D184 Task 1 - task 1 Task 1 Developing an Assessment System Jordan Pritchard WGU D184

A1- Subject- Math Grade Level- 3rd Grade A2- Standards- CCSS.MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. CCSS.MATH.CONTENT.3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem CCSS.MATH.CONTENT.3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ? CCSS.MATH.CONTENT.3.OA.B.5 Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) CCSS.MATH.CONTENT.3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. CCSS.MATH.CONTENT.3.OA.D.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding (Common Core State Standards Initiative). A3- Content Assessment Type Number of Assessments Frequency of Assessments 1 Students will take Formative- 1 1 time the Pre- Screener to assessment to determine what assess students know understanding of multiplication within 100. This will help to determine what they already know and what strategies they are using to solve Day Content Assessment Type Number of Assessments Frequency of Assessments 2-7 Explore different strategies and properties to solve multiplication problems within 100. Formative- observation during whole group instruction, small group, independent work time 2 small group 5 Whole group instruction observations 5 exit tickets 5 worksheets from independent work Daily during the whole math block 8-12 Explore different strategies and properties to solve multiplication problems within 100 using arrays and number lines. Formative- observation during whole group instruction, small group, independent work time 2 small group 5 Whole group instruction observations 5 exit tickets 5 worksheets from independent work Daily during the whole math block 13-17 Explore different strategies and properties to solve multiplication problems within 100 using ratio tables and a multiplication table. Formative- observation during whole group instruction, small group, independent work time 2 small group 5 Whole group instruction observations 5 exit tickets 5 worksheets from independent work Daily during the whole math block 18-20 Explore different strategies and properties to solve multiplication problems within 100 using story problems with graphs and multiple operations. Formative- observation during whole group instruction, small group, independent work time 2 small group 5 Whole group instruction observations 5 exit tickets 5 worksheets from independent work Daily during the whole math block 21 Post Assessment Summative- Students will complete a summative assessment to measure their mastery of solving multiplication problems