ComprehensiveUnitFormat,PartB(Form1)

DesignofAssessment:FormativeAssessmentProcess

LessonPlanObjectives

DecisionStatement
(Tobemadebeforescoring)

AssessmentDescription
(attachasadministered)

Result/instructionalImplications
(describeafteradministered)

Lesson1:
Studentswillknowwhatapartnerand
totalareinamathequation.

Studentswillbeabletorelate
subtractiontoaddition.

AssessmentData:
MathJournalWriteOut

Criteria:
Canstudentsstateverballywhata
partnerandatotalarealoudinthe
numbertalkorintheirMath
Journal?

Canstudentscompletelyfillinthe
correctnumbersintheirmath
journal?

If6ormoreofthestudents(30%of
theclass)cannotstatewhatapartner
andtotalareverballyorinthemath
journal,thenIwillspendtime
reteachingthedefinitions.

If5ormoreofmystudents(20%of
theclass)cannotcompletelyfillinthe
correctnumbersintheirmathjournal
Iwillpullthestudentsafterthe
lesson,orwhentimeallotsduringthe
daytoworkwiththeminasmall
groupandpromptthemthroughthe
theirjournalwork.

Lesson2

Studentswillknowwhatapartnerand
totalareinamathequation.

Studentswillbeabletoidentifythe
partnersandthetotalinanaddition
andsubtractionequation.

AssessmentData:
PartnersandTotalWorksheet

Criteria:
Canstudentspointtothepartners
andtotalinamathequationonthe
SmartBoard?

Canstudentscorrectlylabelthe
partnersandtotalinthemath
equationsgivenontheworksheet?

If2ormorestudents(15%ofmy
students)cannotpointtothecorrect
numbersontheworksheetIwillneed
tocontinueemphasizingtheconcept
ofpartnersandtotaltomystudents.

If14ofmystudents(70%ofmy
students)cancorrectlylabelthe
partnersandtotalintheequations
givenontheworksheetsIwillbeable
tocontinueinstructionasplanned.If
not,wewillworkasaclassto
continuepracticingidentifying

Only2ofmystudentswereunableto
verballystateorphysicallywriteitin
theirmathjournalswhatpartnersand
thetotalare.IntomorrowslessonI
willmakesuretopromptthemas
bestIcantoleadthemtobeableto
recallwhatpartnersandtotalare.
4studentswerenotableto
completelyfillinthecorrectnumbers
inttheirmathjournals.Theywillhave
moreopportunitiestocorrecttheir
answersandworkthroughtheir
journalwork.
Icancontinuetoplanmyunitas
planned.

Allmystudentswereabletopointto
thecorrectnumbersonthe
worksheet.Iwillbeabletocontinue
instructionasplanned.

70%ofmystudentswereableto
correctlylabelthepartnersandtotal
intheequationsgivenonthe
worksheets.Iwillbeabletocontinue
instructionasplanned.

Lesson3

Studentswillknowwhatapartnerand
totalareinamathequationandwhat
amathmountain,tenframe,and
numberlineare.

Studentswillbeabletoexplainand
comparehowtheysolvesubtraction
equationswithotherstudents.

AssessmentData:
Wholegroupnumbertalk

Criteria:
Canstudentscorrectlylabeleachof
thesetermsontheSmartBoard?

Canstudentsverbalizetome/their
peershowtheysolvedasubtraction
equation?

Lesson4

Studentswillknowwhatapartnerand
totalareinamathequationandwhat
amathmountain,tenframe,and
numberlineare.

Studentswillbeabletoidentifythe
storyelementswithinasubtraction
storyproblem.

AssessmentData:
StoryProblemReenactment

Criteria:
Canstudentsidentifystoryelements
correctlywithinasubtractionstory
problemweactoutwithstudents
duringwholegroupinstruction?

partnersandtotalwithingequations
inadifferentform.

Ifonly10%ofmystudents(2
students)arenotabletolabeleachof
theseterms,Iwillneedtoreteachit.
Thesewerealltermsthattheyshould
befamiliarwithfromKindergarten.

If70%ofmystudents(14ofmy
students)areabletoverbalizetome
ortheirpeershowtheysolveda
subtractionequationIwillcontinue
teaching.Ifnot,wewillcontinue
workingonthisandcontinue
practicing.

If80%ofmystudents(15ofmy
students)areabletoidentifythe
storyelementscorrectlyduringthe
reenactment,Iwillbeableto
continueinstructionasplanned.This
skillisaliteracyskillthattheyshould
alreadybeabletodo.

Allmystudentsweresuccessfulin
labelingeachoftheseterms.Iwillbe
abletocontinueontrackwith
instructionregardingtheseterms.I
willperiodicallyassesstheminorder
toseeiftheyareabletorecallthese
termslateronintheunit.

Only40%ofmystudents(8ofmy
students)wereabletoverbalizehow
theysolvedasubtractionequation
problem.Iknewthisskillwas
particularlydifficultandwashopeful
thatmoreofmystudentswouldbe
abletodoit.Continuingonwithmy
unitIwillchallengemystudentsto
alwaysexplaintheirthinkinginorder
tostrengthenthisskill.Icanstill
continuewithmyinstruction,butwill
needtopromptmystudentseven
morethroughoutthefollowing
lessons.
Allofmystudentswereableto
identifythestoryelementscorrectly
duringourwholegroupreenactment
ofasubtractionstoryproblem.The
studentswereabletoidentifythese
elementseasilyandIamnowableto
continueinstructingasplanned.

Lesson5

Studentswillknowwhatapartnerand
totalareinamathequationandwhat
amathmountain,tenframe,and
numberlineare.

Studentswillbeableto

relate
subtractionstrategieswhensolving
theirownmathequationsandstory
problems.

AssessmentData:
WhiteBoardQuickDraws

Criteria:
Canstudentsrelatethesubtraction
strategieswhensolvingequationsby
solvingtheproblemontheirwhite
boardswithanystrategythey
choose?

If30%ofmystudentsormore(6or
morestudents)cannotsolvetheir
subtractionproblemsontheirwhite
boardusinganystrategy,thenIwill
havetogobackandreteachmy
studentswhatthestrategiesareand
mayevenhavetoreviewhowtouse
themtosolvesubtractionproblems.

Lesson6

Studentswillknowwhatapartnerand
totalareinamathequationandwhat
amathmountain,tenframe,and
numberlineare.

Studentswillbeabletocreatetheir
ownsubtractionstoryproblemusing
storyelements.

Lesson7

Studentswillknowwhatapartnerand
totalareinamathequationandwhat
amathmountain,tenframe,and
numberlineare.

Thestudentswillbeabletoproduce
theirownmathequationsandstory
problemsusingmanipulatives.

AssessmentData:
StoryProblemWorksheet

Criteria:
Canstudentscreatetheirownstory
problemandincludestoryelements?

If30%(6ormorestudents)ormore
ofmystudentscannotcreatetheir
ownstoryproblemandincludestory
elements,Iwillhavetoreteachthis
objective.Ifthisamountofstudents
areunabletoachievethisskill,Iwill
stopthemandwewillreconvene
wholegroup.Wewillworktogether
tocreatethestoryproblemandIwill
emphasizethestoryelementsagain
aswecompletethistogetherasa
class.
If90%(18ofmystudents)ofmy
studentsareabletolabelanduse
thesetermscorrectly,Iwillbeableto
continuewithinstruction.

If30%(6ormorestudents)ormore
studentsareunabletouse
manipulativestoshowtheir
subtractionstoryproblem,Iwillhave
topullthosestudentsasideinsmall
groupsandreteach.

AssessmentData:
StationWorksheet

Criteria:
Canstudentsusethemanipulatives
toshowtheycreatedtheirown
subtractionstoryproblem?

80%ofmystudents(15ofmy
students)wereabletosolvetheir
subtractionequationsontheirwhite
boardsusingprevioussubtraction
strategiesthattheyhavelearned.
Asaresultofthesuccess,Ialso
challengedthemtosharetheir
thinkingandexplaintomeandto
theirpeershowtheysolvedtheir
problemusingtheirstrategy.Thiswas
tospecificallyfollowupwithLesson3
andtocontinuereinforcingtheSLO
fromLesson3.

25%ofmystudentswereunableto
createtheirownstoryproblemand
includestoryelements.Althoughmy
studentsmetthedecisionstatement,
Iwantmorealargerpercentofmy
studentstobeabletocompletethis.
Inmylessontomorrow,wewillmove
onwithinstruction,butIwillensure
thatIemphasizeandreviewwhatwe
haddoneinLesson6.

100%ofmystudentswereableto
labelandusethesetermscorrectly.
Again,Ireassessedtheseinorderto
ensuremystudentswereableto
recallthisinformationfrompreviously
intheunit.

20%ofmystudents(4ofmy
students)wereunabletouse
manipulativestoshowtheir
subtractionstoryproblem.Tomorrow,
Iwillpullthese4studentsasidein

Lesson8

Studentswillknowwhatapartnerand
totalareinamathequationandwhat
amathmountain,tenframe,and
numberlineare.

Withinsmallgroupinstruction,the
studentswillbeabletousenumber
linesasastrategytosolvea
subtractionstoryproblem.

AssessmentData:
NumberLineWhiteBoardDrawing

Criteria:
Canstudentssolveasubtraction
storyproblemusinganumberline
ontheirwhiteboards?

Lesson9

Studentswillknowwhatapartnerand
totalareinamathequationandwhat
amathmountain,tenframe,and
numberlineare.

Withinsmallgroupinstruction,the
studentswillbeabletousemath
mountainsasastrategytosolvea
subtractionstoryproblem.

AssessmentData:
MathMountainWhiteBoard
Drawing

Criteria:
Canstudentssolveasubtraction
storyproblemusingaMath
Mountainontheirwhiteboards?

Iwillgobackandexplicitlyexplainto
themthatmanipulativesarea
strategythattheycanusetosolve
equationsontheirown.Then,wewill
practicetogetherandIwillscaffold
theirthinking.
If20%ofmystudents(5students)are
unabletosolvesubtractionstory
problemsusinganumberline,Iwill
pullthemasideinasmallgroupand
workwiththeminasmallersetting
afterthelessonorthroughoutthe
day.
Wewillworkspecificallyonnumber
linesandworkonsolvingnotonly
subtractionproblemsbutalso
additionproblemstomakethose
connections.

If20%ofmystudents(5students)are
unabletosolvesubtractionstory
problemsusingaMathMountain,I
willpullthemasideinasmallgroup
andworkwiththeminasmaller
settingafterthelessonorthroughout
theday.
WewillworkspecificallyonMath
Mountainsandreviewthe
relationshipbetweenadditionand
subtractioninordertoscaffoldtheir
thinking.

smallgroupandreteachthese
students.Someofthesestudentsmay
needaccommodationsinorderto
showtheirunderstanding,suchas
verbalizingtomeasopposedtopencil
topaper.
85%ofmystudents(17students)
wereabletosolvesubtractionstory
problemsusinganumberline.The
other3struggledtosubtractonthe
numberlineandtheyaddedinstead.I
amgoingtopullthesethreestudents
andworkwiththemindividually.
Although,myotherstudentswere
abletouseanumberline,notallof
themwerecomfortableusingitand
hadadifficulttimeexplaintheir
thinkingwhenpromptingthem.Iwill
tryandreviewnumberlinesmore
whenworkingwithsmallgroup.

30%ofmystudents(6students)were
unabletosolvesubtractionstory
problemsusingaMathMountain.
Thesestudentswereconfusingthe
partnersandtotalsandhowto
transferthemfromtheequationto
theformatoftheMathMountain.I
sawthattheywereabletoexecute
MathMountainswithaddition
problems.
Withthesestudentswhowereunable
tomeetthisobjectivesuccessfully,I
amgoingtoworkwiththeminasmall
group.Wewillworkondecomposing
aMathMountainandIwilltrytofind
thesourceofconfusionforthese
students.

Lesson10

Studentswillknowwhatapartnerand
totalareinamathequationandwhat
amathmountain,tenframe,and
numberlineare.

Withinsmallgroupinstruction,the
studentswillbeabletousetenframes
asastrategytosolveasubtraction
storyproblem.

AssessmentData:
Wholeclassgraph

Criteria:
Canstudentschoosetheirfavorite
subtractionstrategytoincludeina
wholeclassgraphandexplainwhy?

If20%ofmystudentsormore(5
students)areunabletochosetheir
favoritestrategyandwhy,Iwillneed
topullthemindividuallyandprompt
theirthinking.

100%ofmystudentswereableto
pickafavoritestrategy.Atfirst,they
hadahardtimeselfassessing
themselves.Ipromptedthemwith
questionthatwouldleadthemto
makingchoiceandallofthemwere
abletomakeachoiceandexplainto
meverballywhattheirfavorite
strategywasandnowtheycanalways
countonthatstrategytohelpthem
throughsubtraction!