Where in the World is the Elephant?

Description of Assessments:

 

 

Week 1:

 

Course Related Self-Confidence Survey:  Students will be given this assessment at the beginning of class before they start this new unit in case the teacher(s) needs to make any adjustments to the lesson plans.  This assessment consists of a few simple questions aimed at getting a rough measure of the students' self-confidence in relation to a specific skill or ability. When teachers know the students' level of confidence, and what affects that confidence, they can more effectively structure assignments that will build confidence and enhance motivation. I think this assessment would be perfect for 6th graders working on the Where in the World is the Elephant? project. Students will be asked to rank their level of confidence in the following areas:  Ordering of Whole Numbers, Ordering of Rational Numbers, Word Problems, Finding Perimeter, Finding Area, Reading Maps, Setting up Proportions.

 

Application Cards:  After the Estimations Lesson, students will need to write down at least one possible, real-world application for what they have just learned on an index card. Students most likely will see the possible relevance of what they are learning. For my group project, Where in the World is the Elephant?, this will be a great assessment because after students learn a concept they will already be applying that concept in the clue that the henchmen leaves for them to solve to find the Elephant. If the students have to come up with a real-world application after they have just learned the concept and before they read the clue, the students will most likely have a better understanding of the concept and an easier time figuring out the clue.

 

Approximate Analogies: For the Representing Numbers on a Number Line Lesson, students will need to complete the second half of an analogy- A is to B as X is to Y- for which the instructor has supplied the first half (A is to B). This allows teachers to find out whether their students understand the relationship between the two concepts or terms given as the first part of the analogy. This technique provides guided practice in making connections and practice that helps them strengthen and extend their “knowledge networks”. When students are working with whole numbers and rational numbers on a number line, you can have an analogy that says, “Integer is to Whole Number as ____________ is to ____________”. Answers: Fraction; Rational Number. Or, when students are working with area and perimeter, you can say, “ Area is to length*width as ____________ is to ____________.” Answers: Perimeter; 2l+2w. I think this is a good tool to use to check that students are paying attention and are making connections.

 

Quiz #1

 

Place the following numbers on the number line: 1, 100, 2, 95, 50, 62, 25, 10.

 

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Content, Form, and Functions Outline:  After the students are given clue #2, they will be responsible for filling out a content, form, and functions outline in response to the clue.  The student will respond to the clue by analyzing the “what” (content), “how” (form), and “why” (function) of it. Now, the text claims that this assessment is useful in courses focusing on written form. I agree but I also think that it would be useful in math because students will be given word problems and sometimes students have trouble figuring out the most important information in a word problem.

 

Week 2:

 

Misconception/Preconception Check: Before teaching the lesson, “Representation Fractions on a Number Line.” I will put the following questions on the board and ask students to answer the questions on a piece of paper:
1.   What is a rational number?
2.   Can you have a rational number with 0 on the bottom?
3.   How do you put rational numbers in order from least to greatest? In other words, is there something that you specifically do to know that one fraction is smaller than the other?
Then I will collect the papers and go over the questions. 

 

Quiz #2

Place the following on the number line: 4/4, ¾, .5, .38, 2/16, 10/12, 1/8, .9, 45/50, 5/6.

Equivalent measurements can be placed underneath each other.

 

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What’s the Principle?:  At this point students will have learned about estimation and representing whole numbers, decimals, and fractions on a number line.  Students will work on this assessment following Clue #3. What's the Principle? is an assessment technique in problem solving where the students are provided with a few problems and then told to state the principle that best applies to each problem. Responses to this technique tell teachers whether students understand how to apply basic principles of the discipline. After students read the clue, they will have to make a What’s the Principle column and should quickly be able to note what principle (i.e. estimation, fractions, whole number, etc) the clue illustrates in the column.

 

Week 3

Documented Problem Solutions:  This CAT is used to foster students into becoming problem solvers instead of just number crunchers.  It prompts students to keep track of the steps taken to solve a problem instead of just asking for an answer.  By analyzing the solutions it gives the teacher insights into each students problem solving skills.

 

Quiz #3

#1  You have been given a new section of the Austin Zoo to create 3 new enclosures for the incoming tiger, penguins, and llama.  The area of the section is 10,000 ft².  Draw a diagram for the 3 new enclosures with sidewalks and other necessities, (food stands, shops, restrooms, etc…)  In the diagram, include dimensions (length, width, area, perimeter) for each man made structure.  Each structure must have different dimension, and there must be at least 3 different polygons.

 

Week 4:

Muddiest Point: The Muddiest Point technique allows students to write down at least one question for the day at the end of the class period; what was something that didn't completely make sense? Each student will be required to analyze his/her own understanding and write something down. 

I will use it in my unit during the last 3 minutes of each "intro" class period. Scrap paper will be distributed, written on, and then dropped into the "Mud Bucket" on their way out the door. 

Common muddy points would be addressed the next day at the beginning of class. First however, I would make a list for students of some of the most common muddiest points and give the class a chance to answer each other’s questions. (Realizing that the teacher isn't the only one with knowledge can be very empowering for students.) Thisalso serves as a nice recap of the previous day before jumping into new ideas.

 

Quiz 4:

Enlarge the following drawing. The scale should be 3in = 1in.

 

 

 

 

 

 

Week 5:

Muddiest Point

Problem Recognition Task: Problem solving is a main goal in mathematics. It's not enough for students to have a "tool box" full of tricks/procedures if they don't know when to use them. Because of this, after covering several strategies, I will have my students come up with examples of when you would use each strategy and then switch with another group to see if each group could identify the strategy that should be used for the other groups' problems. The problems should be word problems to both embed the material in a real life situation and practice reading in content subjects.

 

Final Presentation Rubric:

 

CATEGORY	4	3	2	1
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Vocabulary	Uses appropriate math vocabulary, including key terms from the textbook. Extends audience vocabulary by reminding them of key terms.	Uses mainly appropriate math vocabulary, but does not define them.	Uses little math vocabulary.	Uses no math vocabulary.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Speaks Clearly	Speaks clearly and distinctly all (100-90%) the time, and mispronounces few words.	Speaks clearly and distinctly most of (80-90%) the time, but mispronounces at least one word.	Speaks clearly and distinctly most of the time, sometimes cannot be understood.	Often mumbles or cannot be understood.
Listens to Other Presentations	Listens intently. Does not make distracting noises or movements. Applauds at the end of each presentation.	Listens intently but has one distracting noise or movement. Applauds at the end of each presentation.	Sometimes does not appear to be listening but is not distracting.	Sometimes does not appear to be listening and has distracting noises or movements.