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Unit Assessment Plan

Unit Overview
I.

Basic Information

Subject Area:
Unit Title:
Grade Level:

Math

Patterns

Grade 1

II. What is our purpose?


a. This unit aims at introducing the concept of patterns
to the students. Throughout the unit, students are
expected to identify, analyze and create patterns. By the
end of the unit, students are expected to generalize their
knowledge of patterns and apply it to different real life
situations.
b. By the end of this unit, students are expected to be
able to:
1. Define pattern.
2. Identify patterns from non-pattern.
3. Demonstrate their knowledge of patterns through
various activities.
4. Differentiate between types of patterns: numbers,
pictures, shapes, colors, sizes..etc.

5. Design his/her own pattern and use it for a


decorative purpose.

How best can we know what we have learned?


I.

What are the possible ways of assessing the


students prior knowledge? What evidence will we
look for?
At the beginning of this unit, I will ask students to visit
the following three centers to be able to pre-assess their
prior knowledge about patterns:
1. See-Think-Wonder: Through this visual thinking
routine students will look at pictures showing
patterns and non-patterns and will try to describe
what they see, what they think based on their
observation, and what are the questions that came
to their minds after observing and thinking. As a
teacher, I will be able to pre-assess the students
readiness for patterns; if they can define and
identify patterns.
2. Think-Puzzle-Explore: This visual thinking routine
will, not only help the teacher pre-assess the
students readiness, but will also allow the students
to self-reflect on their knowledge. This selfreflection is very important as it highlights for the
students the significance of learning this topic, helps
them set their own learning objects and their
expectations, as well as ensures a high level of
engagement and enjoyment all through the learning
process.

3. Arrange the objects: Students will be given three


sets of objects (pencils, erasers and markers). They
will be asked to place these objects beside each
other in a provided graphic organizer (the common
pattern framework). Creating a pattern is expected
to be challenging for many students; yet, it will help
me to individually assess the extent to which every
student knows about patterns, which will allow me
to draw a differentiated framework for the whole
unit.
II.

What are the possible ways of assessing the student


learning in the context of the unit? What evidence
will we look for?
Assessment is a non-stop process that starts at the very
beginning of the unit and continues even after the unit
ends. Throughout the flow of the lessons, I will be
formatively assessing the students learning and
understanding through the following activities and tasks:
1. What makes you say so: The pre-assessment
activities will trigger the discussion about patterns
and will pave the way for the students to explore the
concept of patterns. After their exploration, students
will see a pattern displayed on the data show and
will be asked to determine if it is a pattern or not.
What makes you say so? will be the tool through
which the teacher will understand if the students
have already got the concept of patterns. By asking
this question, the teacher is requiring explanation
from the students to ensure that they are able to
define patterns.
2. Which one is a pattern: After helping the students
understand the concept of patterns, they will do an
activity in which they will be given different patterns

and non-patterns on a worksheet. They will be asked


to discuss in groups, and then label each one as
pattern or non-pattern. This activity will help
students demonstrate their understanding about the
concept of patterns and will reflect their ability to
identify different patterns.
3. Create your pattern: After extending the concept of
patterns to include shapes, colors, sizes, numbers
etc., students will be asked to go through four
centers and create patterns using the materials and
graphic organizers provided. One center will have
geometrical shapes (circles, triangles, squares),
another center will have colors, a third one will have
objects of different sizes and the fourth one will have
numbers. The centers will help the teacher assess
the students learning progress and will
demonstrate how far they can differentiate between
different types of patterns as well as create their
own patterns.

III. What are the possible ways of assessing the student


learning at the end of the unit? What evidence will
we look for?
At the end of the unit, I will make sure that every student
has met the units learning objectives through the
following summative assessments:
1. Completing leveled activities and exercises on the
website www.ixl.com which reflects their knowledge
on recognizing, describing and creating patterns.
This website will help me individually monitor
students, make sure that all students have
successfully achieved the unit objectives as well as
prepare a report about each students areas of
strengths and challenges. An example for these

activities can be viewed through the following link:


https://www.ixl.com/math/grade-1/recognizepatterns
2. Project: The unit will end with a project-based
summative assessment where students will be asked
to decorate a white T-shirt with their self-reflective
customized patterns and then use these T-shirts to
introduce themselves to all the school members
during the weekly assembly. The project will fall in
four steps:
Step (1):
To design the pattern, students will include the
following elements:

Their favorite colors.


Words that best describe them.
Their favorite pets.
Their favorite geometrical shape.
Their favorite food.

Step (2):
Arrange the elements you collected in your favorite
pattern.

Step (3):
Use fabric colors to paint and color the pattern you
designed on your T-shirt in a decorative style. Be as
creative as you can!
Step (4):
Wear your customized T-shirt and introduce yourself
to the crowd in the schools weekly assembly
explaining your choices in designing the pattern, the

fun you had decorating you T-shirt and the


challenges that you faced.

ASSESSMENT SAMPLES
I.

Pre-assessment

Think-Puzzle-Explore:
This visual thinking routine will, not only help me to pre-assess
the students readiness, but will also allow the students to
self-reflect on their knowledge. This self-reflection is very
important as it highlights for the students the significance of
learning this topic, helps them set their own learning objects
and their expectations, as well as ensures a high level of
engagement and enjoyment all through the learning process.
I will display on the white board posters showing patterns and
non-patterns. Then, I will distribute graphic organizers among
the students and ask them to fill them in based on their
exploration of the posters. In the graphic organizer they will
answer the following questions:
What do you think of the two sets of shapes on the
posters?
What questions and puzzles arise in your mind while
observing the two sets and they way objects are
arranged?
What will you do to explore those questions?
Then, I will ask the students to share their thoughts with their
classmates and discussions are triggered. Through the
students answers and their contribution to the discussion, I
will be able to pre-assess them.
Graphic organizer:

Think

II.

Puzzle

Explore

Formative Assessment

Create your pattern:


After extending the concept of patterns to include shapes, colors,
sizes, numbersetc., students will be asked to go through four
centers and create patterns using the materials and graphic
organizers provided. One center will have geometrical shapes
(circles, triangles, squares), another center will have colors, a
third one will have objects of different sizes and the fourth one
will have numbers. The centers will help the teacher assess the
students learning progress and will demonstrate how far they
can differentiate between different types of patterns as well as
create their own patterns.
Checklist:
While the students are working in the centers, I will be moving
around to formatively assess their learning. I will have checklists,
each with the name of a student, and while moving around, I will
observe his performance to make sure he is on track and that he
attained the lesson objectives up to this point. The following is
the checklist that I will be using:

Objectives and skills


The student understands the concept of
patterns.

Yes or No?

The student can identify what is pattern


and what is non-pattern.
The student is able to effectively
manipulate the materials provided to
create patterns.
The student is displaying a good deal of
creativity when creating the patterns.
The student is able to create various and
colorful types of patterns.
Patterns Graphic Organizer:

Peer Assessment:
The teacher and the students will be engaged in a discussion
after everyone finishes his task, where the constructive criticism
and peer assessment will be encouraged.
III. Summative Assessment
Project: The unit will end with a project-based summative
assessment where students will be asked to decorate a white Tshirt with their self-reflective customized patterns and then use
these T-shirts to introduce themselves to all the school members
during the weekly assembly. The project will fall in several steps:
Step (1):
To design the pattern, students will include the following
elements:
Their favorite colors.
Words that best describe them.

Their favorite pets.


Their favorite geometrical shape.
Their favorite food.
Step (2):
Arrange the elements you collected in your favorite pattern.
Step (3):
Use fabric colors to draw the pattern you designed on your white
T-shirt in a decorative style. Be as creative as you can!
Step (4):
Wear your customized T-shirt and introduce yourself to the crowd
in the schools weekly assembly explaining your choices in
designing the pattern, the fun you had decorating you T-shirt and
the challenges that you faced.

Teachers Assessment: Rubric:


The projects will be assessed according to the following rubric
that the students will be oriented to before they start the project.
Needs
On Track
Development

Proficient

Pattern
Design

The student
does not show
understanding
of the concept
of patterns

The student
shows
satisfactory
understanding
of the concept
of patterns

The student
shows
competence
and creativity
in designing
the patterns.

Pattern
Content

The pattern
included very
few elements
of the ones
required.

The pattern
included most
of the
elements
required.

The pattern
included all
the elements
required.

The student
Time
management was not able
to meet the
deadline of
the project.

The student
asked for a
little time
accommodatio
n.

The student
was able to
accomplish
his project in
a timely
manner.

Presentation The student


displayed a
skills
very low
degree of
competence
with
presentation
skills.

The student
displayed a
satisfactory
degree of
competence
with
presentation
skills.

The student
displayed
extreme
competence
with
presentation
skills.

Peer Assessment:

Students will share in the process of assessing their peers


through filling the following graphic organizer based on the
presentation they attend in the schools assembly:

The presenter did well in

The name of the


presenter

The presenter needs to do


better in

The thing(s) I like most


about this pattern is

Self-Assessment:
Students will be required to assess their own project and
evaluate their own performance through the Compass Points
activity. This will be considered a self-reflection depending on
which the student can identify his own points of strength and

points of weakness and then set his own learning objectives


accordingly:
COMPASS POINTS:
Reflect on your knowledge about patterns and on the project you
did by answering the following questions:
E = Excitement. What excites you about this project?
W= Worries. What do you find worrisome about the concept of
patterns? What do you find challenging in patterns?
N= Needs. What else do you still need to know or find out about
the concept of patterns?
S = Stance, Steps, or Suggestions. What is your current stance
or opinion on the concept of patterns? What is your evaluation of
your project? What suggestions do you have at this point?

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