E.

Assessment/Evaluation plan
1. Formative - Information for the formative assessment will be recorded on the grading
rubric that is attached. Data will be taken from the word problems in their math
workbooks. Each student's workbook will be looked at individually and evaluated along
the guidelines that are mentioned on the grading rubric. This consists of:
a) Drawing a picture to go along with the word problem.
b) Create a subtraction sentence that goes along with their picture.
c) Solve the subtraction sentence to get an answer.

Student #
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25

Picture is represented
in terms of the amount
used in the word
problem
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
96 %

Mathematical sentence
is present using the
correct symbol and
correct amount
X
X

Student solved the

subtraction sentence to
get the correct answer

X
X

X
X
X
X

X
X
X
X
X
X
X

X
X
X
X
X
X
X
X
X
X
X
X
X
X
88 %

X
X

X
X
X
X
X
X
X
X
X
X
80%

2. Summative - N/A
V. Reflective Response
A. Report of Students Performance in Terms of Stated Objectives
When going over the word problems that the students completed, a majority of them were able to
draw a picture that correctly represented what the word problem was asking them to do. They should have

drawn sixteen circles to represent the sixteen flowers and crossed off five of them to show that five of
them were taken away. Only one student was unable to do show this. What this student did was draw out
sixteen circles but did not take any of them away.
Once again, a great deal of the students was able to write a mathematical sentence that goes along
with the picture they drew and the amounts represented in the word problem. Some common mistakes in
this area were reversing the numbers by saying instead of 16 - 5 = 11, they would write 16 - 11 = 5.
Although the answer is correct in both subtraction sentences, the second one did not correctly represent
what the word problem was asking them to solve. Another common mistake was putting an addition
symbol in place of a subtraction symbol. Generally, if the student had an error in this section then their
answers were most likely incorrect as well.
Reflection Narrative
For this lesson, we focused on subtracting a single digit number from a two digit number. The
information for the assessment was done through a word problem that they had to solve independently. A
word problem was selected because one of the math standards they are covering for this unit is solving
them. The assessment I did the students was based on three main components - Did the student draw a
picture that represented the amounts used in the word problem? Did the student write a mathematical
sentence using the correct symbol and amounts? Did the student solve the subtraction sentence to get the
correct answer? Data was collected in a rubric where they received an "X" if they were compliant or a
blank if they were non-compliant. The data was then represented in percentage form at the bottom of each
column. Student's names were not mentioned because of confidentiality.
Overall, the students' performance in terms of the components they were being graded on was
very well. 96% of the students presented a picture that used the correct amounts stated in the word
problem. This should have been represented as sixteen circles with five of them crossed off to show that
the problem they were solving was for subtraction. 88% of the students had a mathematical sentence
present which used the correct symbol (subtraction) and the correct amounts used from the story problem
(16 and 5). This should have been represented as 16 - 5 = ____. Only 80% of the students were able to
get the correct answer at end of the word problem. The answer should have been 5.
Student 16 drew out the sixteen circles to represent the sixteen flowers. Instead of crossing off
five of them to show five being given away, the student did nothing to them leaving it at sixteen.
However, when they wrote their mathematical sentence it was correct showing 16 - 5 = ___. This tells me
that either the student copied off of another student's work or they understood that it was asking them to
subtract but didn't know how to show that in a picture. Going off of this idea, when the student solved the
problem they got an incorrect answer by saying 16 - 5 = 16. Since the answer was sixteen I feel that they
know to count up the amount that is shown in their picture to get their answer. Even though two
components were missing, this student shows that they understand basic component of what they are
supposed to do.

Students 3 and 6 were incompatible in both section 2 (Mathematical sentence is present using the
correct symbol and correct amount) and section 3 (Student solved the subtraction sentence to get the
correct answer), but were able to successfully complete section 1 of the rubric (Picture is represented in
terms of the amount used in the word problem). Student 3 was able to show the sixteen circles and cross
off five of them. However, when they wrote their mathematical sentence they used an addition symbol
instead of a subtraction symbol. Because of this, their answer was also incorrect. This could be confusion
with understanding the symbols and what they mean (+ is addition and - is subtraction). Student 6 was
also able to show the sixteen circles and cross off five of them. When they wrote their mathematical
sentence they used a subtraction symbol to show they were subtracting, but they wrote the numbers in the
incorrect order. The student's mathematical sentence was written as 16 - 11 = 5 when it should have been
16 - 5 = 11. Even though when they solved it they got the correct answer for the sentence they wrote, it
was still not the correct answer in general because the sentence was not correct in the first place. This
could be due to the student not understanding the meaning behind the picture that they drew. So although
they crossed five of the sixteen circles off they weren't able to understand that the amount they were left
with is supposed to be the answer not the amount they crossed off.
Student 11 was proficient in two out of the three categories. They were unable to successfully
complete category number 2 on the rubric (Mathematical sentence is present using the correct symbol and
correct amount). When the student solved the word problem, they wrote out the picture with the correct
amount showing five taken away, and they had the correct answer when they solved their mathematical
sentence. This also tells me that similar to student 3, this student may be confused between what addition
and subtraction symbols are and mean.
Student 5 and student 14 were proficient in two out of the three categories as well, but they were
unable to successfully complete category number 3 on the rubric (Student solved the subtraction sentence
to get the correct answer). Both students had the correct picture drawn and the correct mathematical
sentence using a subtraction symbol. Where they made their mistakes was in the actual process of
subtracting five from sixteen. Student 5 got an answer of 10. This mistake could have been due to a
miscalculation while counting, or trying to compute the answer mentally without checking. Student 14
got an answer of 6. I am not quite sure how they came about getting this answer since the picture and the
subtraction sentence were both correct. Along with student 5, this could again be a miscalculation.
Over all, a majority of the errors came from category 2 and category 3 of the rubric. I believe that
the students were all able to write out the picture because they have worked with word problems before.
They are aware of the fact that they need to take the numbers from the word problem and write them out
using circles. Most students are able to tell when the problem is asking them to add or subtract. From
here, they should know to either cross off the pictures if they are subtracting or add more pictures if they

are adding. In this case, only one of the students treated the picture as an addition sentence. It's a
possibility that some of the students had confusion with what the symbols represent and when to use them
correctly. This can also stem from being able to read and comprehend the word problem. The students
were able to understand what they were supposed to do, but in most cases if the student was incorrect in
one aspect it carried through to the rest of their work. Time can be spent on the symbols and what they
mean, how to read a word problem and key words to look for, and also focusing on having them double
check their work.