PRIMALS 4-6

Pedagogical Retooling in Mathematics, Languages,

and Science for Grades 4-6 Teachers

Session 3.3
Applying different
formative assessment tasks

Learning Action Cell Session Guide

Mathematics 4-6

Prepared by:

ANGELO A. UNAY
Master Teacher II
Camp Crame Elementary School
Schools Division of Quezon City
Department of Education – NCR

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Objectives of the Session

At the end of the session, teachers should be able to:

1. Appreciate the importance of using multiple formative assessments;
2. Design and construct sample formative assessment tasks for grade 4 – 6
mathematics; and
3. Apply learning progression and learning targets in constructing formative
assessments.

Key Understanding or Learning Points

Some examples of formative assessment tasks are the following:

1. Agree and Disagree Statements
2. Always true, sometimes true, never true
3. Clued corrections
4. Agreement circles
5. Error Analysis

Materials Needed Approximate Duration

 Geodot paper 1.5 hours / 90 mins

 Manila paper
 Marker
References
PRIMALS NTOT Powerpoint Slides

Introduce the session (10 minutes)

Note to the facilitator: Tell them that in this session will be a workshop, where they
will apply what they have learned about classroom assessment, learning
progression, and learning targets using the KUD framework.

“A blessed ______ to all of you. For this session, you will experience how
to construct different formative assessment tasks. You will also need to recall the
sessions about learning progression and learning target since you will be
incorporating some of these in your outputs.”

Note to the facilitator: Discuss together with participants the different objectives
that are expected of them to achieve at the end of the session. The facilitator can
show the objectives to the participants.

ACTIVITY (25 minutes)

Note to the facilitator: Tell them that this task will require them to use their critical
and creative thinking skills. Ask the participants to form small groups of 3-4

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persons. Distribute to them the Geodot paper. (See appendix)

Give this directions for this task:

“Each member in your group will divide each square in the Geodot paper
into two equal parts. Remember that each of you will do the task one at a time.
When you are done with a square pass the Geodot paper onto the next member.
Make sure also that the way you divide a square will be different from the previous
ones.”

Note to the facilitator:

1. Remind them that the other members should not coach their group member
who is doing the task.
2. When some groups raise questions about the different conditions on how to
divide the square (example: Should the parts be of the same shape?
Should we only use straight lines?). Remind them that the only condition
given them is to divide the square into two equal parts.

Have each group present their outputs in class. Let each group cross out those
squares that are similar to their outputs.

ANALYSIS (15 minutes)

Call a participant from each group to share the process they went through in doing
the given task.

Provide these guide questions to them:

1. What did you feel while you are the one doing the task?
2. Did you struggle in dividing the squares during the last set of squares?
Why? (Note: Give this question to the person who did the last square.)
3. How did you divide the squares? Did your group consider different
conditions in dividing the squares other than those given in the direction?

Give these questions to elicit their ideas about formative assessment.

Focus questions related to the topic.
1. Can this task be used as formative assessment? Explain.
2. What learning target is this task focused to?
3. Do you consider this task a problem? Explain.

ABSTRACTION (15 minutes)

Give these guide questions to the participants before watching the short clip.
1. When choosing an assessment method, what are the questions that we
need to answer first?
2. What are the different assessment methods that we can use in our
classroom?
3. Why do we need to provide varied methods of assessment to our learners?

Viewing #1. Applying Different Formative Assessment Tasks in Mathematics

Classroom
Resource Person: Joseph Randolph Palattao, PRIMALS 4-6 National

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 Training of Trainers

Note to the facilitator:

Here are some of the expected responses based on the video.
1. What are you assessing – knowledge, understanding, or skills? Which
method would best allow your learners to demonstrate what they have
learned? Which method would make it easy and manageable for you to
gather evidence of your learners’ progress over time?
2. Some of the assessment methods are the following:
a. Performance tasks
b. Writing and journals
c. Self – assessments
d. Tests
e. Observations
f. Interviews
3. Using a method of assessment only does not fit to the needs of all the
pupils since we have diverse kinds of learners in the classroom.

Discussion of Topic (25 minutes)

Discuss to the participants some formative assessment tasks:

1. Agree and disagree statements
2. Agreement circles
3. Always, sometimes, never true
4. Card sorts
5. Clued corrections
6. Error Analysis

Note to the facilitator: Show slide 35 to 68 and discuss the different formative
assessment tasks. Study the examples to provide inputs to the participants.
For them to better understand each formative assessment task, have them
experience on how to implement these tasks to their pupils.

Note to the facilitator: Read the Notes for the Facilitator regarding the examples
for the different formative assessment tasks. Use the notes on how to implement
the different formative assessment tasks. Provide as many as possible to expose
the participants on formative assessment tasks.

Provide these discussion questions to deepen the understanding of participants on

the effectiveness formative assessment tasks.
1. Can we implement these formative assessment tasks in our classroom?
Why?
2. What are some of the challenges that you can foresee to encounter?
3. What are some of the concerns that we need to address considering the
diverse learners that we have? How will you address them?

Reflection
1. What kind of learners do I have in my classroom?
2. Which of the formative assessment tasks is/are appropriate to my pupils?
3. What other ways can I do to help my pupils reach the learning targets I set

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 for them?

Note to the facilitator: The participants will not answer these questions during the
session. Let them write their answers on their journals.

APPLICATION (30 minutes)

Ask the participants to revisit learning progression and learning targets. Let them
suggest formative assessments that will help their pupils master the skill.

Note to the facilitator: The participants will be using one of the outputs from their
previous sessions for them to see the relationships of the topics. Show them an
expected output from them. If there is still time, have them to present their output
in class.

Closure (5 minutes)

Entertain 2 to 3 questions from the participant. End the session by showing this
picture.

Ask some of them to give them their short reflection about the picture. Call 1 to 2
participants.

“According to Albert Einstein, Everybody is a genius. But if you judge a fish

by its ability to climb a tree, it will live its whole life believing that it is stupid. Thank
you so much for coming. I’m hoping that you will participate again to our next
session.”

Note for the Facilitator

Formative Assessment Tasks

I. Agree and Disagree Statements

Directions:
a. Distribute two colored cards to the participants. (e.g. blue means agree,
red means disagree)
b. Show a statement and ask them to raise either one of the cards.
c. Record on the board how many said agree or disagree for each statement.

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 Example Questions:
1. 23 + 42 = 42 + 23 Agree (Because of commutative property
of addition)
2. 23 + 42 = 22 + 43 Agree (The two sides of the equation are
equal which is 65)
3. 42 – 23 = 23 – 42 Disagree (Because subtraction has no
commutative property)
4. 42 – 23 = 43 – 22 Disagree (The two sides of the equation
are not equal.)

II. Always True, Sometimes True, Never True

Directions
a. Have the participants answer the ASN statements
b. Provide time for them to write their reasons for their answers.

Example Questions:
Questions Answers Reason
1. Multiples of 5 end in 5 Sometimes Some multiples of 5 end
true in 0.
2. Multiples of 2 end in an odd Never true All multiples of 2 end in
number an even number.
3. Multiples of 7 are odd numbers. Sometimes There are multiples of 7
true that are even numbers
such as 14 and 28.
4. Multiples of 10 end n zero. Always True All multiples of 10 end in
0.
5. The sum of three consecutive Always true Give three examples
numbers is a multiple of 3. that will prove this. (e.g.
1+2+3=6;
10+11+12=33;
21+22+23=66)

III. Clued Correction

Directions:
a. In pairs, work on the given questions.
b. Write how you and your partner will check if your answer is correct.

Example Questions:
Questions Answers How to check
1. 9/16 is larger than 5/8 Agree Express 5/8 to an equivalent
fraction with 16 as its
denominator. 10/16 is greater
than 9/16. Therefore 9/16 must be
less than 5/8.
2. Decimals can be written as Agree Show how to change decimals
fractions. into fractions.

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 3. Dividing a number by a It Show different number sentences
fraction makes a larger depends using proper fractions and
number improper fractions as divisors.

IV. Agreement Circles

Directions:
a. Draw two big circles on the floor.
b. Label a circle as true and the other circle as false.
c. Show a statement and let the participants step in the circle of their
choice

Example Questions:
Questions Answers
1. All squares are rectangles True
2. All rhombuses are quadrilaterals True
3. All rhombuses have right angles. False
4. The opposite sides of a trapezoid True
are parallel
5. Parallelograms can NOT have False
angles greater than 90°
Note: These can be proven by illustration of counter examples.

V. Error Analysis
Direction:
a. Analyze the error committed that results to an incorrect answer.

Example Question:
Explain the error the student made to result in each of the following
answer choice:
3 1
÷ =𝑁
2 6
Options Rationale
A. ¼ The pupil multiplies 3/2 by 1/6.
B. 1/9 The pupil multiplies the reciprocal of 3/2 by 1/6.
C. 9 The pupil correctly divides 3/2 by 1/6.

Application Example Outputs

Curriculum Guide KUD Learning Corresponding Formative
Unit Standards Progression of pupil’s learning Assessments
and Unpacked targets
Competencies Competencies
Content Standards Identify the place I can identify the Problem Solving

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-demonstrates value and value of place value and Based Approach
understanding of a digit in a number value of a digit in a
whole numbers up given number. A. Given the
to 100 000 Compare the value I can compare the numbers 0, 1, 2, 3,
of the same digits value of the same and 4, what will be
Performance with different place digits with different the smallest
Standards values place values number that you
-is able to Write the place I can write the can form? Will 4 be
recognize and value and the value place value and the in the ten
represent whole of the underlined value of the thousands place
numbers up to 100 digit underlined digit and the value be
000 in various 40, 000?
forms and contexts
Yes or No? Why?

B. If the biggest
number will be
formed using the
same number,
what will be the
value and place
value of 4?

C. Compare the
place value of digit
4 between the
smallest and the
biggest number
formed.