the lessons to come, which eventually made all the difference
when teaching this hard unit of fractions to students. Even though the
during-assessments were key to the direction of lessons, the way in
which they were delivered to students varied. The different types of
during-assessments used in this unit were participation in open class
discussions, participation in taking notes in math journals, correctly
completing guided practices and independent practices in math
workbook, and appropriates growth in differential small group
instructions.
The use of the many different during-assessments allowed
students the opportunity to express what they learned from lessons in

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different ways. Some lessons during assessments was open class
discussion, which allowed students to verbally state what they learned.
While with other lessons guided practices and independent practices
were used for students to write the correct procedural steps down on
paper to arrive with the right answer. The different duringassessments also gave me, the teacher, different ways to evaluate if
students meet the aligned unit objective. Take for an example when
differential small group instruction was used as a during-assessment
with approaching level students that had difficulties knowing how to
simplify, those students were evaluated and scored on their ability to
better understand how to simplify fractions at the conclusion of small
group .

Post-assessment:
Mentioned above, there was only one summative assessment
given to students for this unit. The post-assessment was given to
students at the very end of the unit after every unit objective was
taught, learned, and reviewed. The role of the post-assessment is to
measure the students level of knowledge that they have gained about
fractions by the completion of the unit. So to grant students the
success of doing that, the post-assessment was structured in a way
that allowed students to apply their recently gained knowledge.

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The post-assessment consisted of three pages front and back
filled with fraction math problems that were aligned with the unit
objectives. To help students understand the expectations of the
assessment, the post-assessment closely followed the layout of their
math workbook pages, which students have been constantly exposed
to when completing homework and class work. Allowing the
assessment to follow those guidelines made the assessment much
easier for students to do well on and express their knowledge and work
of the content learned. With the assessment being familiar with
students it also granted me the opportunity to effectively evaluate and
score students growth and knowledge. To evaluate and score, the
ideal evaluation was that each student would correctly answer each
problem and provided work. Realistically, I know that many students
will not correctly answer every question; therefore, as long as they
correctly answered enough questions to make a seventy or higher on
the post-assessment I will consider that students did or did not meet
my degree of accuracy and have successfully learned the content.

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Assessment Plan Table

Unit Objective
Unit Objective 1:
CCSS.Math.Content.5.NF.B.3
When given a fraction problem,
students will interpret a fraction
as division of the numerator by
the denominator.

Assessmen
ts

Format of
Assessmen
t
Preassessment:
Students
will
complete
the preassessment
Am I Ready

Accommodations

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PreAssessment
Unit Objective 2:
CCSS.Math.Content.5.NF.A.2
When given a fraction problem,
students will solve word
problems involving addition and
subtraction of fractions.

Unit Objective 3:
CCSS.Math.Content.5.NF.B.5
&
CCSS.Math.Content.5.NF.B.5.b
Students will be able to interpret
multiplication as scaling and
explain why multiplying a given
number by a fraction less than 1
results in a product smaller than
the given number.

Unit Objective 4:
CCSS.Math.Content.5.NF.A.2
Students will be expected to
solve word problems involving
addition and subtraction of
fractions referring to the same
whole, including cases of unlike
denominators
Unit Objective 5:
CCSS.Math.Content.5.NF.B.5
&
CCSS.Math.Content.5.NF.B.5.b
Students will be able to interpret
multiplication as scaling and
explain why multiplying a given

DuringAssessment

PostAssessment

page 607
Duringassessment:
Students
will have
open class
discussion
Students approaching
Duringlevel and on level
assessment:
students needing
Students
more
assistance will
will use the
be pulled for small
iPad app
group instruction.
Flicker on
For the student with
for a
an IEP and 504 Plan
formative
when working
quiz
independently,
the
Duringassessment: directions will be read
aloud.
After
For students that are
reading the
identified as ESL or
essential
ELL, when working
question,
independently,
the
students
will have an directions will be read
aloud.
open class
discussion
For this lesson,
about what
students approaching
they think
level, on level, and
they will
beyond level will work
learn.
together to solve the
Duringproblems using
assessment:
technology
(Plickers).
Students
will be
expected to
complete an
exit slip on
simplest
form.
Duringassessment:
Student will
be expected
to complete
the
independen

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number by a fraction less than 1
results in a product smaller than
the given number.

t practice
page in
their math
workbooks.
Postassessment:
Student will
be expected
to take the
chapter/unit
test and the
end of the
unit.

Pre-Assessment Data
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6

10 out 14 correct
1 out 14 correct
12 out 14 correct
10 out 14 correct
0 out 14 correct
7 out 14 correct

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Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Mean

1 out 14 correct
13 out 14 correct
5 out 14 correct
8 out 14 correct
13 out 14 correct
0 out 14 correct
11 out 14 correct
5 out 14 correct
3 out 14 correct
4 out 14 correct
12 out 14 correct
1 out 14 correct
10 out 14 correct
0 out 14 correct
1 out 14 correct
5.7

Example of Pre-assessment

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Example of During Assessment

Independent Practice

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Example of During Assessment

Differential Small Group Instructions.

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During Assessment
Question on Exit Slip

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Summative Assessment

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Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Mean

20 out 20 correct
16 out 20 correct
20 out 20 correct
20 out 20 correct
0 out 20 correct
19 out 20 correct
18 out 20 correct
13 out 20 correct
13 out 20 correct
18 out 20 correct
13 out 20 correct
8 out 20 correct
20 out 20 correct
20 out 20 correct
15 out 20 correct
16 out 20 correct
18 out 20 correct
14 out 20 correct
15 out 20 correct
6 out 20 correct
10 out 20 correct
9.4