Place Value

Strand: Number
Outcome: 5

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 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

Using base ten materials, ask the student to predict and prove how many singles would equal a ten bar or a hundred flat, and then how many ten bars would equal a hundred flat. Then ask the student to show you how he or she might represent 1000 without using single beans or cubes.
- Use the following accommodations, if necessary:
- Prompt the student to count the beans or cubes in the material.
- Use base ten materials that can be joined together and broken apart again.
Give the student a number, such as 541, and ask the student to represent this number using base ten materials. Then ask the student to show the same number a different way. Ask the student to describe the two ways, including what is the same and what is different.
Use the following accommodations, if necessary:
- Use place value cards (number cards that show expanded notation when pulled apart, or conventional notation when stacked) to make the number.
- Use base ten materials that can be joined together and broken apart again.
- Prompt the student to say first what is the same, and then what is different.
Make a number, such as 216, using base ten materials, without saying the number. Ask the student to write the number represented. Circle each of the digits, starting from the units, and ask the student to show you that amount in single beans or cubes.
Use the following accommodations, if necessary:
- Prompt the student to pay attention to the grouped materials that were used to make the number in the first place.
- Have the student use place value cards (number cards that show expanded notation when pulled apart, or conventional notation when stacked) to make the number.

C. Applied Learning

Provide opportunities for students to experience bundling or grouping for a real purpose in a way that makes counting a collection more efficient. For example, to recycle juice containers, squash and bundle with elastic bands in groups of 10, and put 10 bundles each in grocery bags.
Provide opportunities for students to group money in order to count it; for example,
10 pennies in each of 10 stacks is the equivalent of $1.00.
Read aloud from the selection of children's books that exist on topics like large numbers, counting objects or bundling to count.
Have students do inventories of classroom materials for you by grouping to count; e.g., craft materials, mathematics manipulatives, toys, general supplies.

Related Resources

Assessment in the Mathematics