Unit Assessment Plan Grade 8 Fractions
Unit Assessment Plan Grade 8 Fractions
Unit Assessment Plan Grade 8 Fractions
Desired Results
Established Goals – GLO(s):
Assessments
White board Multiplying White board Dividing
Title Pre-assessment Worksheet Worksheet Final
multiplying project dividing project
Type F F F/S S F F/S S S
Learning Outcomes (Formative/Summative)
Research
Mode Poll everywhere whiteboards worksheet Their choice whiteboards worksheet Paper test
presentation
Weighting 15 20 15 20 30
Assessment Assessment OF
Assessment Tool Brief Description FOR Learning Learning
Through this assessment I will get a sense of the student’s
abilities to compare fractions, reduce and expand, add and
subtract, translate from mixed number to improper fractions
and vice versa, and estimate products and quotients. Based
Pre-assessment on results of this assessment I will know what needs to be
reviewed and what we can move forward in. Since they take
part in math minute, they should be relatively familiar with
these concepts but I will be prepared to take some time in
the following lessons to review concepts.
This classroom has a class set of mini whiteboards. I will ask
questions from the front of the room and ask students to
respond by writing their answer on the whiteboard, when I
Whiteboards
say “boards up” they will show me their answers and I will get
a sense if they understand the material. We will focus on
multiplication the first time then division later on in the unit.
I have prepared a double-sided worksheet intended to assess
students understanding of multiplication of fractions and
mixed numbers and their applications, pictorially and
symbolically. The first side will be formative, they can
complete this side with partners they will bring the sheet to
me for immediate feedback and suggestions for improvement
Worksheet
then they can work on the back which will be summative and
done individually. Same for the dividing fractions worksheet
later on in the unit.
The worksheets will be summatively assessed and handed
back to the students with a grade within two days. They are
invited to ask questions if they feel their mark is unfair.
In this project students will have the opportunity to create a
teaching tool that can be used to teach someone how to find
the surface area of a shape with side lengths being mixed
numbers. They will be showing their ability of converting to
Multiplying project improper fractions, finding surface area, and multiplying
fractions.
Students will be given a choice to complete this project as an
explain everything presentation, a brochure, a PowerPoint
etc.
In this project students will have the opportunity to choose
from 3 job options (I will determine the options based on
what I learn about the students throughout the term) In their
Dividing project
job they will receive an assignment form their ‘boss’ each
employee will have to complete the task using their
understanding of dividing mixed numbers.
Subject Area Mathematics
ED 3604 – Evaluation of Student Learning Grade Level Grade 8
Unit Assessment Plan Topic Fractions
Length of Unit (days) 15
This will be a paper and pencil test done in class on the last
Final day of the unit. Intended to test all learning outcomes in the
unit.
Concretly?
Kahoot to review before test
Outcome(s):
Overview: Students will do math minute. I will introduce myself a little, let them ask
questions. Everyone gets their phone or an iPad and we do a pre-assessment activity using
PollEverywhere. Students will answer questions, their answers will appear anonymously on
the smartboard. I will be able to see afterwards who gave which response.
1
Intro and pre- Teaching and/or Learning Strategies: Direct instruction, interactive online
assessment questionnaire
Outcome(s):
Overview: Math minute. Teach concepts that were lacking from the pre-assessment
(converting improper fractions to mixed numbers or representing fractions pictorially or
multiplying or estimating products). Focus on converting mixed to improper.
Fill gaps evident Give then one question on an exit slip they must complete by the beginning of next class.
in pre-assessment
2
Teaching and/or Learning Strategies: fill-in notes, exit slip
Notes: make a lesson plan based on weak concepts evident in previous class’ pre-
assessment
Notes:
Overview: Math minute. Review multiplying lesson from previous class (they should know
how to multiply a fraction by a mixed number and a whole number). Allow students to get
whiteboards, ask multiple multiplication questions taking time to teach between questions.
Convert mixed to improper, estimating, Frac x frac, frac x whole number, mixed x mixed.
Multiplying and
If time permits, show a word problem and walk through the steps in solving it. Exit slip:
whiteboards
4 when might you use multiplying fractions in life beyond this class?
Teaching and/or Learning Strategies: review, mini whiteboard questions, exit slip
Notes: Make a list of questions you will be asking. Is there a procedure to getting
whiteboards?
Overview: Math minute. Review briefly how to multiply fractions. Explain to students that
the first side of the sheet is not for marks, so they can work with a partner. Don’t start on
the back until I have reviewed your work. The back is to be done individually then handed
back to me.
5 Multiplying
worksheet
Teaching and/or Learning Strategies: review, worksheet
Notes: Use some of their suggestions of application of multiplying of fractions in real life
in the worksheet.
Resources: worksheets
Overview: Math minute. Lead a discussion/ brainstorm how we might use multiplying
fractions beyond this course. Write all suggestions on the board including finding surface
area.
Introduce the activity they will be doing the next few days and a few modes they can use
to do this project. Discourage them from having to learn a whole new system, if you’re
proficient at PowerPoint, or drawing or writing poetry, do that. Use what you are good at
to explain how to find the surface area of the shapes in the project.
Notes: Make an assignment sheet with a checklist. Ensure the assignment is strenuous
enough to occupy them for two periods but not too confusing. Demonstrate concretely,
pictorially and symbolically.
Resources: assignment sheet and examples of possible products. iPads and paper
Overview: Math minute. Go over expectations for this class, answer any questions. They
work on their project for remainder of period.
7
Work period Teaching and/or Learning Strategies: project
Notes:
Overview: Math minute. Go over expectations for this class, answer any questions. They
work on their project for remainder of period.
Those who are done early can self-evaluate, and when more get done, they can use
checklists to peer evaluate. Once they’ve reviewed three projects, they can brainstorm
8 how dividing fractions might be done?
Work period
Teaching and/or Learning Strategies: project
Notes: collect projects as they are completed along with the peer and self-evaluation
sheets
Notes:
Overview: Math minute. Review dividing lesson from previous class. Allow students to get
whiteboards, ask multiple division questions taking time to teach between questions.
Convert mixed to improper, estimating, Frac ÷ frac, frac ÷ whole number, mixed ÷ mixed.
If time permits, show a word problem and walk through the steps in solving it.
Exit slip: SEE-I
whiteboards
Teaching and/or Learning Strategies: review, mini whiteboard questions, exit slip
Notes: Make a list of questions you will be asking. Is there a procedure to getting
whiteboards?
Overview: Math minute. Review dividing fractions. How is dividing different than
multiplying, whole numbers and fractions?
Explain to the students that this worksheet is very similar to the one last week about
multiplication: first side of the sheet is not for marks, so they can work with a partner.
Dividing
11 Don’t start on the back until I have reviewed your work. The back is to be done
worksheet
individually then handed back to me.
Notes:
Resources: worksheets
Overview: Math minute. Review dividing if needed. Introduce assignment, they will have
lots of options.
12
Intro dividing
Teaching and/or Learning Strategies: review, project
project
Notes: Make 2 different assignments with identical checklists
13 Work period Outcome(s): Students will demonstrate an understanding of dividing fractions. Students
will demonstrate an understanding of dividing mixed numbers. Students will apply dividing
fractions/ mixed numbers to solve problems.
Overview: math minute. Go over expectations for this class, answer any questions. They
work on their project for remainder of period.
Those who are done early can self-evaluate, and when more get done they can use
checklists to peer evaluate.
Subject Area Mathematics
ED 3604 – Evaluation of Student Learning Grade Level Grade 8
Unit Assessment Plan Topic Fractions
Length of Unit (days) 15
Notes:
Overview: math minute. Go over expectations for this class, answer any questions. They
work on their project for remainder of period.
Those who are done early can self-evaluate, and when more get done, they can use
Dividing project
checklists to peer evaluate. Once they’ve completed three peer-assessments they can work
14 due. Finish
on textbook questions.
projects
Teaching and/or Learning Strategies: project
Notes:
Projects due, Overview: Collect all projects. Math minute. Work in pairs on a review worksheet. Lead
15
Review Kahoot the students in a review Kahoot! After the Kahoot they can get into partners and
Overview: Math minute. Students complete the unit test. When completed they can do
something quietly (i.e. read or draw)
Notes:
Subject Area Mathematics
ED 3604 – Evaluation of Student Learning Grade Level Grade 8
Unit Assessment Plan Topic Fractions
Length of Unit (days) 15
Resources: test
Subject Area Mathematics
ED 3604 – Evaluation of Student Learning Grade Level Grade 8
Unit Assessment Plan Topic Fractions
Length of Unit (days) 15