This document contains a student achievement chart (SAC) that assesses students' mastery of solving two-digit multiplication problems using different strategies. It tracks the number of students at different proficiency levels - highly proficient, proficient, developing, and emerging - on pre- and post-assessments. On the pre-assessment, 0% of students were highly proficient, 11% were proficient, 53% were developing, and 34% were emerging. On the post-assessment, these percentages changed to 37%, 40%, 22%, and 0%, respectively, indicating that more students mastered using multiple strategies to solve two-digit multiplication problems over time.
This document contains a student achievement chart (SAC) that assesses students' mastery of solving two-digit multiplication problems using different strategies. It tracks the number of students at different proficiency levels - highly proficient, proficient, developing, and emerging - on pre- and post-assessments. On the pre-assessment, 0% of students were highly proficient, 11% were proficient, 53% were developing, and 34% were emerging. On the post-assessment, these percentages changed to 37%, 40%, 22%, and 0%, respectively, indicating that more students mastered using multiple strategies to solve two-digit multiplication problems over time.
This document contains a student achievement chart (SAC) that assesses students' mastery of solving two-digit multiplication problems using different strategies. It tracks the number of students at different proficiency levels - highly proficient, proficient, developing, and emerging - on pre- and post-assessments. On the pre-assessment, 0% of students were highly proficient, 11% were proficient, 53% were developing, and 34% were emerging. On the post-assessment, these percentages changed to 37%, 40%, 22%, and 0%, respectively, indicating that more students mastered using multiple strategies to solve two-digit multiplication problems over time.
This document contains a student achievement chart (SAC) that assesses students' mastery of solving two-digit multiplication problems using different strategies. It tracks the number of students at different proficiency levels - highly proficient, proficient, developing, and emerging - on pre- and post-assessments. On the pre-assessment, 0% of students were highly proficient, 11% were proficient, 53% were developing, and 34% were emerging. On the post-assessment, these percentages changed to 37%, 40%, 22%, and 0%, respectively, indicating that more students mastered using multiple strategies to solve two-digit multiplication problems over time.
Reminder: Bring all student assessments to your pre- and post-conference
Standard:
NY-4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a
statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
NY-4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted.
NY-4.OA.3b Assess the reasonableness of answers using mental computation and estimation strategies including rounding
Objective: SWBAT solve a 2-digit multiplication problem by using different strategies
FAME Mastery Description of Student Work in Assessment Data
Levels each Mastery Category Outcomes: Description of ‘Highly Proficient’ - Pre Post
Number Correct: 4/ 4 Number of students: 0/26 10/27
Characteristics of student work: Students were Percent of Total class: 0% 37%
Highly Proficient able to correctly show at least 4 strategies when solving a two-digit multiplication problem Student Initials V.Z, B.M, D.N, D.H, V.X, C.V, S.S, K.C, J.N, Post: Students were able to correctly show at least W.L 4 strategies when solving a two-digit multiplication problem
Description for ‘Proficient’ - Number of students: 3/26 11/27
Number Correct: 3/4 (post) Percent of Total class: 11% 40%
Characteristics of student work: students were
able to correctly solve problems and come up Student Initials: W.L S.Z C.C A.B, S.Z, A.C, N.R, E.Y, M.I, H.P, A.F, I.S, Proficient with 3 strategies A.B, J.L Post: Students were able to correctly show at least 3 strategies when solving a two-digit multiplication problem
Description for ‘Developing’ - Number of students: 14/26 6/27
Number Correct: 2/4, 1/4 Percent of Total class: 53% 22%
Characteristics of student work: students were
Developing able to correctly show 1 or 2 strategies correctly Proficiency Student Initials: 2/4 J.C B.M V.X N.R D.H 2/4 C.C, P,J, M.C J.C, Students were able to correctly show at least 2 E.Y M.R ¼ P.J V.Z A.F M.K J.G strategies when solving a two-digit multiplication J.L D.N M.K C.V problem
Description for ‘Emerging’ - Number of students: 9/26 0
Number Correct :0/4 Percent of Total class: 34% 0
Emerging Proficiency Characteristics of student work: students were not Student Initials: M.I S.S H.P A.B K.C J.N 0 able to show a strategy nor solve the problem I.S A.B, J.G correctly
Students did not solve multiplication problems
correctly nor could they show multiplication strategies
A.C. did not take the pre-assessment because he wasn’t at the school when the other students took it, he is new to the school.
Assessment of The Problems and Challenges of Instructional Materials For Teaching Building Technology in Tafawa Balewa and Bogoro Local Government Areas
