Simple Formative Assessment {Slice of Life}

Me:  What did you learn today doing this investigation?

7 and 17 are both odd
6 and 16 are both even


Me:  What did you learn today doing this investigation?

19 is odd
I actually thought it was even.
I tried 8 + 8 but that was only 16.
With 19, I can't make equal groups.

Impromptu.  Verbal.  Quick.

These are two snippets I wrote down on a post it note today as I conferred with partners after they did an inquiry during math workshop.  They were figuring out if the numbers 1-20 were even or odd.  They built a stick with unifix cubes and then tried to make the longer stick into two equal groups.  They then created a t chart or two circles to place their handmade post it note number cards in the correct spot.  I could easily see if they had the numbers placed in the correct category but I wanted to hear more about their thinking.  

So, I asked a simple impromptu question; What did you learn today doing this investigation?  I'm always interested in the words and verbal responses my students give.  It's much more fun and interesting than a paper/pencil exit ticket.  I was surprised to see my first discussion discovered a pattern and I didn't take them further with this justification but if the ones place number stays the same with the tens place value changing the number will also be odd or even. To continue their sharing; 47 is odd and 86 is even.   My second conference made me aware of a misconception a student had and how he cleared up his own misconception.  

As we walked to outside recess I realized these conversations were quick formative assessments.  Open ended questions that showed me more thinking than three questions asking students to identify odd and even numbers.  This was quick and easy and insightful.  I need to do this more often and possibly consider my students putting their thinking in writing in their math journal to capture more responses and thoughts from everyone.

Thank you Two Writing Teachers for organizing the Slice of Life writing community.