Chapter+9


 * Date: || 6/25/12 || Title of Selection: || Formative and summative assessment plan ||

Separate formative from summative assessment information. Identify which formative assessment information to track. Select one or more physical locations for the information. Set up labels and categories to represent the learning assessed. Identify what work habits and social skills to track; track them separately from achievement information. Record achievement information by raw score. Create a system for students to keep track of their own learning. ||
 * Learning target(s) this selection addresses:

This assessment inventory is something that I will continue to look at over the year to make sure that I am "on target" with my "mission" of assessment. My goal is to move AWAY from something I do TO students, and TOWARD students taking responsibility by assessing their own knowledge and understanding. I plan on becoming more literate in my assessment practices. This will involve my gathering accurate information about my students' achievement and using the assessment process and its results effectively to improve achievement.
 * What this selection illustrates about my learning/why I chose this selection:**

Type: S = Summative C = Check for learning (formative) P = Practice (formative) O= Other (formative)
 * Chapter/Topic(s)/Unit of Study: || C-Scope Unit 4, lesson 2: Represent multiplication and division of fractions in problem situations. After the concrete and pictorial models are created, students will write number sentences to show the relationship between the numbers in the problem. ||
 * Time Frame: |||| 3 days ||
 * **Learning Target** ||||||  **Assignments & Assessments**  ||
 * || **Date**  ||  **Type**  ||  **Description**  ||
 * Students will communicate and record the actions used with models, pictures, words and numbers to represent problems involving multiplication and division of decimals (7.2A). || 1/24/12 || O || Engage: Elmo activity “Is It Worth It?”- 2 problems as engage. Check for current understanding. ||
 * ^  || 1/24 || P || Complete follow up questions: What model could we use to represent this problem situation? Etc. ||
 * Students will investigate decimal multiplication using a number line as a model to represent the total distance walked over a given number of days. || 1/25 || P || “Going the Distance” C-Scope activity where ||
 * ^  ||   ||   || students use a given number line to model ||
 * ^  ||   ||   || the problem given. ||
 * ^  ||   || C || “Patterns in Multiplication Sentences” activity ||
 * ^  ||   ||   || relating the factors and products to the problem situation from the previous activity. ||
 * Students will investigate decimal division using a number line as a model to represent the number of days to walk a total distance given he distance walked each day. ||  ||   ||   ||
 * ^  || 1/26 || P || “How Many Days” activity using a number line to model given situations. ||
 * Students will relate the dividend, divisor, and quotient from the above activity (“How Many Days?”) by writing their own word problems to fit the number sentence. || 1/26 || S || Students write their own word problem to fit the ||
 * ^  ||   ||   || number sentence from the above activity. ||
 * ^  ||   || C || “Patterns in Multiplication Sentences” activity ||
 * ^  ||   ||   || relating the factors and products to the problem situation from the previous activity. ||
 * Students will investigate decimal division using a number line as a model to represent the number of days to walk a total distance given he distance walked each day. ||  ||   ||   ||
 * ^  || 1/26 || P || “How Many Days” activity using a number line to model given situations. ||
 * Students will relate the dividend, divisor, and quotient from the above activity (“How Many Days?”) by writing their own word problems to fit the number sentence. || 1/26 || S || Students write their own word problem to fit the ||
 * ^  ||   ||   || number sentence from the above activity. ||
 * ^  || 1/26 || P || “How Many Days” activity using a number line to model given situations. ||
 * Students will relate the dividend, divisor, and quotient from the above activity (“How Many Days?”) by writing their own word problems to fit the number sentence. || 1/26 || S || Students write their own word problem to fit the ||
 * ^  ||   ||   || number sentence from the above activity. ||
 * ^  ||   ||   || number sentence from the above activity. ||