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# Teacher resource - Alberta Assessment Consortium

By Vincent Taylor,2014-11-16 19:10
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Teacher resource - Alberta Assessment ConsortiumTeache

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For teachers of 2/3 or 3/4 combined-grade classrooms:

Although the specific methods for organizing data are introduced in Grade 3, this task provides

many potential connections to both Grade 2 and Grade 4 learner outcomes. On the following pages, you’ll find tools and notes to help you include and support these students.

See the Student Materials file for the student task, recording pages, teacher rubric, and student criteria and reflection tools.

See the Teacher Resource Materials file for Grade 3 learner outcomes and assessment criteria, teacher observation checklist, tips for teaching and differentiation, coaching feedback tools, and a reflective writing page.

Grade 2 Learner Outcomes, Assessment Criteria and Teaching Notes (p. 2) Grade 2 Rubric (p. 3)

Grade 2 Student Self-Reflection Tool (p. 4)

Grade 4 Learner Outcomes, Assessment Criteria and Teaching Notes (p. 5) Grade 4 Alternate Student Task (p. 6)

Grade 4 Student Self-Reflection Tool (p. 8)

Teachers have the ability to modify these materials in response to the specific learning needs of their students. Please visit www.aac.ab.ca for the most recent AAC version of these materials.

ASSESSMENT AND EVALUATION OF STUDENT LEARNING

AAC… everyday assessment tools to support student learning August 2012

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This performance task addresses the following learner outcomes (shown in Times New Roman font)

from the Mathematics Program of Studies:

NOTE: Where text is grey, that portion of the outcome is not specifically addressed in this task.

Criteria for Evaluation* Grade Two Learner Outcomes

Students provide evidence of

their learning as they:

Statistics and Probability

General Outcome: Collect, display and analyze data to solve problems.

1. Gather and record data about self and others to answer questions. collect and record data

[C, CN, PS, V]

Number

General Outcome: Develop number sense.

1. Say the number sequence 0 to 100 by: count quantity, using

2s, 5s and 10s, forward and backward, using starting points that are groups of 2 or 5

multiples of 2, 5 and 10 respectively

10s, using starting points from 1 to 9

2s, starting from 1.

[C, CN, ME, R]

9. Demonstrate an understanding of addition (limited to 1- and 2-digit solve a given problem

numerals) with answers to 100 and the corresponding subtraction by: using personal strategies

using personal strategies for adding and subtracting with and without the for addition

support of manipulatives

creating and solving problems that involve addition and subtraction

using the commutative property of addition

using the associative property of addition

[C, CN, ME, PS, R, V]

TEACHING NOTES:

; The Grade 2 outcome from Statistics and Probability is very similar to the Grade 3

outcome, and very few adjustments will need to be made to the activity. ; Many students in both grades will benefit from the use of manipulatives to support

students.

; You may choose to provide your Grade 2 students will a smaller set of data. ; You will have opportunities to address other Grade 2 outcomes, including even and

odd numbers (Number 2), ordinal numbers (Number 3), representing and describing

numbers (Number 4), and comparing and ordering numbers (Number 5), through

discussion and questioning.

AAC… everyday assessment tools to support student learning August 2012

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Student ________________________________________________________________

Level Proficient Adequate Limited * Insufficient/ Excellent

Blank * Criteria

No score is Collects and Collects and Collects and Collects and Collect and awarded because records data in a records data in records data in records data in record data there is skillful manner. an effective an appropriate an ineffective (Statistics and insufficient manner. manner. manner. evidence of Probability 1) student performance [C, CN] based on the requirements of the assessment task.

Counts, using Counts, using Counts, using Unable to count Count groups of 2, to groups of 2, to groups of 2, with using groups of quantity, using reach a correct reach a significant 2. groups of 2 total. substantially errors. or 5 correct total. (Number 1) Counts, using Counts, using Counts, using Unable to count [ME, R] groups of 5, to groups of 5, to groups of 5, with using groups of

reach a correct reach a significant 5.

total. substantially errors.

correct total.

Uses efficient Uses practical Uses viable Uses Solve a given personal personal personal unworkable problem using strategies to add strategies to add strategies to add personal personal numbers. numbers. numbers. strategies to add strategies for numbers. addition

(Number 9)

[ME, C]

; When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to

help the student improve.

AAC… everyday assessment tools to support student learning August 2012

Teachers may modify these materials in response to the specific learning needs of their students. Please visit

www.aac.ab.ca for the most recent AAC version of these materials.

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Name _______________________________________________

Choose at least one way to improve your work.

I can do it Sometimes I need a by myself. I need lot of help Here’s how I can make it I can help. with this. better:

collect and record data

count by 2s and 5s

…use my own

numbers

AAC… everyday assessment tools to support student learning August 2012

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ASSESSMENT AND EVALUATION OF STUDENT LEARNING

This performance task addresses the following learner outcomes (shown in Times New Roman font)

from the Mathematics Program of Studies:

NOTE: Where text is grey, that portion of the outcome is not specifically addressed in this task.

Criteria for Evaluation* Grade Four Learner Outcomes

Students provide evidence of

their learning as they:

Number

General Outcome: Develop number sense

5. Describe and apply mental mathematics strategies to determine basic describe and apply

multiplication facts to 9x9 and related division facts. mental mathematics [C, CN, ME, R] strategies to determine

basic multiplication facts

6. Demonstrate an understanding of multiplication (2- or 3-digit by 1-digit) to describe and apply solve problems by: personal strategies for using personal strategies for multiplication with and without concrete multiplication (2-digit by materials 1-digit) using arrays to represent multiplication

connecting concrete representations to symbolic representations

estimating products

applying the distributive property.

[C, CN, ME, PS, R, V]

3. Demonstrate an understanding of addition of numbers with answers to use personal strategies 10 000 and their corresponding subtractions (limited to 3- and 4-digit for adding more than numerals) by: two numbers using personal strategies for adding and subtracting

estimating sums and differences

solving problems involving addition and subtraction

[C, CN, ME, PS, R]

TEACHING NOTES:

; The Grade 4 alternate version of the Student Task uses greater values for the cost

of applying names to t-shirts, and adds the expectation that students will use

multiplication as they complete the task. For students who may find those values

too difficult to work with, use the original task but still require the description of

multiplication strategies as part of the solution.

; Peer Coaching tools can be adapted for use by Grade 4 students if desired.AAC… everyday assessment tools to support student learning August 2012

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t-shirts. You want to find out how much it would cost to get

your names embroidered on the back of your shirts. The cost of stitching each name depends on how long the name is. There are 3 different prices:

Number of Letters Cost

Up to 4 letters \$4

5 or 6 letters \$8

7 or more letters \$12

Your job is to find out how many names fit into each

category, and how much it will cost to stitch all the names on t-shirts.

For this activity:

Organize the data from the class list.

Use multiplication and addition to solve a problem.

numbers.

AAC… everyday assessment tools to support student learning August 2012

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Student ________________________________________________________________

Level Proficient Adequate Limited * Insufficient/ Excellent

Blank * Criteria

No score is Describes and Describes and Describes and Describes and Describe and awarded because applies an applies a applies a viable applies an apply mental there is efficient practical strategy to unworkable mathematics insufficient strategy to strategy to determine basic strategy to evidence of strategies to determine basic determine basic multiplication determine basic student determine multiplication multiplication facts. multiplication performance basic facts. facts. facts. based on the multiplication requirements of the assessment facts task. (Number 5)

[C, CN, R]

Describes and Describes and Describes and Describes and Describe and applies an applies a applies a viable applies an apply personal efficient practical strategy for unworkable strategies for strategy for strategy for multiplication strategy for multiplication multiplication multiplication (2-digit by 1-multiplication (2-digit by 1-(2-digit by 1-(2-digit by 1-digit). (2-digit by 1-digit) digit). digit). digit). (Number 6)

[ME, C]

Uses efficient Uses practical Uses viable Uses Use personal personal personal personal unworkable strategies for strategies to add strategies to add strategies to add personal adding more numbers. numbers. numbers. strategies to add than 2 numbers. numbers

(Number 3)

[PS, ME, C]

; When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to

help the student improve.

AAC… everyday assessment tools to support student learning August 2012

Teachers may modify these materials in response to the specific learning needs of their students. Please visit

www.aac.ab.ca for the most recent AAC version of these materials.

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Name _________________________________________________________________

Choose at least one way to improve your work.

Excellent: Good: Not yet: Level

Clear and Complete I’m making

detailed. and progress, Here’s how I can make it I did great meaningful. but I still better: job in every I understand need help I Can… way! and can do with this.

this.

use and

describe mental

math strategies

for multiplication

facts.

explain my

strategy for

multiplying a

2-digit number by

a 1-digit number.

explain my