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Elementary Education - Mathematics with Literacy Task 4
Task 4: Mathematics Assessment Commentary
TASK 4: MATHEMATICS ASSESSMENT COMMENTARY
Respond to the prompts below (no more than 8 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this file. If you submit a student work sample as a video or audio clip and you or your focus students cannot be clearly heard, attach a transcription of the inaudible comments (no more than 2 additional pages) to the end of this file. These pages do not count toward your page total.
1. Analyzing Student Learning—Whole Class
a. Identify the specific learning objectives measured by the formative assessment you chose for analysis. [Students will be able to represent and solve word problems about elapsed time and communicate problem solving strategies orally. They will be able to solve addition elapsed time problems using a number line.] b. Provide a graphic (chart or table) or narrative that summarizes student learning for the whole class. Be sure to summarize student learning for all evaluation criteria submitted in Mathematics Assessment Task 4, Part D. [ Student Conceptual Procedural Problem Solving/ TOTAL Understanding Fluency Reasoning Student 1 1 1 0 2/6 Student 2 1 0 0 1/6 Student 3 0 0 0 0/6 Student 4 2 1 2 5/6 Student 5 2 2 2 6/6 Student 6 2 1 2 5/6 Student 7 2 2 2 6/6 Student 8 2 1 2 5/6 Student 9 1 2 1 4/6 Student 10 2 1 2 5/6 Student 11 1 1 1 3/6 Student 12 2 2 2 6/6 Student 13 2 1 2 5/6 Student 14 2 1 2 5/6 Student 15 2 1 1 4/6 Student 16 2 2 2 6/6 Student 17 2 1 2 5/6 Student 18 2 2 2 6/6
c. Using examples from the summary chart, discuss the patterns of learning across the whole class relative to conceptual understanding procedural fluency mathematical reasoning/problem-solving skills [When analyzing the whole class scores, majority of students struggled in the area of procedural fluency (12 out of 18 students). Many students had missing portions of their number lines or skipped parts of the problem which resulted in the incorrect answer. After reviewing those who scored 0-1 on procedural fluency, it seems as though they either did not add the final value of 19 minutes or they did not break the number apart into simpler numbers (10+5+4) resulting in an incorrect final answer. The next area that had a bit of difficulty was in student reasoning. Though majority of the class did well in this area, those who struggled were unable to provide explanations of the steps they took to solve the problem (6 out of 18 students). As I observed the class, I noticed that students were not usually prompted to provide an explanation to their thinking in math, so when I prompted them for providing reasoning in their number line, they seemed to struggle with where to start since they had not had much practice with it. Students, overall, did well in their conceptual understanding as only 5 out of 18 students scored below a 2, and only one of those students scored a 0. Students have worked with number lines throughout the year and in second grade in addition to having already been introduced to time and time change in second grade, so students were comfortable and familiar with the expectations of a number line and the idea of time increase.] 2. Analyzing Student Learning—3 Focus Students From your analysis of whole class student learning, identify one area where students struggled mathematically. Select 3 student work samples that represent the struggles in this area. These students will be your focus students for this task. At least one of the focus students must have specific learning needs, for example, a student with an IEP (Individualized Education Program) or 504 plan, an English language learner, a struggling reader, an underperforming student or a student with gaps in academic knowledge, and/or a gifted student needing greater support or challenge. a. In what form did you submit the work samples for the 3 focus students? (Delete choices that do not apply.) Written work samples in text files
b. Analyze the 3 students’ work samples and describe the students’ struggle(s) as they relate to the underlying mathematical understanding and/or concept. Cite specific evidence from the work samples in relation to mathematical errors, confusions, and partial understandings.
What do the students’ errors tell you about their mathematical understanding? For example, if a student error occurs in a subtraction problem, then the underlying mathematical understanding may include regrouping, meaning of subtraction, and/or subtraction as the inverse of addition. The related mathematical understanding becomes the basis for the targeted learning objective/goal for the students. [When it came to conceptual understanding, two of the students understood what was expected of them in creating a number line but then seemed to be unsure of how to continue from there; student 3 did not include a number line but did the addition work accurately. All three students struggled most in mathematical reasoning. When prompted to explain their process of thinking, the students provided unclear and unsure answers. Student 1 struggled with explaining why s/he added 8 and 3 to her initial time of 6:25, stating that the numbers were in the problem so s/he thought the numbers should be added. S/He also could not explain why adding 8 to 6:25 would equal 2:33. Student 2 explained that s/he had a number line, but when asked how s/he solved the problem, the student stated that they did not know where to start or why s/he put 1:42 as the initial value. Student 2 could not explain what the initial value or final value was. Student 3 stated that s/he had to add the numbers up in the problem, but s/he could not explain how the numbers were applied to the problem. The student stated that they did not know how to solve the problem because they did not understand timelines. These students also struggled with their procedural fluency. Student 1 did not add 19 to the problem in addition to making the equation 6:25 + 8 minutes = 2:33. Student 2 could not identify an initial value or the added values in order to create a finished problem. Student 3 added all values together correctly, but /she was unable to apply it to the time/number line. ] c. If a video or audio work sample occurs in a group context (e.g., discussion), provide the name of the clip and clearly describe how the scorer can identify the focus student(s) (e.g., position, physical description) whose work is portrayed. [N/A] 3. Developing Students’ Mathematical Understanding
a. Based on your analysis of the focus students’ work samples, write a targeted learning objective/goal for the students related to the area of struggle. [Students will be able to correctly label and solve a time elapse word problem on a number line to show proficiency in both procedural fluency and mathematical reasoning.] b. Describe the re-engagement lesson you designed to develop each focus student’s mathematical knowledge in relation to the targeted learning objective/goal. Your description should include targeted learning objective/goal from prompt 3a state-adopted academic content standards that were the basis of the analysis strategies and learning tasks to re-engage students (including what you and the students will be doing) representations and other instructional resources/materials used to re-engage students in learning assessments for monitoring student learning during the lesson (e.g., pair share, use of individual whiteboards, quick quiz) [I will work with my 3 students one-on-one to ensure understanding in each student while addressing their individual struggles. Through my re-engagement lesson, I will provide a space that will allow students to have the ability to correctly label and solve a time elapse word problem on a number line while showing proficiency in both procedural fluency and mathematical reasoning. I will still be addressing the standard NC.3.MD.1, with a focus in solving the problem on a number line. I will have several word problems (with only one added value) for students printed out to put in their math journal (students will work one problem at a time), and I will guide and teach students through their process of solving the process by working in steps (find initial value and circle, underline added value). I will then ensure that students check through their work at each step. I will encourage students to talk through their process so that they can become comfortable with explaining their reasoning. I will allow students to use any manipulatives (counters, base-ten blocks, analog clocks) that may help with their understanding of the lesson.]
Before responding to prompt 4, you will teach your re-engagement lesson.
This lesson may be taught with the 3 focus students one-on-one, in a small group, or with the whole class.
4. Analyzing Teaching
Cite evidence from the 3 focus students’ work samples from the re-engagement lesson to support your response to prompt 4b. a. In what form did you submit the 3 students’ work samples from the re-engagement lesson? Written work samples in text files
b. Analyze the effectiveness of the strategies you used during the re-engagement lesson to develop students’ mathematical understanding in the identified area of struggle.
Consider the change in students’ mathematical understanding or misconception(s) in
relation to the identified area of struggle when describing the effectiveness of the re- engagement lesson. [Overall, I feel my re-engagement was successful. Students 1 and 3 when given more time and one-on-one attention were able to work through the problems with a better understanding of the process. When they saw that the numbers could be broken down into smaller, more manageable numbers, the problems became easier for them to understand, thus easier for them to explain. I encouraged them to always check their math after each step which I feel both students had not done during the whole group lesson. With Student 2, s/he did not grasp the number line, so we worked on ensuring that the addition was correct first. This student worked best in base-ten, so the student drew up a base-ten representation of the problem. I still encouraged this student to talk through his/her math process, and the result was promising. The student will still need work in implementing number lines, but after the re-engagement, I feel strongly that the student could solve and explain a time elapse word problem if able to use his/her base-ten representations.] c. If a video or audio work sample occurs in a group context (e.g., discussion), provide the name of the clip and clearly describe how the scorer can identify the focus student(s) (e.g., position, physical description) whose work is portrayed. [N/A]
