1 Overview What do scoring or grading practices look like in your field placement? Assessing students’ written work & making class performance records Long division Wrap up
2 Assessing Students’ Written Work & Making Class Performance Records WHAT TO ASSESS: What do you want to know and why? Possibilities: Correct/incorrect Methods used Types of errors Unclear work HOW TO RECORD IT Efficient : –Easy and quick to record Useful: –Set up to be easy to get useful insights from the record –Easy to get information both about individual students and about the group as a whole
3 Solve the following problems using paper and pencil. Estimate to make sure your answer makes sense. A. 46 x 7 = B. 54 x 35 =
4 Long Division Transition to dividing large numbers –Division as repeated subtraction –Recording –Using place value to make repeated subtraction more efficient The long division algorithm –Modeling meaning –Recording –Becoming efficient and fluent
5 Division as Repeated Subtraction Divide 73 ÷ 11 Try 47 ÷ 7 Unifix cubes Methods of recording repeated subtraction 326 ÷ 8 Becoming more efficient by removing groups of the divisor Subtract 11 repeatedly Result: 6 11s can be subtracted from 73, with 7 left over 73 ÷ 11 = 6 R7 Measurement interpretation of division
6 Using Place Value to Divide More Efficiently 52 ÷ ÷ 3
7 Use base ten blocks to model the dividend Make note of each question in the process Record the result of each question Long Division Algorithm 84 ÷ ÷ ÷ 4
8 Becoming Efficient and Fluent Record multiples of the divisor Shortcuts for using the procedure Estimating quotients –– about how much is 3259 ÷ 43 ? 3259 ÷ 43
9 Video Third grade Working with small group on long division Using cubes to model the problem 72 ÷ 4
10 Wrap Up Assignments –Work on culminating performance assessments Make sure you’ve scheduled your lesson conference Final exam: –Check for your time and locations in the that I sent –Study guide posted this weekend, please read before next class Not collecting notebooks again until the final exam