No Series: Formative Assessment Using the U-P-S Strategy

Formative Assessment Using the U-P-S Strategy

Lesson Objective: Assess how students understand, plan, and solve problems
Grades 9-12 / Math / Geometry

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first three pieces of content for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

Discussion and Supporting Materials

Thought starters

  1. How does Ms. Mickle assess learning through each part of the U-P-S strategy?
  2. How can students use this strategy to assess their own understanding?
  3. How could the data gathered from this strategy be used to inform instruction?

7 Comments

  • Private message to Jessica Dauscher
Sarah Roberts-I'd love to hear more about the WITQAM (What Is The Question Asking Me) Please share what this looks like!
Recommended (0)
  • Private message to Andrea Emmanuel
I already use this strategy however, I've never named it. I think the students will buy in to using it more with a catchy name. Thank You
Recommended (0)
  • Private message to Debra Adams
This is a great strategy I will be passing along to my colleagues! Thanks.
Recommended (1)
  • Private message to Marulynn Lockett
Although I am not a core teacher (CTE), I can incorporate the same learning strategies in my courses (Family & Consumer Sciences, Food & Nutrition, Dietetics, Education & Training, Teaching I & II). I teach these course with in a two(2) -year time frame.
Recommended (0)
  • Private message to sarah roberts
I will share this strategy with my teachers. It takes our WITQAM (What Is The Question Asking Me) to the next level to check their solutions. This will be a good next step for math,.
Recommended (3)

Transcripts

  • Formative Assessment Using the U-P-S Strategy Transcript

    Card: Strategies: Formative Assessment using UPS (check)
    TeRaze Mickle: Today we are

    Formative Assessment Using the U-P-S Strategy Transcript

    Card: Strategies: Formative Assessment using UPS (check)
    TeRaze Mickle: Today we are going to use the UPS shake process again.

    Lower Third: TeRaze Mickle
    9th-10 Grade Geometry
    Cedar Hill Collegiate High School, Cedar Hill, Texas
    TeRaze Mickle: The UPS process is a strategy that I use. The U stands for understanding the problem first.
    Card: U = Understanding.
    TeRaze Mickle: The P stands for planning out the steps that you're going to use to solve the problem.
    Card: P = Planning.
    TeRaze Mickle: And the S stands for the solve part of the problem.
    Card: S = Solve.
    TeRaze Mickle: Giving the reasoning why you're doing your steps.

    Card: ? = Check

    +++ 00:00:39 +++
    TeRaze Mickle: And the check part checks for your reason to see if your answer's logical, your calculations are right.
    TeRaze Mickle: The challenge is on. Let's see, can you use the thinking the process, embedded with all the other strategies, in order to solve the problem?
    TeRaze Mickle: Doing the U process, I've noticed this: if a child can't articulate it in writing, they've probably got a reading comprehension issue.

    +++ 00:00:58 +++
    TeRaze Mickle: In this section of the planning, you're supposed to devise a plan in writing. I see the pictorial part, but where's the writing?
    TeRaze Mickle: The two, if they can't plan it, they can draw it and they can see it, then they can write it out a little bit better, but that helps me with knowing my visual learners and things like that.
    TeRaze Mickle: You're skipping all the steps in between. I'm going to need the work shown here. That came from the calculator, right?
    Student: Mm-hmm.
    TeRaze Mickle: So whatever tan was, put that there equal to x/100 and finish it out and then show me this part.

    +++ 00:01:28 +++
    TeRaze Mickle: The solve part, if they're just repeating some steps and don't know why, then that tells me I have to go back and explain why they did stuff. Go back over some more properties, some more rules, some more definitions, some theorems.
    TeRaze Mickle: Surface area?
    Student: Uh-huh.
    TeRaze Mickle: Wait a minute.
    Student: You would use volume.
    Student: Volume? Okay.

    TeRaze Mickle: Your volume is your inside. Your surface area is only the outside, so that would only the outside portion. So it has to be volume.
    TeRaze Mickle: And of course, they find a way of checking it, that means they really, really understand it.

    Student: We should prove why we use ten instead of cosine and sine. (Okay)
    +++ 00:01:58 +++
    TeRaze Mickle: All of you all trying to check you work good job! Go on with that, yeah, good.

School Details

Cedar Hill High School
1 Longhorn Boulevard
Cedar Hill TX 75104
Population: 1670

Data Provided By:

greatschools

Teachers

TeRaze Mickle
TCHERS' VOICE

New Teachers

TCHERS' VOICE

Summer Learning

TCHERS' VOICE

Educating for Democracy

TCHERS' VOICE

Summer Learning