Math Pre Assessmentpart 1 Pre Assessment And Implementationgrade Leve ✓ Solved

Math Pre-Assessment Part 1: Pre-Assessment and Implementation Grade level of mentor class: 4th Grade Standards being taught in mentor class: CCSS.MATH.CONTENT.4.NBT.B.5 Description of unit being taught in mentor class: It involves multiplication of numbers; the students are learning the multiplication of a whole number of up to 4 digits by a one-digit whole number and two-digit whole numbers through the use of strategies based on place value and the properties of operations. Pre-assessment Description: 1. Find the product of the following sets of questions a.) 17 x 10 b.) 86 x 10 c.) 10 x70 d.) 80 x 60 2. A teacher wants to buy breakfast for her students. She will buy a packet of milk and 3 packets of biscuits for each student.

If there are 20 students in her class, how many packets of milk and biscuits should she buy? 3. If there are 20 cars per yard. How many cars are in 25 yards? 4.

If there are 12 packets of biscuits in one box, how many biscuits are in 250 boxes? 5. If one hoverboard cost 0, how much would 100 hoverboards cost? 6. A box contains 200 exercise books and 100 pens; how many books and pens are in 80 such boxes?

7. If one year has 365 days, how many days are there in a century? Feedback from mentor teacher: the assessment is well structured; it allows the students to slowly build upon their understanding of handling lighter multiplication problems to a more complex one. It is grade appropriate and therefore good for assessment. Part 2: Reflection Student assessment is vital to understanding whether the lesson is impactful to them or not.

Some of the pre-assessments methods can be oral, written, or through observation. This way, as a teacher, you can understand the specific areas through which you can plan on what is so appropriate for the students. This is because you can identify the strength as well as the weaknesses of the students. Every student has varying academic needs. This means that the way they may perceive one instructional strategy is not the same as how they may perceive another instructional strategy.

Therefore aligning these strategies to individualized learning delivery is what every teacher is required to do. In this preassessment test, I was looking forward to evaluating whether the students had prior knowledge of multiplication and what kind of learning process I could introduce to them. This way also, it was easier for me to plan all the required materials including those that were required for demonstration purposes, for group discussion as well as did away with resources that were not very important to the lesson delivery but still was able to work with the core mathematics standards pertaining this group of students. After the preassessment, I was able to grade the students, this had effects on the class arrangement I come up with.

This was by pairing fast learners with the students with whom English is a second language. Through such sitting arrangements and the distribution of class materials, the learners were able to coexist, socialize, and help each other with the classwork. Without proper planning, the instructions may have been appropriate, but the students may not have been interested, this could pose a very hard hurdle to overcome due to ignoring the very impactful stage of pre-assessment. This hence forms the basis of my future practice, where I have to first identify the specific student needs through pre-assessment, work out on the data, and therefore make arrangements on how they are to sit in class, collaborate in groups as well as work on individual student work and provide students with specific learning materials.

References © 2018 Grand Canyon University. All Rights Reserved. Clinical Field Experience C: Math Mini-Lesson Plan Part 1: Math Mini-Lesson Plan Math standard: Grade level: Brief description of the unit the class is currently learning: 1-2 learning objectives: Instructional strategy: Description of math learning activity that is directly related to the data received from the pre-assessment ( words): Formative assessment: Part 3: Reflection © 2018 Grand Canyon University. All Rights Reserved.

Paper for above instructions

Math Pre-Assessment and Implementation Observation Report

Part 1: Pre-Assessment and Implementation

Grade Level of Mentor Class: 4th Grade
Standards Being Taught: CCSS.MATH.CONTENT.4.NBT.B.5
Description of Unit Being Taught: The focus of this unit is on multiplication concepts, specifically multiplication of whole numbers up to four digits multiplied by one-digit and two-digit numbers, supported by strategies based on place value and the properties of operations.

Pre-Assessment Description

The pre-assessment is designed to evaluate the students' initial knowledge of multiplication before the unit begins. Below are the assessments administered:
1. Compute the following products:
- a) \( 17 \times 10 \)
- b) \( 86 \times 10 \)
- c) \( 10 \times 70 \)
- d) \( 80 \times 60 \)
2. A teacher plans to buy breakfast: If there are 20 students in her class, how many packets of milk and 3 packets of biscuits should she buy for each student?
3. If there are 20 cars per yard, how many cars are there in 25 yards?
4. If there are 12 packets of biscuits in one box, how many biscuits are in 250 boxes?
5. If one hoverboard costs 0, how much would 100 hoverboards cost?
6. A box contains 200 exercise books and 100 pens. How many books and pens are in 80 such boxes?
7. If one year has 365 days, how many days are there in a century?

Feedback from Mentor Teacher

The mentor teacher provided positive feedback regarding the structure of the assessment. They noted that it allows students to gradually build their understanding of multiplication, starting from simpler problems to more complex ones. Furthermore, it aligns well with the grade-level standards.

Part 2: Reflection

Student assessments, whether oral, written, or observational, are essential in gauging the efficacy of the instructional methods employed. Teachers can identify students' strengths and weaknesses, thus allowing them to devise a tailored approach that meets varied learning needs. Not all students receive and process information in the same manner, and aligning instructional strategies with individualized learning can be crucial for academic success (Tomlinson, 2014).
By employing this pre-assessment, I aimed to ascertain the students’ existing knowledge of multiplication, enabling the introduction of subsequent learning concepts grounded in their current understanding. The outcomes also informed my planning for necessary instructional materials required for demonstrations and collaborative discussions, while simultaneously assisting in the elimination of less relevant resources.
After scoring the pre-assessment, changes in classroom arrangement were mandated. A strategy was to pair advanced learners with those who might require more support, such as students for whom English is a second language (Klingner et al., 2006). This arrangement facilitated cooperative learning, enabling students to thrive in a supportive environment.
Effective pre-assessment is vital in ensuring instructional alignment with student interests. Misalignments between content and student engagement can impede learning outcomes, creating hurdles challenging for educators to overcome (Hattie, 2009). Hence, this pre-assessment experience solidifies my commitment to prioritizing student needs, driving instructional practices to adapt dynamically to the assessed knowledge and skills.

Part 3: Math Mini-Lesson Plan

Math Standard: CCSS.MATH.CONTENT.4.NBT.B.5
Grade Level: 4th Grade
Brief Description of the Unit: Exploring multiplication of whole numbers, focusing on operational properties and place value.

Learning Objectives:

1. Students will be able to accurately multiply a four-digit number by a one-digit number.
2. Students will demonstrate understanding of place value in multiplication.

Instructional Strategy:

Utilizing guided practice, where students work in pairs to solve multiplication problems derived from their pre-assessment results while encouraging verbal reasoning and peer feedback.

Description of Math Learning Activity:

Through mathematical games focusing on multiplication, students will tackle problems similar to those presented in their pre-assessment. For instance, using manipulatives (e.g., base-ten blocks or digital tools) will help clarify how multiplying a single-digit number can lead to larger products through visual representation of place value.
Additionally, students will engage in a problem-solving activity involving practical scenarios tied to the pre-assessment items. For example, they will work cooperatively to determine the total number of items needed if given different variables related to the scenarios, fostering both their computation skills and their application of multiplication in real-world contexts.

Formative Assessment:

At the end of the lesson, students will complete a brief set of problems similar to their pre-assessment, allowing for immediate checks of understanding. Based on their performance, further differentiation can be made through targeted interventions, ensuring a deep understanding of the multiplication concepts taught.

Conclusion

Effective lesson planning rooted in pre-assessment outcomes enables instructors to make informed instructional decisions to meet diverse student needs. This reflective practice ensures that all learners can engage meaningfully within their mathematical learning journey.

References

1. Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
2. Klingner, J. K., Artiles, A. J., & Méndez Barletta, L. (2006). The Impact of Teacher Preparation on the Quality of Instruction for English Language Learners. Teacher Education Quarterly, 33(3), 15-36.
3. Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
4. National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Author.
5. Common Core State Standards Initiative. (2010). Common Core State Standards for Mathematics. Author.
6. Educational Testing Service. (2013). Best Practices for Designing and Scoring Pre-Assessments. Author.
7. Stronge, J. H., & Tucker, P. D. (2003). Handbook for Evaluating Teacher Effectiveness. Eye on Education.
8. Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and Middle School Mathematics: Teaching Developmentally. Allyn & Bacon.
9. Clements, D. H., & Sarama, J. (2009). Learning and Teaching Early Math: The Critical Importance of a Good Start. American Educator, 33(2), 22-28.
10. Palloff, R. M., & Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom. Jossey-Bass.