Mini Lesson With Evaluation Assessment

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.

We are having a family reunion soon. Let’s figure out how many people will be there. My Aunt and Uncle have eight kids also. How many do we have now?

Casey took 25 tests in 135 days. At this rate, in how many days will she take another 10 tests?

Sylvia makes chocolate truffles to give to her family. She keeps one-tenth of them for herself. If she made 10 dozen truffles, how many did she keep?

The participants were three members of a family. The first was male and 67 years of age. The second was female and 52 years old. The third member of the family was male, and 25 years old.

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.

He can convert improper fractions to a mixed number with 57% accuracy and convert mixed numbers to improper fractions with 80% accuracy. John can simplify a fraction with 92% accuracy. However, he does not always simplify his answer, instead he stops with his answer rather than seeing if it can be simplified. He can add and subtract fractions with 88% accuracy. He can multiply a fraction by a fraction with 14% accuracy and by a whole number with 90% accuracy. He can divide a fraction by a whole number and a whole number by a fraction with 89% accuracy. He needs to be able to simplify fractions when computing with fractions. He needs to be able to add, subtract, multiply, and divide fractions. He needs to identify the correct operation to solve a word problem. He needs to be able to solve one-step and multi-step word problems involving all 4 operations (addition, subtraction, multiplication, and division) of whole numbers and fractions. John’s weaknesses in math impact his ability to solve multi-step word problems, which is expected in 5th

Teacher divides the class into five groups. On each group table the teacher puts a set of fractions cards and a set of five labeled small boxes. The boxes are labeled as following (one whole, between one-half and one whole, less than one half, one half, more than one whole).

[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,

3. In a library there are currently B bookshelves, each with 40 books. C new bookshelves are added, then 5 books are added to every bookshelf in the library. How many books have been added to the library? 45C + 5B

B. The Progress Reports Front Three C. The pre prank 40. How many nights did they stay at the barn? A. 4 B. 6

• The family consists of the mother and two children. The mother is forty-five years old, the son is 20, and the daughter is 18.

When it came time to write the answer to problem #8 as a fraction, decimal, and percent, I was pleased to find the majority of the students remembered how to complete this conversion. For this portion of the problem, I disregarded whether the

Multiplicative thinking, fractions and decimals are important aspects of mathematics required for a deep conceptual understanding. The following portfolio will discuss the key ideas of each and the strategies to enable positive teaching. It will highlight certain difficulties and misconceptions that children face and discuss resources and activities to help alleviate these. It will also acknowledge the connections between the areas of mathematics and discuss the need for succinct teaching instead of an isolated approach.

The morning paper was full of the earthquake reports. He read it from beginning to end on the plane. The number of dead