Summative Assessment- Jensen Kniska

Content: Mathematics

Learning Objective: Independently, TSW solve mathematical problems by using 1s and 10s to

fill out the assessment on extending the counting sequence to 120.

Differentiated Objective: Independently, TSW solve mathematical problems by using 5s, 10s

and 100s to fill out the assessment on extending the counting sequence to 1000. (2nd grade level

outcome)

Name and describe the assessment:

The summative assessment will be focused on mathematics and extending the counting

sequence with ones and tens. There are many different features of the questions. The students

are identifying the number of tens, actual number and writing the number word based on the

amount of ten frames visually on the page. They are using a number chart to indicate one more

in the counting sequence. They are using the same number chart on the page to determine what

is the missing number when given a series of four numbers counted by tens. For example, if the

number were 80, 90, 100, 120. They will have to show that 110 is the missing number. They

will have to write out the problem on an open number using tens and ones. There is a starting

number and ending number given. For example, the students would start out with the number 58

and count by tens to reach 98. For the ones, the students would start at 114 and count by ones to

118. The students will look at a picture. They will use the information inside of the picture to

figure out the total number of objects. As described the summative assessment, the students will

find there are fifty paper hearts in the box with some leftover on the table. The students will

have to use the number inside of the box and on the table. They will be required to use tens to

find that number. Lastly, they will have to explain their reasoning for their solution of the
picture problem. For example, the artist says there are 82 paper hearts. Some of the paper hearts

are hiding. How many paper hearts were hiding? Use the answer you had from number 6.

Explain how you found your answer. Each of the descriptions listed are used twice throughout

the assessment.
Rationale:

This assessment is developmentally appropriate. The students are required to understand how to

count using different skip-counting strategies, specifically ones and tens in first grade. In the

standard, the students need to know how to skip-count (ones and tens) within a range of any

number less than 120. They need to be able to write the written word for the number that is

being described. They will find the number based on representations and objects. The students

in the class are used to doing paper and pencil assessments. The teacher reads the question to the

students and they are independently answering the question. The teacher gives no hints or cues

about correct answer, it is all student-directed. The students have a number line and one hundred

twenty charts on their desk if they need additional assistance.

Differentiation:

Like the teacher candidate previously acknowledged, the advanced student has been working on

a second-grade level standard/objective. During the single lesson, she was focusing on counting

by tens to reach 1000. For the summative assessment, she will focus on using fives, tens and

hundreds to count to 1000. The problems will be set up similar to the assessment administered to

her peers. She will have to fill in the numbers using fives, tens and one-hundreds by counting

forward or backward in a sequence. Child 1 will be using a 1000 chart to find out a counting

sequence using tens. She will identify the number using ten frames, just like in the Quizizz she

did during the math single lesson. She will use an open number line to help answer the problem.

Lastly, she will fill out a word problem with a picture and objects. She will be required to find

the total number of objects by grouping them according to fives, tens or hundreds. She has the

opportunity to choose which one, but has to explain her reasoning.

Differentiated Scoring Guide:

NO! Almost there! Yay! You got it!

Skill
You counted by fives

to reach 1000.
You counted by tens

to reach 1000.
You counted by

hundreds to reach

1000.
You counted by fives

forward in a counting

sequence.
You counted by fives

backward in a

counting sequence.
You counted by tens

forward (using ten-

frames) and

backward in a

counting sequence.
You counted by

hundreds forward in a

counting sequence.
You counted by

hundreds backward in

a counting sequence.
You found the total

number of objects

using the picture

provided in the

assessment.

You used:

Fives, tens or ones

You counted on an

open number line

using fives.
You counted on an

open number line

using tens.
You counted on an

open number line

using hundreds.
Comments:

Regular Assessment Scoring Guide:

NO! Almost there! Yay! You got it!

Skill
You counted by tens

using ten frames.

You found the

written numeral.
You wrote the word

name for the number.

You counted by ones

using a partial

number chart.
You counted by tens

using a partial

number chart.
You counted by tens

on an open number

line.
You counted by ones

on an open number

line.

You solved to find

the total number of

objects using the

picture.

Tens or ones
You wrote about how

to explain my

reasoning for the

hiding objects.
Comments: