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Process of Assessment 2
Storyboard Text
- Slide: 1
- Small Group Work/Conferencing
- Can you explain your strategy to me? How did you get to this answer?
- Learning GoalsI can...Compare fractionsLabel the numerator and denominator
- I used the tiles to see that 3/4 is more than 2/3 because it is longer
- Slide: 2
- The teacher will use questioning to probe student understanding of fraction concepts like size, comparison, and representations, supporting the big ideas of the unit. Throughout the unit, the teacher will engage in guided math with a small group while other students work independently.
- First I changed both denominators to 12. So 3/4 is 9/12 and 2/3 is 8/12. So now I know the first recipe uses more sugar. I showed this using bars to show that 3/4 takes up more space than 2/3........
- Final Task/Performance
- Lena is baking muffins. One recipe uses 3/4 cup of sugar, and another uses 2/3 cup of sugar. Which recipe uses more sugar? If Lena wanted to double the recipe, how much sugar would she need?
- Slide: 3
- The teacher will provide students with multiple problems to solve and ask them to choose one. Each problem will include multiple steps to encourage thinking and application of their learning from the unit. Once they complete their problems, students will be able to present their solutions either to the class or to the teacher. A summative assessment will be used to measure achievement of expectations.
- Reflection/Next-Steps
- Next time, I'll double check my work using another method we learned.
- After their presentations, students will reflect on the feedback they received from their peers as well as the final assessment from the teacher. They will use their math journals to write about how they feel overall with the task and think about potential next-steps. This self-reflection will encourage ownership and support future instruction.
- Slide: 0
- I thought 2/3 was bigger at first but I learned that drawing the fractions using strips helps me see the difference better.
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