Grade: 3rd

Subject/Topic: Math - Multiplication

Objective: The students will be able to use equal groups, repeated addition, fact fluency,
or arrays to solve multiplication problems.

Link to MC questions:
https://forms.gle/SBFxy5ztkdbGEoE9A

Assessment Plan
Improving item reliability
The multiple choice questions are reliable because all of the questions permit the
opportunity for the student to solve the problems using the three strategies. The
teacher will be able to use the data to interpret whether the students understand the
concept of multiplication rather than just procedural knowledge. Question 3 does
only focus on the procedural aspect however, if the student understands the concept
of multiplication and used equal groups to solve this could be reliable.

Improving item validity

The results would be valid. These results would give a variety of questions to fully
decipher if students gained knowledge of the concept. It is imperative that data
analysts understand the learning objective as being focused on the concept of
multiplication versus the simplicity of rote memory skills.

Differentiation of instruction

These questions lack fairly offers differentiation. Allowing an opportunity for two
correct answer choices in the problem supports the idea that the students’
assessment was differentiated using different products. Maybe , adding different
visuals to the answer choices could support visual learners more by seeing equal
groups drawn out.

Improving student learning

Improving student learning will allow students to review their graded assessments
and use their notes to make corrections. This focuses on self assessment and
reflection. This channels the students’ overall learning experience and explicitly
supports the idea of student responsibility, which improves student learning.

Improving future assessment

I will make sure to include visuals in future assessment questions to support ELL,
visual, and struggling learners.
Objective: The students will be able to use equal groups, repeated addition, fact fluency,
or arrays to solve multiplication problems.
Short Answer:
Objectives
The students will be able
to use equal groups,
repeated addition, fact
fluency, or arrays to
solve multiplication
problems.
The students will be able
to use equal groups,
repeated addition, fact
fluency, or arrays to
solve multiplication
problems.
The students will be able
to understand when
multiplication is to be
used.
Essay Questions:
Objectives
The student will be able to
recognize the relationship
between addition and
multiplication.
Level and Type Short Answer
Understand conceptual Courtney has 3 friends and
knowledge she wants each friend to
have two pieces of candy.
How many pieces of candy
does Courtney need ?
Write an equation or draw
a picture that can help you
solve this problem.
Remember factual Solve.
knowledge 5x7
Understand conceptual Why would you use
knowledge multiplication to solve :
“ Courtney has 3 friends
and she wants each friend
to have two pieces of
candy. How many pieces
of candy does Courtney
need ? Write an equation
that can help you solve this
problem. “
Level and Type Essay
Understand conceptual Explain how multiplication
knowledge and addition are related.
Create a story problem to
exemplify your answer.
 The students will be able Understand conceptual Explain how multiplication
to understand when knowledge can be used in real life
situations. Give at least two
multiplication is to be examples.
used.

Assessment Plan
Improving item reliability
The multiple choice questions are reliable because all of the questions permit the
opportunity for the student to solve the problems using the three strategies. The
teacher will be able to use the data to interpret whether the students understand the
concept of multiplication rather than just procedural knowledge.

Improving item validity

The results would be valid. These results would give a variety of questions to fully
decipher if students gained knowledge of the concept. It is imperative that data
analysts understand the learning objective as being focused on the concept of
multiplication versus the simplicity of rote memory skills.

Differentiation of instruction
Question number 1 offers differentiation. It allows the student to solve using a
drawing which differentiates for visual learners.

Improving student learning

Improving student learning will allow students to review their graded assessments
and use their notes to make corrections. This focuses on self assessment and
reflection. This channels the students’ overall learning experience and explicitly
supports the idea of student responsibility, which improves student learning.

Improving future assessment

I will make sure to include visuals in future assessment questions to support ELL,
visual, and struggling learners.

Objective: The students will be able to use equal groups, repeated addition, fact fluency,
or arrays to solve multiplication problems.

Conceptual Pretend you are a farmer and you planted

5 rows of squash and 3 rows of corn.
There are 7 of each vegetable in the row.
Draw a picture of your farm and write the
two multiplication sentences that will tell
 you how many crops you have total.

Conceptual Draw an array to solve 6 x 7.

Conceptual

Write a multiplication fact and addition

fact to explain how many tallies are in all.
Justify your response.

Assessment Plan
Improving item reliability
The multiple choice questions are reliable because all of the questions permit the
opportunity for the student to solve the problems using the three strategies. The
teacher will be able to use the data to interpret whether the students understand the
concept of multiplication rather than just procedural knowledge.

Improving item validity

The results would be valid. These results would give a variety of questions to fully
decipher if students gained knowledge of the concept. It is imperative that data
analysts understand the learning objective as being focused on the concept of
multiplication versus the simplicity of rote memory skills.

Differentiation of instruction
Question number 1 offers differentiation. It allows the student to solve using a
drawing which differentiates for visual learners.

Improving student learning

Improving student learning will allow students to review their graded assessments
and use their notes to make corrections. This focuses on self assessment and
reflection. This channels the students’ overall learning experience and explicitly
supports the idea of student responsibility, which improves student learning.

Improving future assessment

I will make sure to include visuals in future assessment questions to support ELL,
visual, and struggling learners.
Performance:

Objective: The students will be able to use equal groups, repeated addition, fact fluency,
or arrays to solve multiplication problems.
 Objective Question

I can use multiplication to Pretend you have 45 pieces

solve real world problems.
of candy and 4 friends to
share the candy with. Create
a word problem to figure how
you would solve the problem
using multiplication.

I can use equal groups to There a 5 pentagon tables at

solve multiplication problems.
the restaurant. There are 23
guests. How many guests will
be able to fit at each table?
Will any be left over? Draw
and label a picture to defend
your answer. Write a
multiplication sentence to
defend your answer.

I can use arrays to solve Pretend you are an engineer

multiplication. designing a new aircraft. The
aircraft can sit 24 passengers
evenly. Draw a draft with the
different ways you can set up
the rows and columns on the
plane. Be sure to leave the
aisle.

Assessment Plan
Improving item reliability
The items are reliable because students can use arrays, equal groups and create a
number sentence. These problems show procedural and conceptual understanding.

Improving item validity

The results would be valid. These results would give a variety of questions to fully
decipher if students gained knowledge of the concept. It is imperative that data
analysts understand the learning objective as being focused on the concept of
multiplication versus the simplicity of rote memory skills.

Differentiation of instruction
Question number 2 and 3 offers differentiation. It allows the student to solve using a
drawing which differentiates for visual learners.

Improving student learning

 Improving student learning will allow students to review their graded assessments
and use their notes to make corrections. This focuses on self assessment and
reflection. This channels the students’ overall learning experience and explicitly
supports the idea of student responsibility, which improves student learning.

Improving future assessment

I will make sure to include visuals in future assessment questions to support ELL,
visual, and struggling learners. Maybe enabling a read aloud feature.