Content Analysis of Student Learning

In order to improve my instructional practices, I analyzed instructional data from district math diagnostic and proficiency assessments. The most recent assessment assessed student’s abilities to count, add and subtract, and their understanding of place value. My students scored below not only the other first grade students at the school, but also all first grade students in the district. 81.6% of my students could count, read, and write numbers to 120. This was an improvement from their diagnostic assessment. However, only 66.7% could relate counting to addition and subtraction, and only 45% demonstrated understanding of place value in two digit numbers.

The Latin American subtraction algorithm is based on the fact that the difference between the two numbers does not change while adding the same amount to the minuend and subtrahend (Indiana University Southeast, n.d.). This algorithm appears to be one that requires precision to detail as it is different from the traditional subtraction algorithm the majority of students have been taught. Regardless of teacher preference, providing students with various strategies allows them to experience the diversity in problem

The pre-assessment used to establish students’ baseline knowledge and skills for this lesson is first to watch the video https://www.youtube.com/watch?v=9Z2gpbYiEXo. After the video engages the students to bring back prior knowledge, they will be given a white board. The students will work out a subtraction problem on the board for me to see what they already understand about solving subtraction word problems. I will use the data to know what parts of the instruction on how to solve subtraction word problems need to be more emphasized to the students.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Literature: Read Remainder of One by Elinor Pinczes to prepare students for the lesson. “What do you think is going to happen in this story? Based on the title, what do you think this has to do with division?” Read the story. “Can anyone tell me how division was used in this book? What happened to the extra 1 person, or the remainder? We are going to learn about dividing larger numbers today and how to do it correctly.”

Jazmine was introduced to two digit addition. My first lesson focused on drawing tens and ones to solve two digit addition. This strategy would provide Jazmine with the visuals she needs to solve the problem. First, I did a quick review on how to draw tens and ones to represent a number. She was given three examples ranging from easy to hard. Jazmine showed no signs of difficulty and was able to complete the task. Then, I demonstrated how to use the drawings to add two digit numbers. I explained how she must draw the picture for each addend. Then, I explained that she must count the tens first and then the ones. She smiled and said “that's easy”. We went through a couple of problems together and Jazmine displayed that she understood the strategy of drawing tens and ones to solve two digit

The teacher selects five cards to demonstrate to the class how to place the fractions cards in the boxes correctly. The teacher thinks out-loud to model to students how can they choose the appropriate box to place the first card. Then the teacher repeats with the second card.

[As a result of the step by step direction in the reengagement lesson, I want students to be able fully grasp the concept of addition; and how the knowledge of addition can be used to provide answers to expressions that require the decomposition of numbers totaling 8, 9, 10. The state standard that I am addressing in this reengagement lesson is 1.OA.1 Common Core State standards; use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together,

First, the interviewer presented the problem as difficult when reading the problem. Once the child had solved, the interviewer immediately went to the 7 in the hundreds place and questioned what that number represented (i.e. identifying the place of error). The interviewer pushed the child to re-examine place value, and was able to get the child to realize it should be larger numbers that sum to 1000. However, when the child didn’t automatically try to fix the other numbers, the interview pushed the child to fix the other numbers by again prompting towards place value application. Once the child said ten-hundred, the interviewer pointed back to the previous thousand and questioned why they were different—then asked “Really?” when the child showed a

As a student, I always enjoyed math. In high school I took all of the offered math classes, including Calculus. The first math class I took in college was a breeze, and I thought that this one would be no different. What could I learn about elementary school math that I did not already know? Contrary to my expectation, the first day of class, I learned things about math that had never been brought to my attention. This paper will discuss what I have learned about subtraction, about students, about the Common Core State Standards, and how my concept map has changed since my first draft.

In Section D, Daniel demonstrated a primary understanding of the multiplication and division concepts. Daniel can count group items by ones. He also counts one by one to find the solution for involving multiple groups when all objects are modeled. Daniel was able to use different strategies to count the cars in the boxes as he said, “I can count them by twos because there are two cars in each box,”

First, I disagree with the statement made in the last paragraph that said “one could easily argue that this exchange simply represented Danny’s misunderstanding of the task, we believe that if we look at this response as further explication of his conceptions of combining tasks and place value, we gain a more textured and multidimensional view of Danny’s understanding of number concepts” (p. 53). The student did not understand the task which caused confusion from the beginning. The student thought this was a place value task instead of a missing-addend task. The student asked for clarification over and over and then asked the teacher for confirmation when he said there was eleven chips. He did not receive confirmation so he changes his answer

This October 2017, practicum observation at Sharpsville Elementary consisted of a third grade Math Assessment interview and observation. The third grade teacher works on formative and summative assessment in the math class. The teacher uses different ways to assess students in the classroom. In most cases, whether the child is above level or at the level where the child should be she has many options and strategies on how to solve mathematical problems as a whole-group or individually. This reflection will discuss the formative assessment, summative assessment, how students respond to the instruction, and a student interview observation..

Melissa is able to do simple subtraction problems like 5-1 but larger numbers in subtraction is problematic for this student. I demonstrated to her two approaches to subtraction problems. First, is applying the counter and the second is by drawing pictures on a scrap paper. This allows her to see how to subtract the numbers. For example, 15-3 I drew 15 circles and I explain to her to cross out 3 circles. Then explain to her to count how many circles are left. The few homework, I assisted Melissa had word problems. I helped her by underlining keywords in the word problem and on a side piece of paper I wrote sum=total, less=subtract (-). If she sees certain keywords she will understand what type of problem she is solving. With practice, Melissa will be able to do these types of math problems quickly. She eventually started to understand the math problems with some

For pupils to use a calculator effectively requires a sound knowledge of number. As children learn how to enter simple one step calculations that involve whole numbers, they can explore