Formative Assessment: Math

Learning Objective: Using the counting on strategy, students will evaluate an additional
problem that adds up to no more than 10, by using a number line to assist them in counting to
solve the problems.

Description of assessment: The students will do the number line hop formative assessment. The
assessment will be set up by the teacher so that there will be large numbers in order from 1-10
going across the floor of the room. Each student will take a turn or two and will be given a
problem adding up to no more than 10. The student will start by standing on the first number (If
the problem is 5+3, the student will start on the number 5 on the floor), then they will hop
forward on the number line the same number of times indicated by the second number, counting
up from the first number (If 5+3, the student who is standing on 5 will hop forward 3 spots
counting up out loud while doing so). The student will then give their final answer by writing it
on the chalkboard next to the equation that matches the problem given (Following the above
example the student would write 8 next to where the teacher wrote 5+3=).

Rationale: This Assessment meets the lesson objective because the use of a giant number line
and the little number lines I provide assists the students with the counting on strategy. None of
the answers will add up to more than 10. The assessment is developmentally appropriate as it
allows students to move around and keeps them engaged throughout the assessment. It also
allows for a lot of opportunities to differentiate.

Differentiation: The scoring guide is differentiated and allows for different requirements to help
specific students who need it. One of my two students was allowed to walk instead of jump as
she was a bit shy. The difficulty of the problems was altered based on the student’s proficiency in
math. Students who couldn't get it on the first try were allowed multiple tries.
Scoring Guide:

Differentiated scoring Guide: