Simpson Task4g Maac

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.
[Students can solve word problems involving addition and subtraction of fractions referring to
the same whole, including cases of unlike denominators.]. (CCGPS.5.NF.1, CCGPS.5.NF.2).]
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.
[
Math Assessment
100
90
80
70
60
50
40
30
20
10
0
Math-Pre
Math-Post
]
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
[Students in fifth grade are required to be able to add and subtract fractions. I created an
assessment that had both, and also some multiplication, to see if there were any
misconceptions about which operation to use when it came to the wording of a word problem.
Students easily grasped the concept of the multiplication, so I knew that I would not need to
work on that. However, I could see from the pre-assessment that the conceptual understanding
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was very low. Students struggled with adding the fractions, while doing fairly well on subtracting
fractions. After reviewing their work, I saw that there may have been confusion in the methods/
strategies they were using. So, in order to help build on their conceptual knowledge, I discussed
the variety of ways that a problem could be solved. We could use the butterfly method or the
box method, strategies that have learned before, or the find the common denominator method.
I focused on the common denominator method because students have not used this one often. I
used a PowerPoint, small group and whole class activities, and even a cookie recipe to help
build on their knowledge. These assessments were chosen so that it gave them continuous, and
fun, chances to deepen their understanding. These tasks challenged students to not only solve
a variety of problems, but to solve them in different ways. Students were able to easily complete
the tasks, showing that they had developed problem-solving skills, while also building on their
procedural fluency by knowing which operation to use. This is evident in their assessments and
post-assessment. ]
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.
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 most common mathematical error was that they were using incorrect operation. When a
student would go to add, they would subtract instead. Student one is a bright student, but he is
often distracted and loses his train of thought. What I originally believed to be a conceptual
misunderstanding, I now believe to be a lack of attention. In much of his work, he begins by
writing the problem, with the problem being addition, but solves it as if it is subtraction. When
asked, he could explain the process to me perfectly, so I know he understands.
Student two is an underperforming student, overall. He made very minor mistakes, such as
adding when he should have subtracted, adding incorrectly, multiplying, putting whole numbers
where there are none, or getting the correct number to write it incorrectly when solving the next
step.Student three also made minor mistakes. Her calculations would be off by one number. I
could also see that this student is struggling with her math facts. When simplifying, she would
put down the wrong answer. For question 10, she said that two could go into 36 only 16 times,
which threw her whole answer off. ]
3. Developing Students Mathematical Understanding
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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 re-engaged in this lesson is to help them solve fraction addition and
subtraction problems through the use of several different strategies/methods.]
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
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.
[Students showed a misunderstanding in several of the same problems. In this re-engagement
lesson, students will be adding and subtracting fractions with unlike denominators by replacing
given fractions with equivalent fractions in such a way as to produce an equivalent sum or
difference of fractions with like denominators (CCGPS.5.NF.1).
In order to do this, students will first teach me any strategies/methods that they may
already know. This will be a review for them, to make sure that they understand how to use
these methods properly. I will then review the method I taught (least common denominator).
The students enjoy writing on the desks, so this is how they will be working out the
problems. When we have completed examples using all of the methods, I will remind them
again that these methods are their tools. They should use the one that they believe works
best for them, or use another to double check their work.
After completing example problems using each method, the students will be given the
four problems, which they all missed on the post-assessment, again. They will be solving
these on their desk, as well. They will turn in to me a sheet with their new answers.]
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 reengagement 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 re-engagement lesson.

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[I believe the students were trying to use the method I had taught them, while incorporating
methods they had previously learned. This caused some confusion. By going through the
methods they knew, and reviewing the one I had taught, they were able to see how the methods
were actually different. By not combining random steps from all methods, they were able to
easily solve the problems.
Student one did really well during the re-engagement activity. He preferred to use the
butterfly method. I noticed that when he went to add the numbers together, he was
subtracting. I encouraged him to check his work and see if there were any mistakes. He
immediately shouts I have to add!! He definitely understands the concept. He just forgot
that it was an addition problem.
Student two struggled with the butterfly method. I could tell that he was frustrated
with it. I suggested that he try a method he is more comfortable with. He began using the
box method. I believe that he has a grasp of the concept, but lacks the confidence. With
extra practice, he will be able to master it in no time.
Student three exceeded during this re-engagement lesson. When working out
samples, she was able to fully describe the butterfly and box method. She felt she worked
best using the method I had taught, which was finding the least common denominator. She
was able to solve the problems with very little trouble.]
Math Assessment
Name____________________________
You give 1/3 of a pan of brownies to Susan and 1/6 of the pan of brownies to Patrick.
How much of the pan of brownies did you give away?
You go out for a long walk. You walk 3/4 mile and then sit down to take a rest. Then you
walk 3/8 of a mile. How far did you walk altogether?
Pam walks 7/8 of a mile to school. Paul walks 1/2 of a mile to school. How much farther
does Pam walk than Paul?
A school wants to make a new playground by cleaning up an abandoned lot that is

shaped like a rectangle. They give the job of planning the playground to a group of
students. The students decide to use 1/4 of the playground for a basketball court and 3/8
of the playground for a soccer field. How much is left for the swings and play equipment?

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Marty made two types of cookies. He used 2/3 cup of sugar for one recipe and 1/4 cup
of sugar for the other. How much sugar did he use in all?
There is 3/8 of a pizza in one box and 1/4 of a pizza in another box. How much do you
have altogether?
1/10 of the M&Ms in a bag are red and 1/5 are blue. What fraction of all the M&Ms are
red and blue?
Susan swims a race in 29 3/10 seconds. Patty swims the race in 33 9/10 seconds. How
much faster was Susan than Patty?
A pitcher contains 2 3/4 pints of orange juice. After you pour 5/8 of a pint into a glass,
how much is left in the pitcher?
10 Jackie has 1/3 of a Hershey bar. Steven has 4/12 of a Hershey bar. How much do they
have together?
11 A dime is 1/2 inch wide. If you put 5 dimes end to end, how long would they be from
beginning to end?
12 You have 10 cookies and want to give 1/2 of them to a friend. How many do you give to
your friend?
13 Five friends buy a package of 12 cookies and want to share them equally. Each friend
will get 1/5 of the cookies. How much will each friend get?
14 3/4 of a pan of brownies was sitting on the counter. You decided to eat 1/3 of the
brownies in the pan. How much of the whole pan of brownies did you eat?

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15 You have 2/3 of a pumpkin pie left over from Thanksgiving. You want to give 1/2 of it to
your sister. How much of the whole pumpkin pie will this be?

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Elementary Education - Mathematics

Task 4: Mathematics Assessment Commentary

TASK 4: MATHEMATICS ASSESSMENT COMMENTARY

1. Analyzing Student LearningWhole Class

Elementary Education - Mathematics

Written work samples in text files

Elementary Education - Mathematics

targeted learning objective/goal from prompt 3a

were the basis of the analysis

Written work samples in text files

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

Elementary Education - Mathematics

A school wants to make a new playground by cleaning up an abandoned lot that is

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

Elementary Education - Mathematics

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

Elementary Education - Mathematics

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

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