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Comprehensive

Unit Format, Part B (Form 1)


Design of Assessment: Formative Assessment Process


Lesson Plan Objectives


Decision Statement
(To be made before scoring)


Assessment Description
(attach as administered)


Result/instructional Implications
(describe after administered)

Lesson 1

Knowledge: The students will
understand that a group of ten is
called a ten. The students will
understand that the place of the 1 in
a teen number is ten, while the place
of the remainder is ones.

Skills: The students will be able to
visually represent numbers using ten
sticks and ones blocks. The students
will be able to tell the place of the
digits in teen numbers.

Lesson 2

Knowledge: The students will
understand that a group of ten is
called a ten. The students will
understand that the place of the 2 in
a 20s number is the tens, while the
remainder is in the ones place.

Skills: The students will be able to
visually represent numbers using ten
sticks and ones blocks. The students
will be able to tell the place of the
digits in numbers in the twenties.

Assessment: Worksheet where


students provide the place of the
digits in numbers 1-19

Criteria: Are students able to identify
the place of numbers?

I will take up their worksheet after


the lesson and use the information I
see from the independent practice
problem to drive instruction for the
next day. If all four of the students
are able to do it on their own
without difficulty, I will move on to
higher numbers (over 20), but if they
were unable to draw it correctly I will
stick with numbers under 20 and
reteach the material the next day.

The students were able to correctly


write the place of the numbers. I will
continue instruction as planned for
day 2, working on the place of the
numbers under 20

Assessment: Worksheet where


students provide the place of the
digits in numbers 20-29

Criteria: Are students able to identify
the place of numbers?

I will take up their worksheet after


the lesson and use the information I
see from the independent practice
problem to drive instruction for the
next day. If all four of the students
are able to do it on their own
without difficulty, I will move onto
value of numbers.

The students were able to correctly


identify the place of the numbers in
the twenties. I will continue
instruction as planned for day 3,
working on the value of numbers

Lesson 3

Knowledge: The students will
understand that the value of a digit is
how much it is worth. The students
will understand that the place and
value of a number is not the same.

Skills: The students will be able to
identify the value of digits in a
number.

Lesson 4

Knowledge: The students will
understand that expanded form is a
number broken down into the value
of its tens plus its ones.

Skills: The students will be able to,
once given a number, write it in
expanded form.

Lesson 5

Knowledge: Students will understand
that expanded form is written as the
tens plus the ones.

Skills: Students will be able to
distinguish between standard and
expanded form. They will be able to
explain how to write a number in
expanded form. They will be able to
implement expanded form to write
numbers.

Assessment: Observing student


responses regarding the value of
two-digit numbers provided.

Criteria: Are students able to identify
the value in numbers? Are students
able to answer questions about the
place and value of numbers (what is
the value of the number in the tens
place)?

I will observe the responses of each


student during closure when I ask
them to give the value of certain
numbers. If all of the students are
able to correctly identify the value of
numbers, I will know that they have
learned and I will be ready to move If
the students are still having trouble
with what the value is, I will pull
them for more small group lessons.

All four students in this small group


were able to correctly identify the
value of the numbers I gave. I believe
that they do not need small group
instruction anymore regarding place
and value so I will stop seeing them
in small group unless I notice, during
whole group instruction, anything
that needs intervention.

Assessment: Observing student


responses regarding the correct way
to express numbers in expanded
form.

Criteria: Can students write numbers
in expanded form? Are they able to
explain that in expanded form
numbers are written as the value of
the tens place plus the value of the
ones place?

Assessment: Exit ticketgiven a
number, students will write it in
expanded form.

Criteria: Can students write numbers
in expanded form? Are they able to
explain that in expanded form
numbers are written as the value of
the tens place plus the value of the
ones place?

I will observe student work in the


small group lesson. If all of the
students are able to begin to explain
expanded form to their shoulder
buddies, then I will know they
learned. If the students are having
trouble with the explanation or the
way to write expanded form, then I
know I will have to differ instruction
when I teach this to the whole group
the following lesson.

The students were all able to


correctly write numbers in expanded
form, but most had trouble being
able to explain what expanded form
is. I will tailor my instruction to the
whole group the following lesson
explaining more myself what it
means to expand something and
how expanded form is the value of
the tens plus the value of the ones.

If 9 out of the 13 students are able to


correctly represent the number in
expanded form, then I will move on
to the planned lesson the following
day. If more than 4 students are
unable to write the correct expanded
form, I will reteach the material the
next day.

____ students correctly wrote the


expanded form. The students are
ready for more practice with writing
numbers in various forms, so I will
continue instruction as planned and
for the next day.

Lesson 6

Knowledge: Students will understand
that expanded form is written as the
value of the tens plus the value of
the ones

Skills: Students will be able to
distinguish between standard and
expanded form. They will be able to
implement expanded form to write
numbers. Students will be able to
write numbers in standard,
expanded, and picture form.

Lesson 7

Knowledge: The students will
understand that numbers can be
written in multiple formats
(expanded, written, standard, and
picture form).

Skills: Students will be able to
identify and recognize numbers in
multiple formats (expanded, written,
standard, and picture form).

Assessment: Roll it, Make it, Expand


it worksheetstudents roll dice and
make the number in picture form,
then write it in expanded form.
Muddiest Point exit ticket: Students
will write down what they are having
the most trouble with in regards to
expanded form.

Criteria: Are students able to
generate numbers in picture and
expanded form? Are students able to
write numbers in expanded form
without relying on the picture form?
Are students able to express their
hardship with place value and
metacognitvely decide what they are
having trouble with?

Assessment: Exit ticketa sheet of
paper that has a number written in
word form, another in expanded
form, and one in picture form.
Students will look at each number
and write it in standard form. Then
they will write down their favorite
form to write numbers in and why.

Criteria: Are students able to identify
numbers written in various formats
and write them in standard form?
Are students able to express their
preference over writing numbers in
different formats?

If 9 out of the 13 students are able to


correctly complete both sides of the
Roll it, Make it, Expand it worksheet I
will be able to move on with
instruction the following day. I will
take the responses students provide
in the muddiest point exit ticket to
know how to tailor instruction to
their needs for the remaining
lessons.

All of the students were able to


correctly fill in both sides of their roll
it worksheets. The exit tickets
revealed that 6 students believe they
are having trouble with expanded
form, 2 with place, 2 with value, and
1 with both place and value. Over the
next lessons I will take this
information into account and make
sure that the students who perceive
themselves as having trouble in
certain areas build their fluency and
confidence in those areas, as well as
tackle any fundamental problems the
students are having.

If 9 out of the 13 students are able to


correctly write the standard form
version for 2 of the numbers, then I
will be able to continue with
instruction.

7 of the 13 students were correctly


able to identify all 3 forms in
standard form, while 2 more
students were able to correctly write
2 of the 3 forms, for a total of 9
students writing the standard form
correctly for at least 2 of the forms. I
will not differ whole group
instruction. However, during the
whole group activity, I did notice that
many students were having trouble
with visually confusing numbers,
such as 17 and 71. I have decided
that I will take this information and
make the next days lesson focused
on these numbers and what the
difference between them are.

Lesson 8

Knowledge: Students will understand
that numbers can be written in
multiple forms. Students will
understand that even if numbers
have the same digits, the place and
value changes.

Skills: Students will be able to
identify numbers written in various
formats. Students will be able to
correctly identify confusing pairs.

Lesson 9

Knowledge: The students will
understand that information about
numbers can come in a variety of
forms. They will understand that in a
riddle, you have to give enough clues
so someone will guess what the
riddle is about.

Skills: The students will be able to
express numbers in riddles, giving
clues about the place and value.

Lesson 10

Knowledge: The students will
understand that the value of a digit is
how much it is worth. The students

Assessment: Exit ticketeach


student has a different set of
confusing pairs written on it. They
will complete the exit ticket to
identify the place and value of each
of the digits in the numbers, as well
as draw a picture of each of the
numbers. I gave each student a
different set of numbers to make
sure they were answering them
based on their own ability, not
looking at other students papers for
answers.

Criteria: Are students able to identify
the place and value of digits in
numbers that look visually
confusing?

Assessment: Students will write
several number riddles that comprise
of clues regarding the place and
value of the numbers.

Criteria: Are students able to give
clues about the place and value of a
number? Will they have a deep
enough understanding of place and
value to give accurate clues?

If 9 out of the 13 students are


correctly able to complete the whole
exit ticket, I will continue with
instruction planned for the next day.
If more students are unable to
correctly fill out the exit ticket, I will
pull them for a small group the next
day to go over the fundamentals of
place and value.

8 of the students were able to


correctly fill out their exit ticket.
Since 5 of the students were unable
to, I will pull them the next day for a
small group lesson on place and
value to target the specific areas
they are still having trouble with. I
will continue with my whole group
lesson as planned and check in with
the 5 students throughout the lesson
to guide them through the activity.

If 9 out of the 13 students are


correctly able to write number in
riddle form, then I will know that
they are able to represent numbers
in multiple formats.

All 13 students were able to write


riddles about multiple numbers. All
of the students wrote riddles that
included clues about the place of a
number, while only 4 of the students
wrote about the value as one of their
clues. I am excited to see how
students are able to express their
understanding of numbers in
multiple formats.

Assessment: Student responses


regarding their ability to identify the
place and value of digits in a number

If all of the students are able to, with


guidance, identify the place and
value of digits, then I will know they
have learned. If 2 of them are able to
do it independently, I will know that

All 5 of the students were able to


identify place and value in the guided
practice portion of the small group
lesson. During independent practice,
3 of the students were able to

will understand that the place and


value of a number is not the same.
The students will understand the
place of a digit is the ones or tens
place.

Skills: The students will be able to
identify the value of digits in a
number. The students will be able to
identify the place of digits in a
number.

Criteria: Are students able to identify


the place of a digit? Are students
able to identify the value of a digit?

they have a better understanding of


place and value.

identify the place and value of their


numbers.

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