Assessment – Representing 2-Digit Numbers

 Preparation

Equipment

• Art and craft supplies
• magazines
• MAB Blocks
• Mathematics Equipment

 Assessment Plan

Tuning In

• Revise the content of the unit and the different ways that 2-digit numbers can be represented. Encourage volunteers to show some examples on the board.
• Display the 2-Digit Place Value Warm-Up Interactive PowerPoint and work through the questions as a class.

Teacher Instruction

• Inform the students that they are going to show their understanding of 2-digit numbers by representing three 2-digit numbers, between 10 and 99, in a variety of ways.
• Provide each student with a pre-made My 2-Digit Place Value Diary. Explain to the students that they will use a range of materials to make each of their 2-digit numbers, then record what they have made in their diaries.
• Explain to the students that they will need to make and record each of their numbers:
  • in digits and in words
  • in a sequence, from smallest to largest
  • as a picture from a magazine or newspaper
  • in a skip pattern
  • on a number line
  • as tens and ones
  • in expanded form
  • with MAB blocks.
• Demonstrate some examples on the board. Check that all students understand the task before commencing the assessment activity.

Guided/Independent Learning

• Provide the students with an appropriate amount of time and resources to complete their number representations in class. While the students are working on their number representations and recording them in their diaries, ask them:
  • What numbers are you making?
  • Which number is the largest? How do you know?
  • How many tens and ones are in each of your numbers?
• Take photos of the students’ representations as they complete them for each number to display on the board at the end of the lesson.

Wrapping Up

• After the students have finished, allow the class to view the photos of each other’s representations. Encourage the students to provide and receive feedback.
• Collect the booklets in order to assess each student’s understanding of the unit objectives. Once this process has been completed, return the booklets to the students to take home.
• If time permits, play a game of Two-Digit Place Value Bingo.

 Differentiation

Extending Students

• Encourage more capable students to represent 2-digit numbers greater than 50.

Supporting Students

• Encourage less confident students to represent 2-digit numbers less than 20.

 Assessment Strategies

Suggested Assessment Strategies

• used strategic whole class or individual questioning
• observed student participation during learning activities
• recorded student progress on a checklist
• annotated student work samples
• collected and reviewed student work samples
• facilitated whole class or peer feedback sessions
• encouraged student self-reflection
• administered formal assessment tasks.

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