Katie Rohn

Concrete-Representational-Abstract (CRA) Assessment Planning Form

Authentic Determining how many silly bands you bought.

context
Relevant N.FL.05.04 Multiply a multi-digit number by a two-
Standard digit number; recognize and be able to explain
common computational errors such as not
accounting for place value.
Identify big To master multi-digit multiplication a student should
ideas have an understanding of place value, multiplication
of basic facts, addition, and how these skills relate
to each other.
Key Problem You decide to buy a certain amount of packages of
silly bands. There are 12 silly bands in each bag.
How many silly bands did you buy? (the amount of
packages will fluctuate for the tasks)
Target objective The student will identify how many silly bands she
bought by multiplying the amount of silly band in a
package (12) by the amount of packages she
bought (determined in task).

CRA Concrete Representati Abstract

Assessment onal
Table Receptive
Task 1 Give 2 Similarly, Give student
(11 different provide two two number
packages) groups of drawings of sentences.
Task 2 base ten the answer. Choose the
(12 blocks. One Have student number
packages) with the identify the sentence
Task 3 correct answer that that
(13 answer and is correct. correctly
packages) one that is (Task 2) answers the
not. Have problem.
the student (Task 3)
identify the
group that is
correct.
(Task 1)

Expressive
Task 1 Ask Student Ask student Ask student
(11 to use base to draw a to use a
packages) ten blocks to picture to number
 Katie Rohn

Task 2 show how show how sentence to

(12 many silly many silly show how
packages) band you bands you many silly
Task 3 have. have. bands you
(13 (Task 2) (Task 1) have.
packages) (Task 3)

Summary

Completed 5 out of 6 tasks successfully = 83% accuracy (instructional level)

The assessment was administered at the end of the day during homeroom time. Other
students were silent reading, while Tina and I went into the hall to complete the assessment.
Before I asked Tina to come in the hall with me, I set up all of the materials I needed for the
assessment. I told Tina I was interested in understanding how she solved two-digit multiplication
and I would ask her to use manipulatives, pictures, and numbers to solve the problems. Tina
seemed very excited to begin. Multi-digit multiplication with manipulatives can be rather tricky,
so I asked Tina if she had ever used manipulatives to solve these types of problems. She told me
she had done it before; however, she did not quite understand the groupings at first. After we
established how many blocks there were in one group and how many groups there were, she
seemed to understand what I was asking. For the representational aspect, she understood this part
quickly probably because it related to the manipulatives. Interestingly, when she drew her own
picture, she made the items look more like silly bands than boxes, thus she created a picture
completely different than the one I created. The area she struggled in the most was expressive,
abstract. She thought she knew the answer to the problem because she saw the same task in
another aspect of the assessment; however, she did not know how to use the algorithm to solve
the problem. She particularly struggled when it came to place value and the process of the
algorithm. Overall, Tina seemed very content during the assessment and was more than willing
to work with me. I look forward to working with her more to help her better understand multi-
digit multiplication.
I hope to better demonstrate to Tina how multiplication is repeated addition. While she
understood the manipulatives and pictures, I’m not use if she has made the connection between
multiplication and addition. I intend to use manipulatives and pictures to demonstrate this
concept. After she seems to have a solid understanding of how multiplication works, I hope to
focus on the algorithm and how it works. My CT showed me an unique way to prove the
algorithm. For example, 56 x 12 can be demonstrated like this:

50 6
 Katie Rohn

10 500 60

2 100 12

I like how this method puts a stress on place value and demonstrates why we always plug
in a zero when we multiple the second number. Also, I may consider presenting multiplication in
a task analysis format. For example: 56 x 12:

2 x 6 = 12 12 + 100 = 112 112

2 x 50 = 100 +
10 x 6 = 60 60 + 500 - 560 560
10 x 50 500
I have identified a couple different ways I can go about teaching Tina about mutli-digit
multiplication. My overall goal would be for her to understand and be able to do the algorithum
for multi-digit multiplication. An objectives that work towards this goals would be, the student
will demonstrate how multiplication is the same as repeated addition by using manipulative and
drawings to show her thinking with an 95% accuracy. Another objective would be, the student
will perform multi-digit multiplication using task analysis with a 90& accuracy. Hopefully, Tina
will become more confident with multi-digit multiplication after she completes activities that
works towards these established objectives.