Part D

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University of West Alabama *

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415

Subject

Mathematics

Date

Apr 3, 2024

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docx

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Uploaded by BarristerRoseWaterBuffalo23

Data Analysis and Reflection Text boxes have been provided to help evaluators identify the information more quickly. If you need more space, you may expand the text box to fit your needs. Candidates must teach the lesson and administer the assessment to students in the corresponding grade and content area.  Review assessment results: Select high, medium, and low assessment samples to discuss further. Be sure to cover names to ensure anonymity, and scan or photograph student work/assessment samples for submission.  Reflect on the lesson and critically evaluate the effectiveness of the planning, resources, instructional strategies, and assessment tool. In addition, reflect upon the engagement and interest of the students involved in the instruction.  Write a reflection of the lesson and report your assessment results. It should include the following parts. 1. Assessment Results: Your assessment results should provide a clear communication of performance aligned with the key knowledge and skills identified for the standard(s). Reference student work samples to support your analysis and decisions.  Submit UWA created Excel worksheet with pre/post assessment scores for all participating P12 students. The Excel charts created by worksheet may be used to present the data (as required by the next bullet point) in the narrative or you may choose to present the data in some other format.  Present detailed and accurate data for all assessment included with the plan in a clear display (raw data, a graph, or a chart) for the whole class (or the identified student in the case of the collaborative education assessment), and identify any relevant patterns.  Analyze and interpret the student’s/students’ performance.  Write a narrative:  Overall, were the lesson standard(s), key knowledge and skills met? How do you know?  Identify which individuals had trouble and why as well as which individuals did well and why?  Precisely identify the next steps for instruction for your entire class, small groups, and/or individual students. Page 1 of 6 Present detailed and accurate data for all assessment included with the plan in a clear display (raw data, a graph, or a chart) for the whole class (or identified student in the case of the collaborative education assessment), and identify any relevant patterns. MET STANDARD APPROACHING STANDARD STANDARD NOT MET ABSENT 0 1 2 3 4 5 6 7 8 9 8 4 4 3 Exit Ticket Post-Test Data  DATA FOR ASSESSMENT.xlsx (EXCEL SPREEDSHEET)

Page 2 of 6 • According to the graph, eight students met the standard because they were able Use Unit rates to represent and describe ratios and Use ratio and rate reasoning to solve mathematical and real-world problems using a variety of models, including the tables of equivalent ratios, tape diagrams, double number lines and equations. four students are “approaching the standard” because they were able to show previous knowledge of the material. But they are in need of more practice on how to use unit rates and use ratio and rates to solve mathematical and real world problems. Lastly, four students that is “not meeting the standard” because they did not understand how to use rates to describe ratios in which the terms have different units and use rates and unit rates to solve problems. The four that did not meet standard will need further instruction. To move this student to “meeting standard” mark, the teacher will pull those students for intervention to use the various strategies to solve how to use rates to describe ratios in which the terms have different units and use rates and unit rates to solve problems. The teacher will show the students how to set up unit rates equations to help solve the problem. After this intervention, the teacher will give those students a similar assignment to test their knowledge how to use rates to describe ratios in which the terms have different units and use rates and unit rates to solve problems. • The Standard and skills were met in the lesson when each student could use ratio and rate reasoning to solve mathematical and real-world problems using a variety of models, including the tables of equivalent ratios, tape diagrams, double number lines and equations. However, many of the students improved from the pre-assessment to the post assessment. With the data that was collect each of the students increased their score from the pre-test to the post test. • The students who were having trouble were in the categories “approaching the standard” and “not meeting the standard.” I believe these students had problems because they were talking and not paying attention during the lesson as it was being taught. I also think these students were letting the other students in their group solve the equations instead of working them out. A few struggled with setting up the equations on how to find the unit rates. The students in the “meeting the standard” category listened well during the lesson as it was being taught, stayed engaged by asking questions. When the students got done with both of their activity assessments, I asked the whole group what they still struggle with and further explained if we had time. If we were limited on time, I would revisit the question later. • This class understood the central focus this lesson is that the students will develop an understanding of rates and unit rates and learn how to find them. Also that the students would also be able to solve real world problems. Some did not understand how to take the information from the word problem and turn it into the correct equation that represents it. Overall, most students did better than expected in this lesson. My next step with the four students who did not master the key knowledge and the skills. I will provide them with more small group instruction and more learning opportunities for them to ensure that they master the skill.

Page 3 of 6 This student is approaching standard level This student is at level with standard

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