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Counting to 1000

Strand: Number
Outcome: 1

Step 4: Assess Student Learning

Guiding Questions

• Look back at what you determined as acceptable evidence in Step 2.
• What are the most appropriate methods and activities for assessing student learning?
• How will I align my assessment strategies with my teaching strategies?

Sample Assessment Tasks

In addition to ongoing assessment throughout the lessons, consider the following sample activities to evaluate the students' learning at key milestones. Suggestions are given for assessing all students as a class or in groups, individual students in need of further evaluation, and individual or groups of students in a variety of contexts.

A. Whole Class/Group Assessment

Examples of Group Assessment  

B. One-on-One Assessment

1. Ask students to count by 5s, then 10s. Make sure that they can count by 10s past 100. Next, ask if they can count by those numbers from starting points along the original skip‑counting sequence. Ask them to count by 10s from the number 6.
   
   Use the following accommodations, if necessary:
   • use fingers to count up—see if the student notices a pattern
   • use a 100 chart and count up 5 or 10 at a time
   • place the appropriate number of pennies in front of the student and add dimes or nickels.
   Repeat for 5s from the number 2.
2. Ask students to count by 100. Next, ask them to count by 100s, starting at 50 and adding
   100 more each time.
   
   Use the following accommodations, if necessary:
   • use base-10 materials to keep track of the count
   • give the example of starting from 20 and counting up by 100s and ask the student to explain why this works the way it does.
3. Ask students to skip count by 3s from 0. Then, ask them to skip count by 3s from 100. Finally, ask them to skip count by 3s from 63.
   
   Use the following accommodations, if necessary:
   • use fingers to count up—see if the student notices a pattern
   • use a blank 100 chart and a pencil to keep track of the count.

   Repeat for 4s from the number 84.

C. Applied Learning

Provide opportunities for students to work with mixed coins on a regular basis. Encourage them to count all amounts regularly.

Model skip counting using think-alouds whenever you notice yourself grouping to count; e.g., counting supplies or snack items. Intentionally allow yourself to be interrupted, and then start from where you left off, again using a think-aloud to illustrate your thought processes.

Related Resources

• Assessment in the Mathematics