Summative Assessment

Lauren Sheehan

Content- Math

Standard- 1.NBT.3 Compare two two-digit numbers based on meanings of the tens and one’s
digits, recording the results of comparisons with the symbols >, =, and <.

Learning Objective- By using tens blocks, TSW correctly build and compare 3/3 two-digit
numbers using >, <, = signs.

Description of assessment- For this summative assessment, students will complete a paper that
requires them to do hands on activities on the side. This assessment will demonstrate which
students have a good understanding on the concepts learned throughout the unit. These
concepts include tens and one’s place value, greater than, less than, equal to, and comparing
numbers with these signs. First, students will have 5 place value problems. Students will be
given a two-digit number and half to identify which number is in each place value. For the place
value part of the assessment, student’s half to build the number with tens blocks to visually
represent their work. Next, they will have to label the <,>, = signs to show that they know what
each sign stands for. Lastly, they will have 7 problems that require them to compare two
numbers using these signs. For these 7 problems, the students us their tens and one’s place
value knowledge to see which number is bigger and smaller.

Rationale-This assessment shows the students understanding of tens and ones place and
comparing numbers using >,<,= signs which is apart of the standard. This lesson covers
information that was learned throughout the unit and it also covers the entire standard. This
assessment required the students to use manipulatives (tens blocks) on the side of the
assessment to help them conclude with the answer. This assessment was a good way to test my
students skills and see if they were on task during my lessons. The results of these assessments
showed me which students need more assistance and feedback on these math concepts.

Differentiation- For my lower-level learners, there was differentiation provided. During the
assessment there were parts that did not require tens blocks. My students who need
differentiation were able to use these blocks to get a visual while answering these questions.
These students were also given 3 small slips of paper with the >,<,= signs taped to their desk
(provided below).

Description of scoring guide-The scoring guide for this assessment was a student checklist.
Since the assessment had 15 questions, there were 15 circles on the scoring guide next to the
corresponding question number. As I went over the correct answers, the students colored in
each circle to the questions they answered correctly.

Slips provided on students desk for differentiation

Name:_____________________

Student Checklist

#1 #2

#3 #4

#5 #6

#7 #8

#9 #10

#11 #12

#13 #14

#15