Progress Check 9
Objective To assess children’s progress on mathematical
O
content
through the end of Unit 9.
c
LLooking Back: Cumulative Assessment
Input children’s data from Progress Check 9 into the Assessment
Management Spreadsheets.
CONTENT ASSESSED
Use manipulatives to model
equivalent fractions.
LESSON(S)
SELF
Assessment Handbook, pp. 118–125,
192–195, 219, and 268–271
slate; inch and centimeter rulers; counters
(optional); Fraction Cards (optional); base-10
blocks (optional); number grid (optional)
ORAL/SLATE
ASSESSMENT ITEMS
WRITTEN
PART A
PART B
1–3
9 3, 9 5, 9 7,
99
Materials
OPEN
RESPONSE
14
[Number and Numeration Goal 6]
Use strategies for solving problems
involving addition and subtraction of
multidigit whole numbers.
9 2, 9 4–9 9
6
5
9–12
9 1, 9 4–9 6,
98
4
4
6
[Operations and Computation Goal 2]
Make reasonable estimates.
[Operations and Computation Goal 3]
Use repeated addition and skip counting
to model multiplication.
[Operations and Computation Goal 4]
Find the median.
9 1, 9 3, 9 8
5
7, 8
9 1–9 4
1
1, 2
9 6, 9 7
2
3, 4
9 1–9 4
3
5
[Data and Chance Goal 2]
Measure objects to the nearest inch
and centimeter.
13
[Measurement and Reference Frames Goal 1]
Partition rectangles and count unit squares
to find areas.
[Measurement and Reference Frames Goal 2]
Draw line segments and identify parallel
line segments.
15
[Geometry Goal 1]
LLooking Ahead: Preparing for Unit 10
710
Math Boxes 910
Materials
Home Link 910: Unit 10 Family Letter
Math Journal 2, p. 228
Math Masters, pp. 289–292
Unit 9
Progress Check 9
Getting Started
Math Message • Self Assessment
Home Link 9 9 Follow-Up
Complete the Self Assessment
(Assessment Handbook, page 192).
Ask volunteers to share their findings. Share
solution strategies for one or two of the
Practice problems.
1
Looking Back: Cumulative Assessment
Math Message Follow-Up
INDEPENDENT
ACTIVITY
(Self Assessment, Assessment Handbook, p. 192)
The Self Assessment offers children the opportunity to
reflect upon their progress.
Oral and Slate Assessments
SMALL-GROUP
ACTIVITY
Problems 4 and 5 provide summative information and can be used
for grading purposes. Problems 1–3 provide formative information
that can be useful in planning future instruction.
Oral Assessment
For each problem, invite children to use counters, draw pictures,
or use Fraction Cards. Ask children to describe the strategies that
they use.
1.
1
_
2
of 20 cents is equal to ? dimes. 1 dime
2.
1
_
3
of 6 cents is equal to ? cents. 2 cents
3.
2
_
4
Assessment Master
Name
LESSON
of 20 cents is equal to ? nickels. 2 nickels
Slate Assessment
4. Have children make a ballpark estimate, with a number
model, for each sum.
26 + 58 = ? 30 + 60 = 90
12 + 77 = ? 10 + 80 = 90
59 + 43 = ? 60 + 40 = 100
172 + 47 = ? 170 + 50 = 220
5. Have children solve the following problems using strategies or
manipulatives such as base-10 blocks, number grids, tally
marks, or paper-and-pencil algorithms.
23 + 17 = ? 40
115 + 25 = ? 140
56 + 14 = ? 70
136 + 34 = ? 170
9 10
Date
Time
Progress
Check 9
Self Assessment
Check one box for each skill.
Skills
I can do this
by myself.
I can explain
how to do this.
I can do
this by
myself.
I can do this
with help.
1. Measure lines to
the nearest inch
and centimeter.
2. Find area.
3. Draw a line
segment.
4. Make a ballpark
estimate.
5. Find the median
number.
6. Add and subtract
multidigit numbers.
Assessment Handbook, p. 192
192-195_EMCS_T_AH_G2_U09_577007.indd 192
2/5/11 11:03 AM
Lesson 9 10
711
Assessment Master
Name
Date
Written Assessment
Time
LESSON
Progress
Check 9
9 10 Written Assessment
INDEPENDENT
ACTIVITY
(Assessment Handbook, pp. 193 and 194)
Part A
Measure each line segment to the nearest inch and centimeter.
1.
5
13
inches
3
8
inches
Part A
centimeters
Problems 1–12 provide summative information and may be used
for grading purposes.
2.
centimeters
Find the area of each shape.
3.
4.
12
10
Area =
sq cm
Problem(s)
Description
1, 2
Measure to the nearest inch and centimeter.
3, 4
Partition rectangles into unit squares and count
unit squares to find areas.
5
Draw a line segment.
6
Make a ballpark estimate and write a
number model.
7, 8
Find the median.
9–12
Add and subtract multidigit numbers.
sq cm
5. Draw line segment CD.
C
py g
g
p
Area =
Recognizing Student Achievement
D
Assessment Handbook, p. 193
192-195_EMCS_T_AH_G2_U09_577007.indd 193
Part B
3/8/11 6:07 PM
Informing Instruction
Problems 13–15 provide formative information that can be useful
in planning future instruction.
Date
LESSON
9 10
Time
Written Assessment continued
6. Make a ballpark estimate. Write a number model for
the estimate. Sample answer:
37
+ 46
40
50
+
7. 29, 30, 31, 32, 33
The median number of inches is
The median number of meters is
.
inches
10
.
meters
23
+ 36
59
10.
11.
134
+ 58
12.
86
- 41
192
- 65
127
45
192
Part B
2 12
13. Measure the sides of the trapezoid
to the nearest half-centimeter.
2 12
14. Write another name for
1
_
2.
Sample answer:
2
4
15. Draw a line segment that is
parallel to line segment AB.
Label its endpoints E and F.
2 12
5
A
Sample answer:
E
Assessment Handbook, p. 194
192-195_EMCS_T_AH_G2_U09_577007.indd 194
712
cm
cm
__
Unit 9 Progress Check 9
14
Find an equivalent name for _12 .
15
Draw a parallel line segment and label
its endpoints.
INDEPENDENT
ACTIVITY
A Broken Ruler Problem
The open-response item requires children to apply skills
and concepts from Unit 9 to solve a multistep problem.
See the Assessment Handbook, pages 121–125 for rubrics
and children’s work samples for this problem.
Unit
Solve.
9.
Measure to the nearest centimeter.
(Assessment Handbook, pp. 121–125 and 195)
Unit
31
8. 8, 12, 7, 9, 11, 15, 10
13
Open Response
90
=
Description
Use the checklists on pages 269 and 271 of the Assessment
Handbook to record results. Then input the data into the
Assessment Management Spreadsheets to keep an
ongoing record of children’s progress toward Grade-Level
Goals.
Assessment Master
Name
Problem(s)
cm
cm
B
F
3/8/11 6:07 PM
Assessment Master
Name
2
Date
Time
LESSON
Looking Ahead: Preparing for Unit 10
Math Boxes 9 10
A Broken Ruler Problem
Victor is making a frame for his picture.
His picture is 10 inches high and 15 inches wide.
He decided to use popsicle sticks to make his frame.
Victor measured the length of a popsicle stick. His ruler is broken.
Here is a picture of what he did.
INDEPENDENT
ACTIVITY
Progress
Check 9
9 10 Open Response
(Math Journal 2, p. 228)
6
Mixed Practice This Math Boxes page previews
Unit 10 content.
Home Link 9 10:
10
11
12
2. Explain what you did to find your answer.
py g
g
(Math Masters, pp. 289–292)
9
See the Assessment Handbook for sample
answers and rubrics.
p
Unit 10 Family Letter
8
1. How many popsicle sticks will Victor need to make his frame?
Show all your work.
Draw and label pictures to show what you did.
INDEPENDENT
ACTIVITY
7
inches
Home Connection The Unit 10 Family Letter provides
parents and guardians with information and activities
related to Unit 10 topics.
Assessment Handbook, p. 195
192-195_EMCS_T_AH_G2_U09_577007.indd 195
Student Page
Date
Home Link Masters
Time
LESSON
9 10
Name
HOME LINK
Math Boxes
1. I have 85¢. How many 5¢
9 10
䉬
17
The value of 8 is
pieces of candy
The value of 2 is
The value of 7 is
The value of 6 is
The value of 4 is
Later in this unit, children will
work with place-value notation
for 5-digit numbers. Here, as
previously, the focus remains
on strategies that help children
automatically think of any digit
in a numeral in terms of its
value as determined by its
place. For example, children
will learn that in a number like
7,843, the 8 stands for 800,
not 8, and the 4 for 40, not 4.
lunch is $7.50.
She paid with a $10 bill.
$
Estimate:
+
Answer:
1
ᎏᎏ
2
of a dollar
$0.50
fifty cents
ÍÍÍÍÍ
2.50
6. Use Î, Â, Í, and ‰.
$0.20 = $1.10
$1.13
p
Show $2.20.
Sample answer:
‰‰‰‰‰
‰‰‰ÍÍ
g
$0.21 more. How much does
he have now? Estimate your
answer and then solve.
$0.90
50 cents
How much change will she get?
15.36
5. Justin had $0.92 and found
50¢
py g
$
Unit 10: Family Letter
The unit also focuses on extending work with fractions and money by using decimal
notation. Children will use calculators for money problems and estimation.
4. The total cost of Neena’s
‡§
‰ÂÂÎ
Time
In this unit, children will review money concepts, such as names of coins and bills,
money exchanges, and equivalent amounts. They will pretend to pay for items and
to make change.
8
.
200 .
7,000 .
60,000 .
40 .
10 11
3. How much money?
Date
Decimals and Place Value
2. 67,248
pieces of candy can I buy?
2/1/11 3:53 PM
Please keep this Family Letter for reference as your child works through Unit 10.
Math Journal 2, p. 228
209_228_EMCS_S_SMJ_G2_U09_57640X.indd 228
Math Masters, pp. 289 –292
2/10/11 9:34 AM
Lesson 9 10
713
Name
Date
Time
LESSON
Progress
Check 9
9 10 Self Assessment
Check one box for each skill.
Skills
I can do this
by myself.
I can explain
how to do this.
I can do
this by
myself.
I can do this
with help.
1. Measure lines to
the nearest inch
and centimeter.
2. Find area.
3. Draw a line
segment.
5. Find the median
number.
6. Add and subtract
multidigit numbers.
192
Assessment Handbook
Copyright © Wright Group/McGraw-Hill
4. Make a ballpark
estimate.
Name
Date
Time
LESSON
Progress
Check 9
9 10 Written Assessment
Part A
Measure each line segment to the nearest inch and centimeter.
1.
inches
centimeters
2.
inches
centimeters
Find the area of each shape.
Copyright © Wright Group/McGraw-Hill
3.
4.
Area =
sq cm
Area =
sq cm
5. Draw line segment CD.
C
D
Assessment Masters
193
Name
Date
LESSON
9 10
Time
Written Assessment continued
6. Make a ballpark estimate. Write a number model for
the estimate.
37
+ 46
+
=
7. 29, 30, 31, 32, 33
Unit
The median number of inches is
.
8. 8, 12, 7, 9, 11, 15, 10
inches
Unit
The median number of meters is
.
meters
Solve.
9.
23
+ 36
10.
11.
134
+ 58
86
- 41
12.
192
- 65
Part B
cm
cm
cm
14. Write another name for
1
_
2.
cm
15. Draw a line segment that is
parallel to line segment AB.
Label its endpoints E and F.
194
Assessment Handbook
A
B
Copyright © Wright Group/McGraw-Hill
13. Measure the sides of the trapezoid
to the nearest half-centimeter.
Unit
9
Individual Profile of Progress
Name
Date
Problem(s)
Progress Check 9
A.P.*
Comments
Oral/Slate Assessment
1–3
Use manipulatives to model an equivalent fraction in a
word problem and describe strategies used.
[Number and Numeration Goal 6]
4
Make a ballpark estimate, with a number model, for each
given sum.
[Operations and Computation Goal 3]
5
Solve addition problems of 2-digit whole numbers using
strategies or manipulatives.
[Operations and Computation Goal 2]
Written Assessment Part A
1, 2
Measure to the nearest inch and centimeter.
[Measurement and Reference Frames Goal 1]
3, 4
Partition rectangles and count unit squares to find areas.
[Measurement and Reference Frames Goal 2]
5
Draw a line segment.
[Geometry Goal 1]
6
Make a ballpark estimate and write a number model.
[Operations and Computation Goal 3]
7, 8
Find the median.
[Data and Chance Goal 2]
9–12
Add and subtract multidigit numbers.
[Operations and Computation Goal 2]
Copyright © Wright Group/McGraw-Hill
Written Assessment Part B
13
Measure to the nearest half-centimeter.
[Measurement and Reference Frames Goal 1]
14
Find an equivalent name for _21 .
[Number and Numeration Goal 6]
15
Draw a parallel line segment and label its endpoints.
[Geometry Goal 1]
*Assess Progress:
A
= adequate progress
N
= not adequate progress
Go to www.everydaymathonline.com for digital checklists.
N/A =not assessed
Formative Assessments
Individual Profile of Progress
269
Copyright © Wright Group/McGraw-Hill
Class
Date
Names
Assess Progress:
A
= adequate progress
N
Go to www.everydaymathonline.com for digital checklists.
= not adequate progress
N/A =not assessed
Class Checklist
15. Draw a parallel line segment and label
its endpoints. [Geometry Goal 1]
14. Find an equivalent name for _12 .
[Number and Numeration Goal 6]
Part A
13. Measure to the nearest half-centimeter.
[Measurement and Reference Frames Goal 1]
9–12. Add and subtract multidigit numbers.
[Operations and Computation Goal 2]
Progress Check 9
7, 8. Find the median. [Data and Chance Goal 2]
6. Make a ballpark estimate and write a number model.
[Operations and Computation Goal 3]
Oral/Slate
5. Draw a line segment. [Geometry Goal 1]
3, 4. Partition rectangles and count unit squares to find
areas. [Measurement and Reference Frames Goal 2]
1, 2. Measure to the nearest inch and centimeter.
[Measurement and Reference Frames Goal 1]
5. Solve addition problems of 2-digit whole numbers
using strategies or manipulatives.
[Operations and Computation Goal 2]
4. Make a ballpark estimate, with a number model, for
each given sum. [Operations and Computation Goal 3]
9
1–3. Use manipulatives to model an equivalent fraction
in a word problem and describe strategies used.
[Number and Numeration Goal 6]
Unit
Class Checklist:
Written
Part B
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Formative Assessments
271