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Teacher resource - Alberta Assessment Consortium

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Teacher resource - Alberta Assessment ConsortiumTeache

    Alberta Assessment Consortium Grade 3 Mathematics Performance Assessment Task: Combined Grade Support

     The T-Shirt Order

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.

Combined Grade Support Materials include:

     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 Rubric (p. 7)

     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

    Grade 3: The T-Shirt Order Combined Grade Support

    2

    Grade 3 Mathematics

    Combined Grade Support: Grade 2 Learner Outcomes and Criteria

    The T-Shirt Order

    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

    their addition. You may choose to make that an expectation for your Grade 2

    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

    Grade 3: The T-Shirt Order Combined Grade Support

    3

    Grade 3 Mathematics

    Combined Grade Support: Grade 2 Rubric

    The T-Shirt Order

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

    Grade 3: The T-Shirt Order Combined Grade Support

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.

    4

    Grade 3 Mathematics

    Combined Grade Support: Grade 2 Student Self-Reflection

    The T-Shirt Order

    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

     strategies to add

    numbers

AAC… everyday assessment tools to support student learning August 2012

    Grade 3: The T-Shirt Order Combined Grade Support

    5

    Grade 3 Mathematics

    Combined Grade Support: Grade 4 Learner Outcomes and Criteria

    The T-Shirt Order

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

    Grade 3: The T-Shirt Order Combined Grade Support

    5

    Grade 3 Mathematics

    Combined Grade Support: Grade 4 Alternate Student Task

    The T-Shirt Order

You and your classmates have just received brand new school

    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.

     Describe your strategies for adding and multiplying the

    numbers.

    AAC… everyday assessment tools to support student learning August 2012

    Grade 3: The T-Shirt Order Combined Grade Support

    7

    Grade 3 Mathematics

    Combined Grade Support: Grade 4 Rubric

    The T-Shirt Order

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

    Grade 3: The T-Shirt Order Combined Grade Support

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.

    8

    Grade 3 Mathematics

    Combined Grade Support: Grade 4 Student Self-Reflection

    The T-Shirt Order

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

    strategy for adding the

    numbers.

    AAC… everyday assessment tools to support student learning August 2012 Grade 3: The T-Shirt Order Combined Grade Support

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