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Math ASSESSMENT TWO

Content Objective: Students will use a computer program to divide fractions.

Language Objectives: Students will:

• Listen to a lecture on the overhead (Listening).
• Students will discuss the process of dividing fractions in small groups (Speaking
and listening).
• Students will use a computer program to solve fraction division problems
(Reading).
• Students will write down the problem step-by- step that they do on the computer
onto a task sheet that is provided (Writing).

Assessment: The step-by-step process written on the task sheet.

Performance Options:

Early and
Pre
-
Production
• Students will be provided an outline of the lecture in their native
language.
• Students will be provided a step-by-step outline of the division
process in their native language.
• Students can participate in group work using their native language.
• The computer program will be in their native language and
English.
• Students can draw pictures to depict the topic along with one-word
descriptors to define the steps.
Speech
Emergence
• Students will be provided an outline of the lecture.
• Students will be provided a step-by- step outline of the division
process.
• Students can participate in group work using a combination of
their native
language and English.
• The computer program will be in their native language and
English.
• Students will write down the process using appropriate math
symbols and define the steps using incomplete sentences.
Intermediate
and Fluent
• Students will be provided an outline of the lecture.
• Students will be provided a step-by-step outline of the division
process.
• Students can participate in group work using English.
• The computer program will be in English.
• Students will write down the step-by-step process with appropriate
math symbols and define each step in complete sentences.

Rubric:

  GOOD FAIR POOR
Pre and
Early

Production
The student completed
nine out of ten
problems on the task
sheet. On each
problem they showed
detailed step-by-step
process, used pictures
to depict the idea, and
effective use of oneword
descriptors to
define the steps.
The student completed
six out of ten problems
on the task sheet. On
half of the problem
they showed the stepby-
step process, used
pictures to depict the
idea, and one-word
descriptors to define
the steps.
The student completed
three out of ten
problems on the task
sheet. They did not
show the step-by-step
process or use pictures
to depict the idea and
ineffective use of oneword
descriptors to
define the steps.
Speech
Emergence
The students completed
nine out of ten
problems on the task
sheet. On each
problem they showed
detailed step-by-step
process, used
appropriate math
symbols , and effective
use of incomplete
sentences to define the
steps.
The students completed
six out of ten problems
on the task sheet. On
each problem they
showed the step-bystep
process, mostly
used appropriate math
symbols , and attempted
to use incomplete
sentences to define the
steps.
The students completed
three out of ten
problems on the task
sheet. They did not
show a detailed stepby-
step process,
occasionally using
appropriate math
symbols, and little use
of incomplete sentences
to define the steps.
Intermediate
and Fluent
Production
The students completed
nine out of ten
problems on the task
sheet. On each
problem they showed
detailed step-by-step
process, always using
appropriate math
symbols, and effective
use of complete
sentences to define the
steps.
The students completed
six out of ten problems
on the task sheet. On
each problem they
showed the step-bystep
process, often
using appropriate math
symbols, and use of
complete sentences to
define the steps.
The students completed
three out of ten
problems on the task
sheet. They did not
show a detailed stepby-
step process,
occasionally using
appropriate math
symbols, and little use
of complete sentences
to define the steps.
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