Sarah Herman

TCH_LRN 413
March 28th, 2017
Assessment

Lesson: 3rd grade- Rounding to the Nearest Hundred

Language Objective: Students will be able to utilize their prior knowledge to determine an
understanding collaboratively on rounding to the nearest hundred.

Ways to Assess:
- Throughout the rounding unit, students will be writing their predictions and assumptions
in their math journal and then writing whether or not they were correct, had already
known the information, or something new that they learned by the end of the day during
the math unit. Throughout the unit these will be collected by the teacher and then
determined whether or not the students were channeling their prior knowledge to provoke
the objectives of the lesson and see if these were met through their writings.

- Students will work with the class to create an anchor chart in the beginning of the lesson
that will pull from their prior knowledge on estimation. The students will be held
accountable to working as a group to determine what is put on the anchor chart, and how
it will be utilized throughout the introduction of rounding. The teacher will be able to
assess the classes knowledge and see whether or not the class is able to help spark new
ideas for the students.

- Students will individually be asked questions to determine how they worked in teams, as
well as their overall concept knowledge. The teacher will record the responses.

- Students will individually use manipulatives to round in a verbal response to teachers, or

co-teachers.

- Near the end of the unit students will be given worksheets in which they will show their
knowledge of rounding. Students can reference their math journals for additional help.
These assignments will be collected and recorded the results.

How to use the data:

In the beginning of the unit, each day the students will observe the objective and respond
to it in their math journal. As the students respond to the objective, they will copy down the
objective and discuss whether they have an idea of what this is or if they are new to the concept
they can reflect on what they imagine. These math journals will be a tool in which they are able
to utilize throughout the lessons as well as a place to reflect on what they have learned
throughout the day. This will allow the teachers to walk around and see a check in as they are
responding in their journal, but it will also be a source that the teachers can look into to see if the
students are on track or where they may be confused at the end of each day to determine where
to move on or stay back in the lesson.
 Along with the beginning of the unit the idea of rounding will be introduced through an
interactive anchor chart on estimating. For that day the students will be asked to record what they
think estimation is and how it relates to rounding. From there the students will be able to share
aloud, work in teams, and individually bring forth ideas of what they think estimation is
throughout the creation of this anchor chart. This will allow the teacher to gage their prior
knowledge and decide to what depth does the lesson need to be introduced. The students will
ultimately be paired into groups of two during this interactive creation and the teachers will
assess it through a record of who has contributed. Since there are 2 in each group it is only
required that one member shares incase students do not feel comfortable sharing aloud, however,
their response needs to be geared together.

As far as assessing the students individually they will be required to do homework sheets,
and in class assignments. This will help the teacher assess the students primarily on content and
determine how the results will help veer the next lesson, or if a specific student needs a
differentiated course. However, because some students do not process their knowledge well onto
paper the teachers will also be calling the students to work one on one with manipulatives where
they will have the opportunity to use a whiteboard or verbally explain what is happening and
how they decided what direction to round. These results will be calculated into the same pool so
that students who possess different strengths are still able to reach towards the same success in
the days objective.

Using all of the collected data the teacher will then be able to see how assessing the
students resulted and determine whether or not more time needs to happen as a class in a certain
area, or if the students need differentiated lessons on rounding.