Stephanie Suarez

MAE 4326
Connected Lesson INDIVIDUAL Reflection #2

Artifacts:
Student Results of Formative Assessment
KEY: O- Correct, X-Incorrect
STUDENT
A

QUESTION 1
O drew 7
circled 3 to
get answer,
used words to
explain
answer

O- drew sticks
crossed out 3
no word
explanation

QUESTION 3
O- used
number line
jumping, word
explanation

COMMENT
Achieved
number line and
word
explanation no
tens frame used

Drew for
explanation,
inaccurate
explanations

X- drew
correct
number of
sticks but
gave wrong
answer on
explanation
O

O- drew circles
crossed out
X- drew 6 not
7

O- used fact
families
O

O-drew circles
rep. each digit
O

O-standard
algorithm

QUESTION 2
O- made tens
and ones
frame crossed
out tens to get
answer,
explained in
words
O- standard
algorithm no
explanation

Drew circles
crossed out no
explanation
Used fact
family, drawings
Used drawings
and crossed out
inaccurate exp.
Used double
facts no word
exp.
Used 3 diff.
strategies to
explain each
answer-place
value, number
line, drew
circles/cross out
Drew
circles/cross out
word exp.
Drew
circles/cross out
used number
line, short exp.

Stephanie Suarez
MAE 4326
Connected Lesson INDIVIDUAL Reflection #2

X- ten frames

O- standard
algorithm

X- number line

O- double
facts

O- number
line

X inaccurately
used ten
frame

O- fact
families

Gave exp. Drew

ten frames
inaccurate drew
circles cross out
Unable to give
exp. Drew
circles cross out
Gave inaccurate
exp. Drew sticks
crossed out
Drew circles
cross out gave
some accurate
exp. Used
number line and
double facts
No accurate
exp. counted up
Answer was not
specified used
mostly drawings
no word exp.
Used standard
algorithm drew
circles cross out
Used word exp.
Gave wrong
answers drew
pictures cross
out
No word exp.
Inaccurately
used ten frames
used number
line

Student Results of Summative Assessment

KEY: O- Correct, X-Incorrect
AVERAGE
performed the
same

MMODERATE
somewhat of
improvement

IMPROVEMENT
hit most of the
targets

ACHIEVED
hIt all targets

Stephanie Suarez
MAE 4326
Connected Lesson INDIVIDUAL Reflection #2

STUDENT

QUESTION 1

QUESTION 2

QUESTION 3

O drew a
number line
and used it
correctly
used words
to explain
answer

O- used number
correctly, word
explanation and
number
sentence

O- drew
sticks
crossed out
3 no word
explanation
O-drew tens
and ones
chart and
number
sentence

O- used ten
frames
crossed out
tens to get
answer,
explained in
words and
number
sentence
O- used ten
frames and
number
sentence

G
H

O- drew
circles
crossed out
no
explanation
O- Drew ten
frames to
solve used
number
sentence
O-double
facts

O-Number
line and
word
explanation
O

COMMENT/PERFORMA
NCE
Achieved number
line, ten frames,
number sentence and
word explanations
clearly
ACHIEVED

O- drew circles
to represent
cookies used
number
sentence
O- drew tens
and ones chart
Number
sentence and
explanation

Drew for explanation,

used number
sentence, and ten
frames
IMPROVEMENT
drew tens and ones
chart
Number sentence and
explanation
IMPROVEMENT

O-drew circles
rep. each digit
no explanation

Used drawings
number sentence and
short explanation
AVERAGE

O- Drew ten
frames to
solve used
number
sentence
O-used
subtraction
and fact
families

O -Drew ten
frames to solve
used number
sentence

Drew ten frames to

solve used number
sentence. No word
sentences.
MODERATE
Used double facts and
fact families no word
exp.
AVERAGE

O-Number
line and
word
explanation
O

O-Ten Frames
and word
explanation

O- drew
tens and
ones chart,
number
sentence,
short
explanation
O- standard
algorithm no
explanation

O- Double facts

Used number line, ten

frames and word
explanations
ACHIEVED
Used ten frames,
short exp.
AVERAGE

Stephanie Suarez
MAE 4326
Connected Lesson INDIVIDUAL Reflection #2
J

K
L

M
N

O-no word
explanation,
used ten
frames

O- used ten
frames
inaccurate

O-No word
explanation,
used ten frames

Gave exp. Drew ten

frames inaccurate
drew circles cross out.
No explanation
AVERAGE

O-number
line and
standard
algorithm

O-number
line and
standard
algorithm

X-Used number
line
incorrectly/incor
rect algorithm

Gave inaccurate exp.

Used number line
MODERATE

O-Used
pictures,
number
sentence,
and short
explanation

X-attempted to
use number line

Used pictures,
number sentence,
and short explanation
MODERATE

O- Used
drawings and
number
sentence
O- Used word
explanation, ten
frames

Used ten frames,

number line, and
number sentence no
word exp.
IMPROVEMENT
Used standard
algorithm drew circles
cross out
IMPROVEMENT

O-Used ten
frames and
number
sentence

O-used
number line,
double
facts,
number
sentence,
and short
explanation
O-used
number line
and number
sentence

O-Used
word
explanation,
drawings,
and number
sentence
O- ten
frames,
number
sentence

O- Used
word
explanation,
drawings,
and number
sentence
O- fact
families
Number
sentence

X-Had all fact

families, yet did
not know
answer

Ten frames, fact

families, number
sentence, inaccurate
response
AVERAGE

Learning Statements:
Through the formative assessment I wanted students to explain and justify their thinking.
The directions for the assessment was: Directions: DRAW using a ten frame or number line and
EXPLAIN how you got your answer. One of the things I learned was to not have students
perform a particular way of solving. I noticed that by doing so students got confused and were
limited to what they could do. Students are different and learn in different ways therefore, I
decided that through instruction and the summative assessment students could use any strategy to

Stephanie Suarez
MAE 4326
Connected Lesson INDIVIDUAL Reflection #2

explain and justify their thinking. Some student performed better using a particular strategy
while other felt that particular strategy doesn't work for them. By giving the students the free
choice in choosing what strategy, manipulative, or tool they rather work with I to notice students
were able to explain and justify their thinking. This then allowed my partner and I to guide
students and fix any misconceptions they had with the strategy they chose and improving their
way of explaining.
I also learned from the data collected that my high learners tended to perform poorly. As
shown above most of my high learners received AVERAGE for their performance. I noticed that
most of them did not explain or justify their thinking through models or word explanations, they
simply performed an algorithm. I know that next year in third grade they will be performing
algorithm to solve math equations but what worries me is that they might not get the concept
behind it. I believe this is due to the lack of knowledge they might have. These students got all
the answers correct but had a difficult time explaining. Most of the work was done in their head
which can explain this issue. Most of the students I picked to work on small groups were my low
performing students that even had a difficult time understanding the word problem and getting
the answers correct. I also noticed that at the end my low learners improved drastically and were
able to model through different strategies how they got their answers. They also provided word
explanations to justify and explain their thinking.
Reflection:
One of the most powerful adjustments I made during the planning process was forming
groups based on students needs. I collected data from observations made during both lessons
and from the pre-assessment. As shown in the formative assessment I picked those students that
struggled with even being able to understand the question and getting the correct answer. I
figured that if these students were not able to understand the problem they would not be able to
explain and justify their thinking neither. I believe that the most beneficial changes I could make
next to improve student learning would be to pair my high learners with my low learners. By
doing so I am targeting both issues at once. I believe that by my high learners explaining the
steps and process of problem solving to my low learners they will be able to grasp the concept of
explaining and justifying their thinking.
I learned that by using data as part of my teaching lead to new learnings in matter of
student learning and achievement. I believe that using data leads teachers to the correct path to
take when it comes to instruction. By using data I knew exactly what objectives I needed to
target. I learned about all of the students in my classroom and what their strengths and weakness
were. This also allowed me to make modifications and differentiate instruction. I also learned
that by evaluating data with my peers different observations can be made that I did not see or
noticed. I believe taking in consideration others perspective is part of professional growth.
I now wonder how affective would it be having my high learners paired up with my low
learners. Will my high learners be able to explain and justify their thinking? Would my low

Stephanie Suarez
MAE 4326
Connected Lesson INDIVIDUAL Reflection #2

learners be able to understand and perform word problems? Who will have the greatest gain from
working in pairs? Will this affect either one?