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FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
- The teacher provides base-ten blocks to the student.
- The teachers says the number 1,385 (one-thousand, three-hundred eighty-five) aloud, and asks the student to write the number.
- After seeing the written number, the teacher asks the student to represent the number 1,385 with base-ten blocks.
- The teacher asks, "What quantity is represented by the 8 in the number 1,385?"
- The teacher asks, "Does the digit 3 represent a quantity that is greater than or less than the quantity represented by the digit 5? Will you explain to me how you know?"
Vocabulary Associated with the Assessment
digit
hundreds place
ones place
place value
tens place
thousands place
TASK RUBRIC
Getting Started |
Misconception / Error The student does not know how to write numbers greater than 100. | Examples of Student Work at this Level The student may not write any number or writes an incorrect or incomplete number.The student does not know how to represent large quantities with base-ten blocks. | Questions Eliciting Thinking How would you write the number 409? How would you write the number 84? | Instructional Implications Using a two-digit number, have the student use base-ten blocks to construct the number. Allow him or hertime to practice building one-digit numbers, two-digit numbers, and then three-digit numbers. |
Moving Forward |
Misconception / Error The student does not understand what the word value means.The student only thinks of the tens in the tens place. | Examples of Student Work at this Level The student understands the value of the numbers in each place, as well as skip counting, but cannot build the number using only tens. | Questions Eliciting Thinking Will you build the number with base-ten blocks and then tell me the value of the 8? | Instructional Implications Using a two-digit number, the student will use base-ten blocks to construct the number. Allow the student time to practice building two-digit numbers and then three-digit numbers in order to determine the value of each place. |
Almost There |
Misconception / Error The student has difficulty determining the difference between the value of the tens place and how many tens are in the number. | Examples of Student Work at this Level After prompting, the student concludes that thereis a total of more tens in the number than are indicated by just looking at the digit in the tens place. | Questions Eliciting Thinking How many tens are in this number?How are these representations the same? | Instructional Implications Give the student a four-digit number. Ask the student to construct the four-digit number using base-ten blocks, and ask how many tens are in the number without breaking the hundreds up. |
Got It |
Misconception / Error There are no misconceptions or errors. | Examples of Student Work at this Level The student is able to use base-ten blocks to show and explainthat thereare more tens in the number than indicated by the digit in the tens place. | Questions Eliciting Thinking How do you know how many tens are in this number? | Instructional Implications Give the student a four-digit number and ask the student how many hundreds are in the number. |
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
- Base-ten blocks (at least 1 thousands cube, 5 hundreds flats, 10 tens rods, and 10 units cubes)
- Paper
- Pencil
- If the student is working alongside peers, a folder divider may be used to keep student work private
SOURCE AND ACCESS INFORMATION
Name of Author/Source:
MFAS FSU
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.
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