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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