TWS 4: Assessment Plan Standard: CCSS 4.MD.

3: Apply the area and perimeter formulas for rectangles in real world and mathematical problems. Assessments for the Lesson: For this math lesson, I will use a pre-assessment asks students two questions about perimeter for two different shapes and then three questions about area using a square or rectangle. The last question asks students to find both the area and perimeter of a rectangle without pre-determined numbers but instead has squares within the rectangle for students to count and use. I will not count this sixth question because it does not pertain to my particular lessons. This preassessment will be administered and used to determine if students have prior knowledge in either area or perimeter. If students do possess prior knowledge of one or both I will use the data to plan the lesson accordingly. For example, if half of my students show basic proficiency in perimeter but little knowledge of area, I will review key ideas of perimeter with students during the lesson but focus on how to solve for the area of rectangles. I will use the last question to see if students know the relationship between area and perimeter. If fifty percent or more of my students struggle with the last question, I will be sure to include a clear description of the relationship between area and perimeter in my lesson. During the lesson, I will assess students as they work with a partner to figure out the perimeter and area of several examples in which I will provide. I will walk around to each group to listen to their conversations and make sure they have the formulas for area and perimeter written on their papers and that they are using these formulas to help them figure out the answer. The post-assessment for this lesson will include students completing workbook pages; a chart for area and 8 rectangles asking for computations for perimeter. I will walk around and assist students as needed. Students will show all of their work and, at the conclusion of the lesson, will turn in their work to me so that I can look at what they did to see whether or not they grasped the idea of area and perimeter. In order for me to know my students understood area and perimeter, I will be looking for eighty percent (19 students) of my students to have accurately determined any missing sides of the rectangle and calculated the area and perimeter. Pre-Assessment Checklist: At least one of the perimeter questions was answered correctly. At least one of the area questions is answered correctly. Student showed their mathematical work. During Assessment Checklist: Students worked together efficiently with their partner. Students stayed on task. Students held high-quality mathematical discussions with their partner regarding area and perimeter. Students showed their mathematical work. Students had the area and perimeter formulas written in their math notebooks.

Post-Assessment Checklist: Student accurately computed the area or perimeter for the given rectangles. Student has correctly written the area and perimeter formulas when necessary. Student has shown their mathematical processes through written mathematical work. Assessment Plan Table: Fourth Grade Lesson Objectives Assessments Format of Formative Assessments Pre: Checklist- will indicate what students already know about area and perimeter. During: Observation will show whether or not students are working on the given task and if they are learning about area and perimeter. Post: Using the postassessment checklist, analysis of students mathematical work will determine proficiency of area and perimeter. Accommodations

Lesson Objective Using mathematical problems, students will apply the area and perimeter formulas to analyze the difference between area and perimeter with 80% accuracy.

Pre-Assessment During Assessment Post-Assessment

Walk around during partner and individual work to assist as necessary. Model perimeter and area using examples. Elaborate when needed for clarification.