Pre-Assessment Analysis Before starting my math unit on multiplying and dividing fractions, I had the students complete a short pre-assessment to determine their level of understanding and prior knowledge with the concept of fractions. This assessment consisted of twelve individual questions that ranged from understanding concepts to using mathematical processes. The first four questions determine the student’s understanding of the concept of what fractions represent compared to a whole, how to find equivalent fractions, and how to simplify a fraction. Additionally, one of the questions determines if the students know and understand how to correctly label the parts of the fraction using the terms numerator and denominator. The remaining …show more content…
Student A represents the individual that scored higher on the pre-assessment. That individual was one of the few that was able to describe what a fraction represents partially, but wasn’t able to fully describe the concept. Additionally, Student A correctly labeled the fraction and was able to partially understand simplifying fractions, but wasn’t able to find the final solution. This individual struggled with the concept of finding common denominators and dividing fractions. The student that scored around the middle on the pre-assessment is Student B. This individual wasn’t able to describe what a fraction represents or find an equivalent fraction. Student B was able to partially answer the question that asked them to label the fractions, but couldn’t remember one of the terms. Furthermore, Student B was able to partially simplify the problem, but wasn’t able to find the final solution. Similar to Student A, Student B had difficulty finding common denominators and finding the solutions to the division problems. The last student was Student C who scored in the lower range on the pre-assessment. This student had difficulty with the first four questions that covered what fractions represent, labeling the parts, finding equivalent fractions and simplifying the fractions. Additionally, Student C had difficulty with all the processes that weren’t adding fractions with common denominators. This includes finding common denominators, subtraction, multiplication and
Due to the deeper understanding required to successfully execute this portion of the lesson, the higher-level Cognitive Demands for procedures with connections tasker assigned J, K, L and M. In doing mathematics,
It was evident Tessa struggled to recognize words at the high school level, committing 33 total errors. Tessa was unfamiliar with prior knowledge and obtained a score of 40% on the concept questions. Tessa did not retain the meaning and her total comprehension score declined to 50%. At the high school level, Tessa comprehension score declined to 50%, signifying the passage was at her frustration level, therefore limited comprehension.
Recommendations Based on the data that I have collected both from the WJ III assessment and the CBA that I conducted, I would recommend that the focus of Brian’s help should be on applied problems with focus on math fluency. There were other areas where performed below grade equivalency but I feel that the focus should be on math fluency because there is a chance that once he has mastered math fluency, his performance in the area of applied problems may come up as a result. I recommend that Brian be tutored at least twice a week, every week for thirty minutes per session in order to help him with his math fluency and applied problems.
If not correct, ask student guiding questions to help them find the correct answer. Provide the feedback necessary to help them solve the division problem, some students don’t subtract correctly, others multiply incorrectly, or divide incorrectly. Catch their error to better assist them. Step 3: Model on Elmo • After students, have finished solving the first division problem, solve the
Then I went to the main lesson which I did on the white board and I started with simple two step problems and got up to the four step problems with the parentheses so they could see me do it. After I was done, I had each student come up a couple of time to check their understanding of it, to me they seem to get it really well. I sent them home with homework to post assess them on the following Wednesday when I came back, I was surprised when they turned in the homework on how well they
As previously mentioned, while watching the student complete the assessment, I observed the student guessing. If the student truly understood the place value of each number then she would have answered all of the other number sentences correctly, however she only chose to complete each number sentence using the “less than,” inequality symbol, which coincidently awarded her with items b and e being correct. This student is yet to understand how three-digit numbers compare to one another based on place value, as well as, the meaning of each inequality symbol. Due to not understanding how three-digit numbers compare to one another based on place value, the student was not able to properly discuss her
Guided Practice PERFORMANCE TASK(S): The students are expected to learn the Commutative and Associative properties of addition and subtraction during this unit. This unit would be the beginning of the students being able to use both properties up to the number fact of 20. The teacher would model the expectations and the way the work is to be completed through various examples on the interactive whiteboard. Students would be introduced to the properties, be provided of their definitions, and then be walked through a step by step process of how equations are done using the properties.
“One thing is certain: The human brain has serious problems with calculations. Nothing in its evolution prepared it for the task of memorizing dozens of multiplication facts or for carrying out the multistep operations required for two-digit subtraction.” (Sousa, 2015, p. 35). It is amazing the things that our brain can do and how our brain adapt to perform these kind of calculations. As teachers, we need to take into account that our brain is not ready for calculations, but it can recognize patterns.
The Universal Pre-K Initiative is a movement to allow access to preschool programs for all eligible children in any state regardless of their social economic status, abilities and any other reason. Universal Pre-K started back in 1834 in France and grew throughout other European countries. The movement started gaining momentum in the United States as societies’ view shifted from seeing children’s development as a responsibility of parents to a responsibility of society and parents. About 38 out of the 50 states have started some form of preschool programs but these are often run by various community agencies in contrast to the desired state ran preschool programs the Universal Pre-K Initiative is calling for. According to Parents.com, there are three
Whoville Middle School is in need of a vision. I would further investigate the needs of the school to ensure that all of the needs are identified. A needs assessment plan will be used to provide important information concerning the strengths and weaknesses of the school. I would collaborate with the teachers and parents of the community to develop a vision that would best improve the school. I have to be aware of the demographics of the school in means of diversity and diverse educational needs.
Prior knowledge and understanding- children need to have prior knowledge to enable them to understand the ideas presented. Understanding- children need vocabulary related to the ideas presented Context- the mathematical concept must be understood by the child/children they need something to relate to, to back up what they are being presented with. Resources available-
Standardized tests are very common in today’s modern society. They are used as a tool to measure a person’s performance and indicate how their estimated performance will be in a college class. Every year hundreds of students take the ACT or SAT in order to get accepted into their college of choice and to receive scholarships, but they fail to see the problems with these standardized tests. As more and more people take these tests, the national average score falls causing doubt in the extremely important system. This is leading people to question whether or not the ACT and SATs are accomplishing what they were created to do.
I would constantly refer to both the mnemonic device and guided examples as I verbalized the task. Sixth, I would also use modelling and practice to help my student understand the patterns in solving long division, and support his or her confidence in his or he ability to perform and complete the individual steps of long
This student does not draw a model or use the blocks. So, I know she is past the direct modeling stage. She seemed to use simultaneous double counting when she counted 1,2 on her pinky and thumb, which actually represented 10 and 11 in the math problem. She solves the problem by using her fingers as anchors but mostly holding on to the numeric values, showing that she has quotity.
They will have to use their problem solving skills to delve into unfamiliar fractions such as 7/12, 4/9, or anything else that our students can come up with. Students will need to apply their knowledge in order to identify, for example, 4/9 and then dig deeper to realize that 5/9 is left over. This problem solving will feed into number bonds when there is a number bond such as 4/4 partitioned into ¼ and then students will have to find the other missing part. This is simply another avenue to explore adding and subtracting fractions with like denominators and this will be a very important foundation as we continue to proceed in fractions moving forward in the year. In the final lesson regarding fractions with larger numerators than denominators, student problem solving will begin to crescendo with the problem with 5 half slices of bread.