ASSESSMENT STRATEGIES AND DATA COLLECTION

Table 4: Formative Assessment

Lesson Standard Objective Assessment Assessment How did assessment
Number Name Description guide your teaching?
1 MAFS.1.NBT.1.1: Students will Pre-test This was an 8- This assessment showed
Count to 99, starting at question me what my students
demonstrate
any number less than diagnostic test to already knew about
99. In this range, read their see what students numbers to 99. A lot of
and write numerals and already knew my students already
knowledge of
represent a number of about numbers to knew how to write their
objects with a written numbers to 99. It was read numbers to 100 and how
numeral. aloud to students. to skip count. Because of
99 by taking
this I planned
a pre-test. enrichment activities for
these students.
2 MAFS.1.NBT.1.1: Students will Listening to This lesson was This assessment showed
Count to 99, starting at students my motivating me which students could
count to 99
any number less than count activity. Students easily count to 99 and
99. In this range, read forward and who were not which students could
and write numerals and playing had to not. I used this
backward.
represent a number of count from 1-99, information to work
objects with a written acting as the more closely with the
numeral. timer. students who struggled.

3 MAFS.1.NBT.1.1: Students will Closing ppt- This was a This assessment showed
Count to 99, starting at identify how Exit Slip formative me which students could
any number less than many objects assessment where skip count and correctly
99. In this range, read there are up students had to count from groups of 10.
and write numerals and to 99. figure out how The students who
represent a number of many apples there couldn’t easily do this
objects with a written were altogether. were monitored and
numeral. worked with throughout
the rest of the unit.
4 MAFS.1.NBT.1.1: Students will Candy This was a two- This assessment showed
Count to 99, starting at solve Corn- Exit question me which students were
any number less than problems Slip formative still struggling with
99. In this range, read using assessment. groups of ten. I had about
and write numerals and numbers to Students had to 5 students who wrote
represent a number of 99. write how many how many pieces there
objects with a written groups of ten were altogether instead
numeral. there were and of how many groups of
how many pieces ten there were. I pulled
of candy corn these students back later
there were on in the day and we
altogether. discussed it. All students
got the correct answer
after we talked about it.
These students were
monitored throughout
the rest of the unit to
ensure they could
correctly identify groups
 of ten.
5 MAFS.1.NBT.1.1: Students will Baskets of This was a This assessment showed
Count to 99, starting at Apples- Exit formative me which students could
count on to
any number less than Slip assessment that skip count and then
99. In this range, read numbers required students count by ones. Some
and write numerals and to write how students counted by tens,
within 99.
represent a number of many apples there but did not realize that
objects with a written were altogether. the last basket of apples
numeral. did not have ten in it. It
was a simple mistake and
we discussed the correct
answer. Students who
got it incorrect were
monitored throughout
the rest of the unit to
ensure they could count
the number of items
altogether.
6 MAFS.1.NBT.1.1: Students will Questioning This was a This assessment showed
Count to 99, starting at compare formative me which students could
any number less than numbers to assessment. identify numbers to 99
99. In this range, read 99. Students had to and which ones could
and write numerals and Students will identify and not. It also showed me
represent a number of compare numbers which students could
identify the
objects with a written and count by tens. easily count by tens.
numeral. next number Students who struggled
to cross the with counting and
identifying numbers
decade. were monitored the rest
of the unit to ensure they
learned it.
7 MAFS.1.NBT.1.1: Students will Worksheet, This was a This assessment was not
Count to 99, starting at count on from listen to formative reliable. Students had a
any number less than a given students assessment. hard time filling in the
99. In this range, read number other count on Students had to numbers in the 100
and write numerals and than 1. pick two digits chart. They had the
represent a number of and make two correct number, but
objects with a written numbers with it could not write it in the
numeral. (i.e., a 9 and 0 correct spot. I will
could make 9 or reassess students on
90). Then, they writing their numbers
had to write one later on in the unit.
of those numbers
in a 100 chart.
8 MAFS.1.NBT.1.1: Students will Questioning This formative These assessments
Count to 99, starting at count to 99 assessment showed me that most
any number less than by ones and required students students could identify
99. In this range, read tens. to identify a numbers and the next
and write numerals and number within 99 number in the sequence.
represent a number of and the next For the students who had
objects with a written number in the trouble with it, we will
numeral. sequence. review it and assess it
Additionally, again tomorrow. All
students had to students except one
cross decades. could cross decades. The
 one student who couldn’t
needed to use a 100
chart to help her. I will
work with her on her
numbers to ensure she
knows them.
9 MAFS.1.NBT.1.1: Students will Missing These formative The first assessment
Count to 99, starting at Hundreds assessments showed me that all
sequence
any number less than Chart required students students can write their
99. In this range, read numbers 1- Worksheet, to write their numbers 1-99. One
and write numerals and Quiz numbers 1-99, student wrote 25, 26, 26,
99.
represent a number of count objects, and 28, but I think it was a
objects with a written write the number simple mistake. The
numeral. before and after a second formative
given number. assessment (quiz)
showed me that students
could write the number
before and after a given
number. Most students
could also count objects,
but some got confused.
They either wrote one
too many or one too few.
I think it was a simple
mistake when counting.
10 MAFS.1.NBT.1.1: Students will Numbers This was a This assessment showed
Count to 99, starting at review Project summative me that students need a
any number less than counting and project for little more help on 10
99. In this range, read sequencing students to more than a number or
and write numerals and numbers to review numbers. 10 less than a number.
represent a number of 99. Students were given
objects with a written hundreds charts to use
numeral. and some still had
trouble with it.
11 MAFS.1.NBT.1.1: Students will Questioning We had a math This assessment showed
Count to 99, starting at review what carnival to review me that my students are
any number less than they learned for tomorrow’s definitely ready for
99. In this range, read about test. Each student tomorrow’s test. It shows
and write numerals and numbers to had to answer how much learning has
represent a number of 99 for questions before occurred over the past
objects with a written tomorrow’s they could play a two weeks. Every
numeral. test. game. (formative) student got every
question correct and did
not need any help.
12 MAFS.1.NBT.1.1: Students will Post-test This was an 8- This assessment will
Count to 99, starting at demonstrate question show me what they
any number less than their summative to students have learned
99. In this range, read knowledge of show what throughout the unit. I
and write numerals and numbers to students have will compare student
represent a number of 99 by taking learned about grades to their pre-test
objects with a written a post-test. numbers to 99. grades to see how much
numeral. The test was read learning occurred.
aloud to students.