Lesson 3 Whole Class Pre-Assessment For the pre-assessment to this lesson I looked at a worksheet the students completed on subtracting

3 to 4 digit numbers. The column labeled area of concern is determined by repeated mistakes in the students work. The students scratch paper will be analyzed to look for the root of the problem. Grade Quintarius Janiyah 100 74 Area of Concern N/A Borrowing (does not see that when borrowing, the number being borrowed from is losing 10 of its unit) Does not know that when borrowing you are taking from another place value. Simply crosses out a number and adds ten to that place value without taking it from another place value. Does not know that when borrowing you are taking from another place value. Simply crosses out a number and adds ten to that place value without taking it from another place value. Careless subtracting errors. Borrowing across zeros, careless errors. Does not know that when borrowing you are taking from another place value. Simply crosses out a number and adds ten to that place value without taking it from another place value. Borrowing across zeros. Borrowing across zeros Careless errors related to subtracting and sometimes borrowing.

Trustin

43

Caden

30

Justin Carter Lula

90 90 35

Karlie Isyss

95 90

Zann

60

Brooke Zachary Madison

84 89 84

Saul David Nysonjia

95 95 90

Adan Ava

90 100

Borrows correctly most of the time. Does not realize you can borrow from a number that has already been borrowed from. Careless errors related to borrowing. Borrowing across zeros. Careless borrowing and subtracting errors. The student most likely understands how these concepts work however because she exhibits them correctly in other problems. Careless subtracting errors Careless subtracting errors Borrowing errors, understand how borrowing works though. Borrowing across zeros N/A

Post-Assessment The post-assessment for my lesson is the students Chapter Test on subtraction. Grade Quintarius Janiyah Trustin Caden 92 80 72 48 Area of Concern Estimating, careless subtraction errors Estimating, careless subtraction errors Estimating, careless borrowing errors Estimating, does not show work, does not read directions Did not show work. Careless errors Careless subtraction errors Careless errors Estimating Estimating, not following directions. Left several questions blank after

Justin Carter Lula Karlie Isyss Zann

60 94 86 94 76 64

Brooke Zachary Madison Saul David Nysonjia Adan Ava

98 84 102 94 98 74 90 98

indicating whether to estimate or not; he did not solve as instructed. Careless error. Understanding directions, N/A Careless errors Careless error Careless estimating errors, understanding directions Borrowing and estimating errors Careless Error

Individuals Quantitative Data Low- The student identified as being a low student increased his score from the pre to post assessment by 18 points. Medium- The student identified as being average for most of the class had the same score on the pre and post assessment. Errors made in the pre assessment were absent in the postassessment however. High- The high performing student in this lesson increased her score by 18 points. Qualitative Data Low- The low performing student was very engaged during this lesson. He was paired with a student who has a better grasp of the concept; and this proved to help the lower performing student. He seemed to enjoy the hands on aspect of the lesson and the base ten blocks seemed to give him a better understanding of why borrowing is what it is. He decided to take advantage of the opportunity to stand next to his desk, and this may have been the reason for his attentiveness throughout the lesson. Medium- The average student for this lesson was also very engaged. He did not seem to be particularly engaged with the base ten blocks but was able to and did use them to represent the problems. He did not take advantage of the opportunity to stand next to his desk during the lesson. High- The high performing student seemed to be confused by the base ten blocks. She was fairly proficient in her subtracting of 3 to 4 digits numbers prior to the lesson and this could have confused her. She was engaged throughout the lesson though and worked well

with her partner. She did not take advantage of being allowed to stand up during the lesson.