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Elementary Education - Mathematics

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 feedback as a video clip and your comments to focus students cannot be clearly heard, attach transcriptions of
your 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 LearningWhole Class


a. Identify the specific learning objectives and standards measured by the assessment you
chose for analysis.
[The assessment chosen for analysis is an overview of three prior lessons: (1) interpreting
fractions as division, (2) using fractions/mixed numbers or decimals to represent the quotient,
and (3) dividing whole numbers by unit fractions. Essentially, the specific learning objective is
for students to understand the relationship between fractions and division. The Common Core
standards measured by the analysis include CCSS.MATH.CONTENT.5.NF.B.3,
CCSS.MATH.CONTENT.5.NF.B.4, CCSS.MATH.CONTENT.5.NF.B.6, and
CCSS.MATH.CONTENT.5.NF.B.7.B. Ultimately, students are being measured on their ability to
interpret a fraction as division, applying their previous understanding and solving real world
problems.]
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 Task 4, Part D.
Quantitative Results

[There are several quantitative patterns of learning that are evident within the whole class
analysis. One of the positive learning patterns was that majority of the students exceled in
completing the vocabulary portion of the quiz. The quiz focused on an abridged vocabulary list
within this unit, whereas they were only accountable for matching four vocabulary words with
the appropriate definition. As I anticipated, the majority of the class scored high on the matching
vocabulary. For example, 22 out of the 25 students (88%) placed the correct definition for the
vocabulary word, inverse operations. There only seemed to be confusion between unit
fraction and quotient; some of the class interchanged these two definitions. As seen in the
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Elementary Education - Mathematics


Task 4: Mathematics Assessment Commentary

quantitative results chart, 76% of students correctly defined unit fraction, while 68% correctly
defined quotient. Although these percentages were lower than others, it is still above 50%,
which shows a positive learning pattern. Vocabulary falls into the category of conceptual
understanding, as it is the basis of the mathematical concept of fractions representing division.
Although the three student work samples chosen did not do particularly well overall on the
assessments, all sample students received full credit for the vocabulary matching. This leads
me to believe that they have begun to develop a conceptual understanding of dividing fractions.
On the contrary, there are also many areas needing additional attention and improvement.
Qualitatively, there was a consistent trend where students did not fully read nor comprehend the
directions on the quiz/assessment. For example, 14 students did not get full credit for question
5 because they did not list the quotient as a fraction and a decimal; merely, they just responded
with one or the other. This common error is evident in Student 2 and 3s work samples, where
they only listed one of the correct responses-- Student 2 represented the quotients in decimal
form, whereas Student 3 represented the quotient in fraction form. The bottommost area of
scores on this quiz was seen on the last question (Question 8), which prompts students to
exemplify their mathematical reasoning and problem solving skills, synthesizing the big idea.
The question states, When you divide a whole number by a fraction with a numerator of 1,
explain how you can find the quotient. This question required students to activate their prior
knowledge of content vocabulary, division, whole numbers, and fractions. As a whole, more
students in this class responded incorrectly (13 students) than there were correct responses (12
students). Some of the common responses are evident within the three student work samples,
specifically seen in student 1 and student 3s responses, where they simply guessed. Student 2
exemplified strong conceptual understanding, while she incorporated content vocabulary and a
clear response, displaying her mathematical reasoning to switch the sign and multiply by the
reciprocal.]
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
Qualitative Results

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Elementary Education - Mathematics


Task 4: Mathematics Assessment Commentary

[As seen in the above graphs, there are many qualitative patterns of learning relative to the
whole class. The rubric included the following evaluative criteria: conceptual understanding,
procedural fluency, and mathematical reasoning/problem solving skills. As seen in the data
analysis, most students fell into the emerging category within all evaluative criteria: 11
students are emerging within conceptual understanding, 16 students are emerging within
mathematical reasoning/problem solving skills, and 13 students are emerging within procedural
fluency. Conceptual understanding refers to students ability to recognize, label, and generate
examples of the concepts of dividing fractions. Within this category, students gained points on
the vocabulary portion of the quiz, but lacked overall conceptual understanding throughout the
remainder of the test. Students were unable to apply their knowledge of inverse operations,
multiplication, and basic problem-solving skills. There is still a gap in their knowledge, in which
connects fractions directly to division; many students are unable to recognize this connection
and represent these concepts. Only 6 students of the 25 received a 4/proficiency on the rubric
for this particular category. Therefore, this number is telling that in future lessons, I must
reinforce key concepts before moving forward. Conceptual understanding is the basis for
mathematical achievement.
Procedural fluency refers to students following the appropriate procedure to solve problems
in a smooth manner without hesitation. Students should have been able to connect the learning
objectives from the previous days to this assessment. We have been focusing on fractions and
division, yet some students were unable to connect the concepts in a fluent manner, which
hindered their performance on this assessment. Students should have been fluent with the
steps necessary to divide fractionsthey must fluently switch the division sign to multiplication
and flip the second fraction into reciprocal form, and then solve. When referring to procedural
fluency, only 13 students from the 25 total students in the class received a 4 on the rubric, which
ultimately means students do not possess fluency in solving division problems. Fluency
remains to be one of the goals within this classroom, especially when looking ahead to the New
York State Assessments. We will continue to work on procedural fluency within all areas of
mathematicsthey must learn to receive an assessment and have the aptitude to apply the
correct operation and strategy to solve. Lastly, mathematical reasoning/problem solving skills
include complex and refined mathematical reasoning, such as students reasoning within the
word problems and/or navigating through the assessment by making sense of the problems and
internalizing them. This class is made up of a diverse group of learners, where some strategies
work better than others for specific students. For example, some students choose to guess and
check to solve multiplication, whereas other students employ addition. For example, Student
2s assessment work sample portrays the guess and check method on question 6, as he
employs addition to solve the multiplication problem. Also, many students typically create
pictorial representations to visualize the word problem and make more sense of the problem.
According to the whole class analysis, 16 students out of 25 students received a 4/proficient in
mathematical reasoning/problem solving skills on the rubric. This is the utmost score within the
evaluative criteria, showing that the instructional strategies and materials were effective in
developing students ability to mathematically reason and apply problem solving strategies.]
2. Analyzing Student Learning3 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
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.

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Elementary Education - Mathematics


Task 4: Mathematics Assessment Commentary

a. In what form did you submit the work samples for the 3 focus students? (Delete the
choice that does 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.
[The three student work samples chosen are reflective of underlying mathematical errors
and partial understandings. When analyzing student work samples, it was evident that students
did not fully grasp the concept of fractions being division, nor did they have the aptitude to apply
the steps needed to divide a fraction from a whole number. Student 1 is an average/on-level
math student, whom is very attentive in class and one of the most consistent students. She
enjoys cooperative learning and often plays the role of group leader, directing her classmates
and communicating her ideas. When reviewing her assessment, she exemplified a deep
understanding of vocabulary and the ability to represent a quotient as both, a fraction/mixed
number and a decimal. Being that she answered the first 5 questions correctly, she possesses
a strong foundation for this module. On question 6, student 1 interchanged the numerator with
the denominator, setting up her division problem incorrectly. She may need additional
assistance completing word problems and making sense of the information. Question 7 is
telling of her conceptual understanding and fluency, in which she forgot the rule of the
reciprocal. She completed the other procedural steps correctly but carelessly forgot to flip the
fraction into the reciprocal. This problem solving and mathematical reasoning within question 7
was a common mistake seen within the whole class performance. Lastly, on the concept
question 8, this student understands that division is the inverse operation of multiplication, but
she did not explain the process, she just stated a one-word response, multiply. This response
caused me to infer that she understands, but it is not evident that she is aware of all the steps in
the division process. Student 1s underlying mathematical misunderstanding is making sense of
word problems. She must work to internalize the word problems, think about the process, and
then apply the appropriate strategies to solve.
Student 2 is a struggling student due to English being her Second Language. She is
frequently a member of small group instruction and often requires greater one-to-one attention.
As her 504 plan mandates, this student is provided with content-specific vocabulary words and
translations prior to each lesson. In addition, she can have the directions read aloud to her, but
often refuses this accommodation. She is an independent and determined little girl. For this
particular assessment, she had the ability to study the content-specific vocabulary words for
about a week prior, which definitely shows on this quizshe got all four matching vocabulary
correct and incorporated key vocabulary words, reciprocal and inverse operations, into her
explanation within question 8, where I commend her with, Great use of vocabulary! Student 2
had a few errors following directions. For example, in question five, she only represented the
fractions in decimal form. Also, in question 7 she did not draw a picture to represent the
quotient. Therefore, she often misinterprets or skips over bits and pieces of information within
the directions. I offered to read the directions aloud to her, but she refused this accommodation,
yet she is careless when completing the assignment independentlythe language barrier
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Elementary Education - Mathematics


Task 4: Mathematics Assessment Commentary

becomes evident. Ultimately, student 2s underlying mathematical error is dependent on her


ability to read directions carefully and correctly, overcoming any language barriers.
Student 3s is student with a 504 plan based on his diagnosis of Attention Deficit
Hyperactivity Disorder. He is one of the brightest students within the classroom, but his
classification hinders his learning. Student 3 is often distracted, disinterested, and off-task. He
frequently asks to leave the room just to take a break and walk around. My cooperating teacher
and myself have to repeatedly remind him to focus on the task at hand, offering on-task
prompts, time management tools, and recommended break times. Verbally, he can thoroughly
explain his mathematical understanding, but he struggles communicating his responses through
writing. His assessment score was poor, scoring 7 points out of a total of 28 points; he started
off strong by correctly answering the vocabulary words, but his stamina isnt quite there yet, as
seen within the last three questions of the quiz which are answered incorrectly. His
performance is inconsistenttypically, he starts off dominant and looses his focuses by the end
of the assessment, which shows on this work sample, as well. On questioned 7 and 8, he does
not show any form of conceptual understanding or fluency. He did not show any work, which
leads me to believe he grew frustrated and disinterested on this assessment and started
guessing. The underlying struggle with this student is not necessarily his mathematical
reasoning and skills, but rather his behavior and focus. To reiterate, these focus students are a
diverse group of learners, with different strengths and weaknesses within mathematics. Student
1s underlying struggle is her ability to make sense of word problems. Student 2s language
barrier negatively affects her accuracy with reading directions. Student 3 has an underlying
struggle with behavior and focus during instruction. Being that these concerns are in a variety
of areas, it took much analysis and consideration to create an aligned re-engagement lesson,
covering all the common mathematical errors and underlying concerns.]
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.
[Based on the data analysis, the targeted learning objective is to develop students
understanding that fractions are essentially division, for example, is the same as one divided
by two. The re-engagement lesson is directly related to the areas of struggle, as seen in the
whole class summary and in specific student work samples. My goal is for students to possess
conceptual understanding of how to divide a whole number by a unit fraction. That way, these
struggling students will be caught up with their classmates and ready to move onto the next
lesson within the module. The instructional materials and strategies seen within this reengagement lesson are thoroughly planned to incorporate the focus students underlying
mathematical errors.]
b. Describe the re-engagement lesson you designed to develop each focus students
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 and/or Common Core State Standards,
if applicable, 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
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Elementary Education - Mathematics


Task 4: Mathematics Assessment Commentary

assessments for monitoring student learning during the lesson (e.g., pair share, use
of individual whiteboards, quick quiz)

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.
[The re-engagement lesson was taught in a small group setting at the round table.
There were five students present, in which the three sample students were included. The
targeted learning objective for this small group was to review the relationship between fractions
and division, and apply it to a conceptual understanding of fluently dividing whole numbers by a
unit fraction. The instructional strategies seen within this re-engagement lesson followed a
variety of Common core standards. These standards include the following: 5.NF.B.4, 5.NF.B.6,
5.NF.B.7, AND 5.NF.B.7.B. They will apply and extend previous understandings of multiplication
and division, interpreting division of a whole number by a unit fraction and solving real world
problems. Students will use visual fraction models and equations to represent the problems.
These Common Core Standards will be evident throughout the re-engagement lesson, where
they are incorporated into the instructional strategies and materials.
To engage the learners, I began the lesson with cooperative learning challenge. They
were given task cards of twelve content-specific vocabulary words and definitions, and
prompted to work together to match all of the task cards in a 4-minute time span. Once the four
minutes passed, I elicited more information from the students, asking them to explain the
reasoning behind their decisions on matching cards together. After a very effective and brief
discussion, all five students appeared to possess stronger knowledge and accuracy using
mathematical concepts and vocabulary terms. Next, I played a short Flocabulary rap music
video on my iPad. This catchy song contained relevant lyrics, demonstrating the steps students
must take when dividing fractions. While they watched this video, I provided them with the lyrics
to follow along and sing. The students loved this song and were singing, dancing, and laughing
the whole time. Then, I collected the lyrics and gave them a new challenge, where they were
accountable for filling in the blanks to the lyrics. We played the song once more, while students
carefully listened for the missing vocabulary words and filled them in. Following up this song, I
asked several questions to deepen their understanding and reinforce these skills. All students
enjoyed this song and attractive video, which led them to excel while completing this
instructional strategy. For example, I asked some of the following questions: When we divide
fractions, do we need to make the denominators the same first? In keep, change, flip,' what
does keep mean? What do you change? What do you flip? What's the reciprocal of 4 7?
Now that students activated prior knowledge and reviewed vocabulary, they were ready
to apply these mathematical concepts to solving practice problems. We modeled the structure
of their daily routines in the classroom: two guided practice problems, three independent
practice problems, and two challenge questions. I distributed the worksheets and fraction
circles to be used as a helpful manipulative. I walked them through the guided practice
problems using an individual whiteboard, modeling the use of fraction circles, mathematical
reasoning, and the steps from our song lyrics. The students contributed, participated, and
followed along quite seamlessly using their own independent whiteboards for math
computations, pictorial representations, and reasoning. From there, students worked
independently to complete the three independent practice problems. During completion, I
allowed them to utilize their resources of the fraction circles manipulative, task cards, and the
song lyrics. Only one of the focus students was able to move forward onto the challenge
questions. Wrapping up the lesson, I had students respond to a brief question as an exit ticket:
When you divide a whole number by a fraction with a numerator of 1, explain how you can find

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Elementary Education - Mathematics


Task 4: Mathematics Assessment Commentary

the quotient. This question was seen on the previous assessment and was revisited to check
for student progress development.
There were a variety of instructional strategies seen within this re-engagement lesson.
These included cooperative learning, technology components, scaffolding, use of a
manipulative, learning through music, and independent practice. These instructional strategies
were targeted to the specific learning needs of this small group. To enhance student learning, I
utilized the fraction circles manipulative and hands-on, relevant materials and resources. Some
of the most useful materials included the task cards, iPad, fill-in-the-blank lyrics, individual white
boards, and the fraction circles. To monitor student learning, the students completed several
informal assessments throughout the re-engagement lesson. The task cards were put in place
as a pre-test of students previous knowledge and vocabulary comprehension. Also, students
were assessed on the fill in the blank lyrics, requiring them to attentively listen and understand
the steps of dividing fractions. This strategy was used to reinforce the steps in dividing a whole
number by a unit fraction and dividing fractions; it linked their previous knowledge to new
mathematical concepts. Students were also informally assessed while they completed
computations on their individual white boards, as I watched for appropriate procedures, steps,
and fluency. Lastly, the students handed in their completed worksheets to conclude the reengagement lesson; these worksheets were further analyzed as an additional assessment. The
performance of students while completed this worksheet was telling of the effectiveness of the
re-engagement lesson.]
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? (Delete the choice that does not apply.)

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 reengagement lesson.
[During the re-engagement lesson, I utilized many different instructional strategies with the
goal of developing students mathematical understanding of dividing fractions. To analyze the
effectiveness of these strategies, I compared their previous assessment to the work they
completed during and after the re-engagement lesson. The results show progression and
student development in student fluencies and conceptual understandings. The comparisons
between the assessment results and the re-engagement worksheet are tremendousall of the
students who engaged in this small group lesson have immensely improved their conceptual
understanding of fractions essentially being division. Subsequently, the re-engagement lesson
deemed effective, but there is always room for improvement and growth as an educator. In
retrospect, the students performed well on the vocabulary portion of the assessment, where I
could have solely focused the re-engagement lesson on problem solving skills and conceptual
understanding. But, I feel that the task cards and Flocabulary reinforced key concepts and set
the foundation to a successful lessonstudents felt confident completing these tasks, which
granted more ease transitioning into small group instruction. Students thoroughly enjoyed these
instructional strategies; they were cooperatively learning, enjoying themselves, while learning at
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Elementary Education - Mathematics


Task 4: Mathematics Assessment Commentary

the same time. Therefore, I feel that the task cards and the Flocabulary rap song were both
highly effective and relatable to students diverse learning needs.
The design of the re-engagement worksheet was directly aligned with their daily math
practice routine. The students are accustomed to that design: guided practice, independent
practice, and challenge questions. The guided practice is always effective, especially within
small group intervention, where I review mathematical concepts and demonstrate how to
properly apply them to solve each problem. The guided practice questions are typically a bit
easier in difficulty level and often set the foundation for the remainder of the worksheet.
However, question 2 of the guided practice had a high difficulty level; I had to review the
mathematical reasoning and problem solving skill several times, breaking it down piece by
piece. This question required higher order thinking and may have been more appropriate for
the independent practice or even challenge question section. Furthermore, the independent
practice was very straightforward and reflective of the lessons covered previously that week.
Specifically, these independent problems reviewed finding quotients, representing the quotient
as a fraction/mixed number and a decimal, and practice applying the steps in dividing fractions.
On the contrary, the challenge questions were extremely difficult for the students whom
were part of the small group to understand. I allowed students to dive right in and try them on
their own, but after several minutes of watching them struggle, I felt it was best if I guided
students through them. Students 1 and 2 were able to complete Challenge Question 1 with
such easethey employed the turn and talk strategy, which assisted both students in creating
their own word problem. They began struggling with Challenge Question 2, where I stepped in
to aid them in mathematical reasoning and problem solving strategies. After discussing the
problem, I elicited more and more information, leading them to the appropriate steps in solving
the problem. These students persevered together and were able to find the hidden question
and solve. Unlike these sample students, Student 3 was struggling to complete Challenge
Question 1 and did not have the stamina to continue. His ADHD often hinders his learning as
he grows distracted, disinterested, and off-task. By this point, Student 3 had asked to use the
restroom, which often means he needs to walk around and take a break. Therefore, student 3
did not finish the entire worksheet, but that is fine. Challenge questions are put into place for
the students who easily complete the work and want to further challenge themselves. Overall,
the results of the re-engagement lesson prove that the instructional strategies and materials
were beneficial for the students who participated in the small group. They greatly improved their
work and conceptual understanding of fractions representing division and are now caught up
with their classmates, readily awaiting the next lesson within the module. These students will
continue to build on this foundation to further develop their mathematical skills, using fractions.]

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