Mary Ellen Kanthack BROOKWOOD MIDDLE, GENOA CITY, WI
4th Grade Math : Unit #8 - Fractions 3 Mini Unit: Multiplying Fractions by Whole Numbers : Lesson #8

Multiplying Whole Numbers and Fractions Unit Assessment

Objective: SWBAT multiply whole numbers and fractions and solve word problems involving this skill.
Standards: 4.NF.B.4
Subject(s): Math
60 minutes
1 A Really Quick Review! - 10 minutes

It is the very end of the school year! Baseball is in full swing for the boys and dance/cheerleading recitals are on the minds of many of my girls. Others are dreaming about upcoming vacations to Disney. But, it's time for the very last assessment for our class and I can't let them slide! So, I thought it was necessary to do a very thoroughly quick review using this Quick Review SB Instructional File. It's only three pages, but states exactly what they need to know and helped them focus on getting ready for the test .

Quick Review Classroom Notes shows how we went step by step and reviewed what standard/goal was to be accomplished. There was a positive energy about the room as we solved each situation page by page. I felt confident when we were done that they were ready for their test and that it would be good

When I created the review I wanted to make sure to include a problem that asks the student to discern what two numbers the mixed number falls between. This by far was the most challenging type of word problem. If I asked students to identify the same thing without a word problem attached, 99% could place the mixed number on the numberline between the correct whole numbers. But, the minute word problems are mixed in, my students tend to fall apart! Solving this word problem together one more time was essential to their success in mastery of this part of the standard. I was hoping it would support them well!

2 The Assessment - 45 minutes

Multiplication of Fractions by Whole Numbers Assessment

I wrote this assessment by examining sample problems from homework resources while thinking about exactly what the standard meant and wanted from my students. On top, the learning goals (CCSS based) for the student are listed as "I can." This simple listing helps focus the student on their accountability for learning serving as a realization and checklist.

In the test, I have included a "what whole numbers does this fall  between"  word problem, along with straight forward algorithms. I reversed the order of the expressions to assess their understanding of the Commutative Property of Multiplication as it applies to fractions. I also made sure that there was a word problem to assess their understanding of what real life situation would use this type of equation and how well they could express thinking while also having to use content- related vocabulary.

I passed out the exams and we briefly went over all of the directions. They were ready and soon were busy taking the exam.

When the exams were finished and graded, I finished filling out the Module G checklist  to help record and understand how my students had grown. 

 

This test and Common Core
Coherence

This test and Common Core

The cohesive design of Common Core Standards for mathematics is reflected upon as I talk about the test itself and what I have observed as this unit unfolded.

Reflections about performance
Unit Exams

Students performed at varying levels on this exam. Three students did not master the exam, but those same three scored at 80-90% on their quizzes. This perplexes me. The exam was modeled closely to quizzes. This Educreations video shows some student samples of the tests and the varying mistakes I saw.