Summative Assessment

Learning Objective: TSW show an understanding of representing numbers by counting groups

of hands-on manipulatives ranging from ten to twenty.

Description: The students will be given twenty animal crackers. The teacher will call out

numbers and students must count and show the correct number of animal crackers while

writing the number on their desk with a dry erase marker.

Rationale: Before the students are assessed on their ability to count the animal crackers and

correctly write numbers 10-20, the teacher will demonstrate how to complete the activity for

the whole class, modeling how to correctly count and represent the number. The students’

effort and persistence will be acknowledged throughout the activity and the teacher will

provide encouragement and specific feedback to ensure the students stay on the right track

and remain confident. The students have been given all the information necessary to be

successful during this activity.

The differentiated scoring guide was designed for students that are working at a lower level

than their peers. Because it takes a little longer for these students to grasp a math concept, the

differentiated scoring guide allows them to be successful if they put effort forth during the

assessment. It also allows for the student to receive assistance.

Differentiation: The assessment/activity itself is not differentiated due to the teacher modeling

and walking around observing the students work. The child-friendly scoring guide is

differentiated due to some peers being behind their peers. The scoring guide allows for all

students to be successful even if they are a few steps behind their peers.
Student 10 11 12 13 14 15 16 17 18 19 20
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Student: 0 1 2 3
I do not I need some help I make a few I make no
understand when counting mistakes mistakes and
counting and and representing counting and can count and
representing numbers 10 to 20. representing represent
numbers 10 to numbers 10 to numbers 10 to
20. 20, but I get 20.
through them.

Student: 1 2 3
I do not I make a few I make no
understand mistakes mistakes and
counting and when counting can count and
representing and represent
numbers 10 to 20. representing numbers 10 to
numbers with 20 with
assistance. assistance.