progress check 8 - everyday math...726 unit 8 progress check 8 name date written assessment...

724 Unit 8 Progress Check 8

Objective To assess children’s progress on mathematical

content through the end of Unit 8.

Oc

Progress Check 8��

Input children’s data from Progress Check 8 into the Assessment Management Spreadsheets.

Materials � Home Link 8�9

� Assessment Handbook, pp. 110–117, 165–168, 184, and 228–231

� slate

Count collections of objects. [Number and Numeration Goal 2]

8�3�

Read, write, and represent whole numbers; identify digits and express their values. [Number and Numeration Goal 3]

8�1, 8�3, 8�4, 8�5, 8�7, 8�9

4 4

Use drawings to represent and explain fractions. [Number and Numeration Goal 4]

8�6–8�9 2 2, 3 1, 2 7�

Represent equivalent names for numbers. [Number and Numeration Goal 6]

8�2, 8�5, 8�7, 8�9

3 1 3

Know addition and subtraction facts. [Operations and Computation Goal 1]

8�1–8�4, 8�9 4 5 9

Use and explain strategies for solving number stories; calculate and compare the values of combinations of coins. [Operations and Computation Goal 2]

8�1–8�9 6 6

Identify and describe solid figures. [Geometry Goal 1]

8�1–8�4 5 8

Complete simple symmetric shapes or designs. [Geometry Goal 2]

8�5, 8�7, 8�9 1 2

Use +, -, and = and explain what they mean. [Patterns, Functions, and Algebra Goal 2]

8�1, 8�3, 8�4, 8�6, 8�8

9

Use the Commutative and Associative Properties of Addition. [Patterns, Functions, and Algebra Goal 3]

8�6, 8�8 5 9

ASSESSMENT ITEMSSELF ORAL/SLA OPEN

RESPONSETE WRITTEN

CONTENT ASSESSED LESSON(S)

PART BPART A

Math Boxes 8�10

Home Link 8�10: Unit 9 Family Letter

Materials � Math Journal 2, p. 175

� Math Masters, pp. 245–248

Looking Back: Cumulative AssessmentL

Looking Ahead: Preparing for Unit 9L

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1 Looking Back: Cumulative Assessment

� Math Message Follow-Up INDEPENDENTACTIVITY

(Self Assessment, Assessment Handbook, p. 165)

The Self Assessment offers children the opportunity to reflect upon their progress.

� Oral and Slate Assessments WHOLE-CLASS ACTIVITY

Problems 1 and 2 provide summative information and can be used for grading purposes. Problems 3 and 4 provide formative information that can be useful in planning future instruction.

Oral Assessment 1. State a number. Ask children to state an equivalent of that

number. Give them an example such as “14.” An equivalent would be 1 long and 4 cubes or 7 + 7. Suggestions:

● 7 ● 29 ● 35 ● 40 ● 56 ● 75

2. Draw each of these shapes on the board with a dotted line. Ask: Does the dotted line divide the shape into two equal parts?

●

●

●

●

yes no yes yes

Slate Assessment 3. Ask children to draw the stated shape using their Pattern-

Block Templates. Then tell them into how many equal parts they should divide the shape. Ask them to label the equal parts with fractions.

● square; four equal parts ● circle; two equal parts labels: 1 _ 4 labels: 1 _ 2

● rectangle; three equal parts ● rhombus; two equal parts labels: 1 _ 3 labels: 1 _ 2

Name Date

LESSON

8�10 Self Assessment Progress Check 8

Put a check in the box that tells how you do each skill.

1. Completesymmetricalshapes.

2. Find fractions.

3. Fill name-collection boxes.

4. Know math facts.

5. Identify3-dimensional shapes.

6. Solvenumber stories.

Skills I can do this I can do I can do by myself. this by this with I can explain myself. help. how to do this.

165-168_EMCS_T_G1_AH_U08_57699X.indd 165 1/31/11 10:47 AM

Assessment Handbook, p. 165

Assessment Master

Lesson 8�10 725

Getting Started

Home Link 8�9 Follow-UpBriefly go over the answers.

Math Message • Self AssessmentComplete the Self Assessment (Assessment Handbook, page 165).

Answers vary. Sample answer: I know 4 + 6 = 10, so I added them first. Then I added 10 + 7.

Name Date

LESSON

8�10 Written Assessment Progress Check 8

Part A

1. Divide each shape in half. 2. Draw the other half. Shade one half of each shape.

3. Label the box. 4. Write the number. Add 3 new names. Circle the number in the ones place.

5. Add. Tell which numbers you added first.

4 + 7 + 6 =

32 - 1

‰ÂÎ

Answers vary.

17

31

11

165-168_EMCS_T_G1_AH_U08_57699X.indd 166 3/16/11 12:14 PM


Assessment Master

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726 Unit 8 Progress Check 8

Name Date

Written Assessment continued LESSON

8�10

7. Label each equal part.

8. Draw a line to match each 9. Fill in the fact triangle. face to the correct picture Write the fact family. of the 3-dimensional shape.

+ =

+ =

- =

- =

6. Kimi bought 5 lollipops. Each lollipop costs 5¢. How much did Kimi pay? ¢ or $ .

Part B

Column A Column B

+,-

Answers vary.

25 0 25

13

13 1

3



Assessment Master 4. Dictate a number. Children write it on their slates and circle

the digit in the specified place.

● twenty, circle the number in the tens place 20

● ninety-nine, circle the number in the ones place 99

● one hundred, circle the number in the tens place 100

● one hundred twenty one, circle the number in thehundreds place 121

� Written Assessment INDEPENDENTACTIVITY

(Assessment Handbook, pp. 166 and 167)

Part A Recognizing Student AchievementProblems 1–6 provide summative information and may be used for grading purposes.

Problem(s) Description

1, 2 Use drawings to represent and explain simple fractions (halves) as equal parts of a region.

2 Complete simple two-dimensional symmetric shapes or designs.

3 Use pictures to find equivalent names for numbers; use tally marks and numerical expressions involving addition and subtraction of 1-digit and 2-digit whole numbers to represent equivalent names for numbers.

4 Read, write, and represent whole numbers through hundreds with base-10 blocks; identify digits and express their values in such numbers.

5 Know addition and subtraction facts.

5 Use +, –, and = to write number sentences.

5 Use the properties of addition to find the sum of three 1-digit numbers.

6 Know the value of a penny, nickel, dime, quarter. Calculate and compare the values of combinations of coins.

6 Solve number stories.

Part B Informing InstructionProblems 7–9 provide formative information that can be useful in planning future instruction.

Problem(s) Description

7 Use drawings to represent and explain simple fractions (thirds) as equal parts of a region.

8 Identify and describe solid figures such as pyramids, cubes, and cylinders.

Name Date

LESSON

8�10 Open Response

School Box 1. Draw different color crayons in the school box on

this page. Use the clues to help you draw the crayons: 1 __ 2 of the crayons in the school box are blue.

1 __ 4 of the crayons in the school box are red.

1 __ 4 of the crayons in the school box are yellow.

2. How many blue crayons did you draw? crayons How many red crayons did you draw? crayons How many yellow crayons did you draw? crayons 3. Explain how you know that half of the crayons you

drew are blue. You may use words, numbers, and pictures to help you explain.



Assessment Master

Use the checklists on pages 221 and

223 of the Assessment Handbook to

record results. Then input the data

into the Assessment Management

Spreadsheets to keep an ongoing

record of children’s progress toward

Grade-Level Goals.


9 Know addition and subtraction facts.

9 Use +, –, and = to write number sentences.

9 Use the Commutative Property of Addition (the “turn-around rule”) to solve basic addition facts.

� Open Response INDEPENDENTACTIVITY

(Assessment Handbook, p. 168)

School BoxThe open-response item requires children to apply concepts and skills from Unit 8 to solve a multistep problem. See Assessment Handbook, pages 114–117 for rubrics and children’s work samples for this problem.

Distribute Assessment Handbook, page 168. Read the problem aloud to children. Allow children to solve the problem and record their solutions on the page.

After children have had a chance to complete the page, invite individual children to use words and drawings to explain their strategies as you record them on the board. Be sure to discuss both successful and unsuccessful strategies.

2 Looking Ahead: Preparing for Unit 9

� Math Boxes 8�10 INDEPENDENTACTIVITY

(Math Journal 2, p. 175)

Mixed Practice This Math Boxes page previews Unit 9 content.

� Home Link 8�10: INDEPENDENTACTIVITY

Unit 9 Family Letter(Math Masters, pp. 245–248)

Home Connection The Unit 9 Family Letter provides families with information and activities related to Unit 9 topics.

Lesson 8�10 727

HOME LINK

8�10

Name Date

Unit 9: Family Letter

245

Place Value and FractionsThe concept of place value (ones, tens, hundreds, and so on) that children have worked on since Kindergarten Everyday Mathematics will be taught on a more formal level in this unit. Patterns on number grids will be used to reinforce place-value concepts. For example, children may be asked to identify a hidden number on the number grid and to describe the strategies used to find and name that number. Once they are able to do this, they will solve number-grid puzzles—pieces of a number grid with all but a few numbers missing. Here are a few examples of number-grid puzzles:

Children know that all numbers are written with one or more of these 10 digits: 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. In order to reinforce this understanding, children will identify the place value of different digits in 2- and 3-digit numbers. Help your child remember that these same digits are also used to express quantities less than 1 with fractions.

Later in this unit, children will extend their understanding of fraction concepts as they see relationships among fraction words, meanings, and symbols.

5343

73

23

7990

5969

one-third13

Please keep this Family Letter for reference as your child worksthrough Unit 9.

221-248_EMCS_B_G1_MM_U08_576930.indd 245 2/7/11 12:58 PM

Math Masters, pp. 245–248

Home Link Masters

Math Boxes LESSON

8�10

Date

1. Use <, >, or =. ‰‰ $0.25

$1.00 ‰Í‰Í

10¢ + 20¢ Â‰

2. Use your number grid. Start at 33. Count back 9. 33 - 9

3. Subtract.

�

4. Add.

�

5. Solve. 8 + 9 = = 6 + 8

= 19 - 9

13 - 8 =

6. Write 3 names.

$1.00

31

9, 88–90

28

16

32

Answers vary.

3 3 6 0

24

171410

5

>

<

=

151-175_EMCS_S_G1_SMJ_U08_576396.indd 175 2/8/11 10:00 AM

Math Journal 2, p. 175

Student Page

NOTE Make crayons available to children

when solving this open-response problem.


Copyright ©

Wright G

roup/McG

raw-H

ill

166 Assessment Handbook

Name Date

LESSON

8�10 Written Assessment Progress Check 8

Part A

1. Divide each shape in half. 2. Draw the other half. Shade one half of each shape.

3. Label the box. 4. Write the number. Add 3 new names. Circle the number in the ones place.

5. Add. Tell which numbers you added first.

4 + 7 + 6 =

32 - 1

‰ÂÎ

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progress check 8 - everyday math...726 unit 8 progress check 8 name date written assessment...

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