At this point in the unit you should administer a Formative Assessment Lesson. This should be given approximately 2/3 of the way through the unit to guide and inform your instruction. Formative Assessments Lessons (FALs) What is a Formative Assessment Lesson (FAL)? The Formative Assessment Lesson is designed to be part of an instructional unit typically implemented approximately two-thirds of the way through the instructional unit. The results should then be used to inform the instruction that will take place for the remainder of the unit. Formative Assessment Lessons are intended to support teachers in formative assessment. They both reveal and develop students’ understanding of key mathematical ideas and applications. These lessons enable teachers and students to monitor in more detail their progress towards the targets of the standards. They assess students’ understanding of important concepts and problem solving performance, and help teachers and their students to work effectively together to move each student’s mathematical reasoning forward. What does a Formative Assessment Lesson look like in action? Videos of Georgia Teachers implementing FALs can be accessed and a sample of a FAL lesson may be seen . PRACTICE TASK: Fill the Bucket Approximately 3 Days In this task, students use digit cards to build the largest and the smallest numbers possible. They then use >, =, and < to compare the numbers. STANDARDS FOR MATHEMATICAL CONTENT: MCC2.NBT.1 Understand that the digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 100 can be thought of as a bundle of ten tens called a — “hundred.” The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). MCC2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Compare two numbers based on meanings of the hundreds, tens, and MCC2.NBT.4 ones digits, using >, =, and < symbols to record the results of comparisons.
At this point in the unit you should administer a Formative Assessment Lesson. This should be given approximately 2/3 of the way through the unit to guide and inform your instruction. Formative Assessments Lessons (FALs) What is a Formative Assessment Lesson (FAL)? The Formative Assessment Lesson is designed to be part of an instructional unit typically implemented approximately two-thirds of the way through the instructional unit. The results should then be used to inform the instruction that will take place for the remainder of the unit. Formative Assessment Lessons are intended to support teachers in formative assessment. They both reveal and develop students’ understanding of key mathematical ideas and applications. These lessons enable teachers and students to monitor in more detail their progress towards the targets of the standards. They assess students’ understanding of important concepts and problem solving performance, and help teachers and their students to work effectively together to move each student’s mathematical reasoning forward. What does a Formative Assessment Lesson look like in action? Videos of Georgia Teachers implementing FALs can be accessed and a sample of a FAL lesson may be seen . PRACTICE TASK: Fill the Bucket Approximately 3 Days In this task, students use digit cards to build the largest and the smallest numbers possible. They then use >, =, and < to compare the numbers. STANDARDS FOR MATHEMATICAL CONTENT: MCC2.NBT.1 Understand that the digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). MCC2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. MCC2.NBT.4 Compare two numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
CCGPS_Math_2_Unit1Framework.docx