Presentation.

1. Visual Presentation of Units
Tamara Grant
Master of Science in Education, Walden University
EDUC 6731: Assessment for Student Learning
Dr. Anissa Harris
April 17, 2022

2. Assessment Album
Grade 3

3. Table of Contents
 Interdisciplinary Plan Overview
 Topics
 Standards
 Learning Targets
 Enduring Understandings
 Essential Questions
 Learning Activities
 Cooperative Learning Activity
 Diagnostic Assessments
 Formative Assessments
 Summative Assessments
 Performance Task
 Performance Task Rubric
 Paper-And-Pencil
 Technology Integration
 Visual Presentation of Units Rubric
 References

4. Interdisciplinary Plan Overview
This interdisciplinary unit integrates science and mathematics. The unit is
designed to guide third-grade students in learning more about measurement and
classifying animals. Perimeter and area are attributes of plane shapes that students are
learning to calculate. The students are using multiple strategies to calculate area and
perimeter. They are using the characteristics of animals to classify them into major
groups.

5. Topics
 Measurement
 Perimeter
 Area
 Classification of Animals

6. Standards
 MAFS.3.MD.3.7
 Relate area to the operations of multiplication and addition.
a. Find the area of a rectangle with whole-number side lengths by tiling it and show that the area is the same as would
be found by multiplying the side lengths.
b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world
and mathematical problems and represent whole-number products as rectangular areas in mathematical reasoning.
c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the
sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles
and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
 MAFS.3.MD.4.8
 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given
the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or
with the same area and different perimeters.
 SC.3. L.15.1
 Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and
invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors.

7. Learning Targets
 LT 6.8 Tile to find the side lengths and area of a rectangle. (MAFS.3.MD.3.7)
 LT 6.9Explain the relationship between tiling and multiplying side lengths to find the area of rectangles.
(MAFS.3.MD.3.7)
 LT 6.9Explain the relationship between tiling and multiplying side lengths to find the area of rectangles.
(MAFS.3.MD.3.7)
 LT 6.10 Solve area word problems by multiplying whole numbers. (MAFS.3.MD.3.7)
 LT 6.11 Represent whole number products as rectangular areas. (MAFS.3.MD.3.7)
 LT 6.12 Represent the distributive property using tiles to show the area of a rectangle with whole number side
lengths. (MAFS.3.MD.3.7)
 LT 6.13 Decompose a rectilinear figure into non-overlapping rectangles in real world problems.
(MAFS.3.MD.3.7)
 LT 6.14 Recognize area as additive when finding areas of rectilinear figures in real world problems.
(MAFS.3.MD.3.7)
 Sc. Lt. 1. Classify animals into major groups based on their characteristics.

8. Enduring Understandings
 What we measure influences how we measure and the units we use. Measuring helps you
understand the space around you and how to use it effectively.
 Area is the measure of square units in a plane figure with no gaps or overlaps. Perimeter
and area are attributes of shapes.
 Students are recognizing and understanding concepts involving geometric measurements.
They relate area to multiplication and addition and recognize area and perimeter as attributes
of plane shapes.
 Students are also expanding their knowledge of plane figures in mathematics to science.
 Students will understand that all living things are categorized based on their characteristics.

9. Essential Questions
 Why is learning how to measure perimeter and area important in everyday life?
 How can you find or measure perimeter?
 How can you find the area of a plane shape?
 What strategies can you use to find perimeter and area?
 How can you find the unknown length of a side in a plane shape when you know its perimeter?
 How is finding the area of a shape different from finding the perimeter of a shape?
 Why can you multiply to find the area of a rectangle?
 How can you use the strategy “find a pattern” to solve area problems?
 How can you break apart a shape to find the area?
 How can you use area to compare rectangles with the same perimeter?
 How can you use perimeter to compare rectangles with the same area?
 What is the difference between perimeter and area?
 What are the major groups that animals can be classified into?

10. Learning Activities
 Pencil-and-Paper Practice
 Exit Tickets
 Performance Task–Create a Robot Activity
 Freckle Tasks and Assessments (District-Provided)
 Create a Dream House
 Create a Bedroom
 Create a Mosaic-Collaboratively
 Classify Animals Chart

11. Cooperative Learning Activity
 The students will work in groups to classify animals based on their characteristics.
The students are provided with pictures and information about each animal. They
will then classify animals as vertebrates and invertebrates. After that classification,
animals will be classified as, mammals, arthropods, reptiles, amphibians, birds and
fish.

12. Diagnostic Assessment 1
 A pencil-and-paper assessment used as a pre-test.
1. What is perimeter?
2. What is area?
3.What is the area of this shape?
4. What is the perimeter of the shape on the right?
5. What is the area of the shape on the right?
2
4

13. Diagnostic Assessment 2
 As we move forward, I would like to get an idea of some of your interests, if you have family
members working in the construction industry and if you have access to technology at home. This
information will assist me in choosing materials and resources for our lessons and ensure that I can
meet the diverse needs of all my students. I will read the survey questions, and you will circle an
answer. For the last question, you can write down any comments you have.
 Student Survey
1. Do you enjoy mathematics and science class? Yes or No
2. What is your favorite subject? Mathematics or Science or Social Studies or E.L.A
3. Do you have a working computer or tablet at home? Yes or No
4. Do you have internet access at home? Yes or No
5. Do you usually do your homework alone, or do you get help from a family member? Alone or
With Someone
6. Is anyone in your family working as a contractor, repairing buildings, laying carpet, tiling floors,
or painting? Yes or No
7. Please, write any comments you have below.
___________________________________

14. Formative Assessments
 Exit Tickets Online
Example: https://quizizz.com/admin/quiz/5f82f13112bf1b001b98c98e/perimeter-exit-
ticket
 Tests and Quizzes
 Lesson Checks
 Exit Tickets on Paper

15. Summative Assessment
 District-provided summative assessment.
 Performance Assessment-Robot Activity

16. Performance Task
 The student will build a robot with a head, a body, two arms, and two legs. The
specifications will be provided on a performance task card that students will attach
to their robots.
Specification
Task Card
Example

17. Performance Assessment Rubric

18. Paper-and-Pencil Assessment
1. What is the area of this shape in meters?
a. 4 square meters
b. 8 square meters
c. 16 meters
d. 16 square meters
2. What is the perimeter of the shape below?
___
4
3. What is the perimeter of this shape?
4. What is the area of this shape?
2
6

19. Technology Integration
 The students complete exit tickets online using their iPads.
 The district-provided program, Freckle, provides practice and assessments for
students.
 Kahoot!

20. Area and Perimeter Nearpod
The Nearpod activity will be completed as a live participation exercise. This
means students will log into their devices and participate in real-time as it is
presented on the smartboard. This activity takes students through all stages
of Bloom’s Taxonomy. Bloom’s Taxonomy indicates that teaching and
assessment processes should move from lower to higher learning domains as
students are guided through a learning experience (Chandio et al., 2021).
They are required to recall information initially and are challenged to apply
the knowledge at the end to solve area and perimeter problems. The
Nearpod reinforces the various strategies taught to calculate area and
perimeter. The activity provides an opportunity for students to practice and
submit work samples with anonymity. This activity also has quizzes, polls, and
assessments embedded that provide students with multiple opportunities to
self-assess. The facilitator’s view allows progress monitoring in real-time. This
information is then used to adjust the curriculum and place students into
groups for intervention and remediation.
Technology Integration

21. Student Self-Assessment and Reflection
 The students will complete a self-assessment and reflection sheet.
 Explain your understanding of today’s lesson.
 Write one thing you are still unclear about.

22. Visual Presentation of Units Rubric

23. References
Chandio, M. T., Zafar, N., & Solangi, G. M. (2021). Bloom’s taxonomy: Reforming pedagogy
through assessment. Journal of Education & Educational Development, 8(1), 109–140.