Self_Assessments.docx Long-Term Educational Goal (from assignment in Topic 3) Learning

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Self_Assessments.docx Long-Term Educational Goal (from assignment in Topic 3) Learning Objective (from assignment in Topic 3) Students should be able to use different strategies taught in class ... to decompose a given number. Students will understand how to represent a single number in multiple ways. 1 Formative Assessment: I will use the think-pair-share strategy as a formative assessment to check number decomposition understanding within my kindergartners. Students will be given a worksheet and asked to show at least two ways of decomposing the numbers 5, 7, and 10. When they have completed this, they will collaborate with their math partner and compare answers. Then each pair will be asked to present one way they decomposed a given number by using materials in the classroom. 1 Summative Assessment: Students will be asked to complete a test to show their comprehension of decomposing numbers. This test will consist of 10 questions using the numbers 1-10. Every student must show the correct way of decomposing the given number and show their work as to how they got the correct answer. Summative assessment rubric: This rubric will be easily accessible to kindergarteners. They will be able to comprehend the questions and give themselves a score based on their understanding. Question 1 2 3 I can decompose numbers by breaking them into two parts. I do not know how I need more practice I feel very confident when decomposing numbers I am able to decompose numbers on my own. I do not. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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