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November 4th

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Please submit by November 7th on our class website. 

How will you engage in your statistical inquiry? What formative assessment(s) will you use?  

When you gather your data, you will most likely use some form of formative assessment strategy.  Make sure that you explain why you chose this strategy and how it will help you to better understand what is being learned in the classroom.  
Here is my model and the google form. 

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17 Comments

  1. I will have half of the students write a related problem using multiplication algorithm and the other half of students write a division algorithm. The students will solve their own problem in their notebook. Then, the students will swap problems that they have created to solve and students will compare both the work they did and their answers. Here they can dispute their own mistakes if any and they are practicing explaining how to solve the problem. I can monitor the students work and discussion which will reflect the efficacy of the lesson. If the students learned and understood the concept, they will be able to explain what they did and also teach it to others.

  2. I will determine if my intervention is successful by:
    1. Having the students do a multiplication fact sheet
    2. Exit Ticket – Word problem

    I will have students do a multiplication fact sheet in the beginning of this research as a pre-assessment and we will do a multiplication fact sheet again at the end for assessment. The purpose of the multiplication fact sheet is to see if the students are practicing their multiplication facts and improving their skills. I want the exit ticket to be a word problem so I can assess that the students are using S.O.L.V.E to solve their math problems. This way, they can use what they have learned to solve a multiplication word problem.

  3. Formative assessment-
    1) I will observe my student over the course of a couple of days to see if he is understanding the material, I will give him a question and have him answer it alone and take notes on it every day to see if he is improving. I will also just be asking questions that will help me understand exactly where my student needs my help.
    2) Give homework that will work as a bridge to connect one lesson to the next.
    3) I will also make a student and teacher checklist to ensure we are hitting our target needs for the day.

  4. To determine if my intervention is successful the formative assessment I will be using is an exit ticket. For the exit ticket a word problem will be given to the students to which they will need to state if it is an addition or subtraction word problem. Along with stating this and solving the problem they will have to underline the key vocabulary words in that word problem that helped them determine their answer (if it is an addition or subtraction problem). Having the students underline the key words that told them which operation to use shows me that they understood what type of question the word problem is. I have chosen to use an exit ticket because I believe this form of assessment will help me determine if the students understand the mathematics vocabulary and recognize which words in a word problem tell them which operation to use.

  6. For my formative assessment I will give the same worksheet I gave in the beginning to test where the student is at. Giving the same test will help me see if the student was able develop the skills to answer the questions correctly. This strategy of re-testing can also give me a better understanding of the type of learner my student is and if they learn that way. And if the aren’t learning then I will have to change the way I’m teaching.

  7. I am planning on using an exit ticket as my formative assessment. The exit ticket will have a two word problems on it and the student will have to identify which type of arithmetic problem each problem is. They will have to explain why they think it is that type of word problem. After that, they will be asked to solve it, while showing all of their work.
    This will help me understand if Student X understands how to differentiate different types of arithmetic problems. This exit ticket will also help me get an understanding if students know how to solve these word problems. I can see what I need to review based on their responses. I can determine what I need to focus on. This type of exit ticket will require students to really think about and apply the skills that they have learned.

  8. I am planning on doing an assessment before and after implementing an intervention. This will allow me to see if the student has gained anything at all since I implemented the intervention, and if the intervention worked. Also, doing two assessments would let me know what the student learned and what they still need help with. The two assessments will both be very similar.

  9. I will determine if my intervention is successful by giving my student an Exit Ticket. The Exit Ticket will be the formative assessment. The Exit Ticket will be provided as a hand out and will ask students to solve a word problem. I will also use my observations while they are completing the Exit Ticket.

    I chose this strategy to see if students are able to utilize the strategies I’ve been practicing with them. As I am observing them, as they complete the Exit Ticket, I will have a checklist to check off whether they have employed the strategies. For example, did the student read the question slowly, did the student point as they were reading, was the student able to use manipulatives/drawings, etc. The Exit Ticket will be beneficial since it will allow students to practice the strategies.

    I will also provide an additional question and ask them if the strategies they’ve learned helped them understand the problem. Giving students the opportunity to voice their ideas, particularly on how they learn best and how their learning might be improved, is critical and helpful, in my opinion.

  10. I will use an exit ticket as my formative assessment. I will use this assessment strategy is because this is the fastest and easiest way for the teacher to check on students’ progress and understanding. By letting the students work on the exit tickets, we can see the ways or strategies the students use to solve the problems to get their answers. The teacher can get to know if the action works to help the students to have a better understanding of those word problems with multiplication.

    There will be two questions in the exit ticket. The two questions will be the word problems that need to be solved by using multiplications with different levels; one is the lower level and another one is the higher level.

  12. My informal assessment will mainly focus on observations of strategies she uses. I will have a chart to note the strategies she used, the accuracy of her answers (did she get it right or wrong), and a tally of how often she had to count numbers to indicate whether she is subitizing or not.

  13. For my methodology, I am planning to give the students solve a related problem. For the related problem, I will have the students complete it by having the choice of using one of the manipulatives that I have shown them (as two-color counters, ten-frames, and unifix cubes)

  14. I will determine if my intervention is successful by giving out the student two related problems to solve. I will include a question at the end asking the student’s opinion of the strategy he learned. Also, I would observe a day to see if he improved his solving word problems skill.

    I chose this strategy because I want to know if the student is able to use the Cube strategy to solve the math word problems. I think allowing the student to use the new strategy he learned is useful to see if he really needs the strategy or did the strategy prevents him from solving the problems. It is important to let the student try to use the new strategy to solve the problems first and then ask them to figure out if the new strategy works for him. I didn’t choose to have the student complete the exit ticket, because I feel like sometimes the student might lie a little base on what he wants to write down.

    The question that I will put at the end is asking student whether the student believes the Cube strategy helps. I think allowing the student to have a chance to express his opinions is important for the teacher to know because we can change or improve the strategies to fit the students’ needs.

    Question 1:
    Robert has 20 blueberries. He has 10 more blueberries than Janessa. He has 14 fewer blueberries than Amari. How many blueberries does Janessa have? How many blueberries does Amari have?

    Question 2:
    Mr. Leu buys 6 bananas. Then he buys 8 more bananas. He gives some bananas to Mr. Shen. Now Mr. Leu has 5 bananas. How many bananas did Mr. Leu give to Mr. Shen?

    ***Do you think the Cube strategy helped you to understand and solve the problem? Why or why not? ****

  16. I am planning to give an exit ticket as my formative assessment. The exit ticket will have a problem that is done incorrectly for a reason and the student’s task is to figure out why it is wrong and then find the correct answer. In the incorrect solution, I plan on putting the decimal in the wrong place. After learning to line up the decimals, the student should be able to recognize that it is in the wrong spot and how to fix it.

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