Hannah: Growth Over Time - Math

Initial Assessment:
The beginning-of-year math assessment asked students to name numbers 0 through 20 by
sight (not in order).

Naming 0 - 20:
Assessed: 8/22
Known: All but 20 (20 total)
Confusion: says 20 for 12

Mid-Semester Assessments

The earlier assessment was repeated at the beginning of October. Scores for a couple focus
students improved somewhat. Overall, they did not grow at the rate of the reading scores.
Since the main focus up to that point had been kindergarten procedures and letter-specific work,
we hadn’t actually done any math units at that point, though we had practiced representing
numbers in different ways and used math weekly at calendar time. Calendar math incorporates
the following concepts: counting by ones, fives, and tens; using tally marks; using a ten-frame;
and identifying shapes.

Counting:​ (Begin at 1 and count on)

Assessed 10/3
Counted to 29

Counting 20 Objects:
Assessed 10/3
Successfully counted all 20
Naming Numbers (0-20):
10/3
Known: 20 total - no change
Confusions: says 22 for 12

Counting Objects:​ Write the number of objects in each group.

Assessed 10/19
Score: 13/15
 Work on Fall Math Concepts
After the first quarter ended, we began to add math to the daily rotation in kindergarten. Our
two main math focuses were addition within five and two-dimensional shapes.

Addition Unit:

General observations:
Hannah was consistently successful at tasks given during our addition unit, whether working on
the carpet, in a small group, or on her own. From the first lesson, she could use the ten-frame if
I asked her to but did not need it to solve her addition problems.

Examples of work:
Pictures & notes showing Hannah’s work throughout the unit are shown below. She was
consistently successful in this unit from the beginning and showed mastery over addition within
5. When writing numbers within 5, Hannah rarely makes reversals without going back to correct
her mistake.

Notes from small group meeting on 10/8:

Hannah was able to solve every math problem I gave her group. She solved a couple without
her ten-frame before I asked her to begin using it (to see if she knew how to). She could use it
successfully but did not need it. Hannah also answered a couple of my questions when I asked
the group to guide me through an addition problem.

10/29 Practice Addition Work:

Hannah was able to correctly record all number sentences and find their sum.
11/5 - Practice addition work:
Once again, Hannah was able to successfully record the number sentences and solve each
addition problem.

Post-assessment:
Hannah successfully solved all problems on the post-assessment and represented them within
the ten-frames. This, combined with her prior work, shows me that she has gained mastery
over addition within 5.
2-D Shapes Unit:
Hannah continued to succeed within our 2-D shapes unit. On both the pre-assessment and the
shape sort we did the next day, Hannah scored a couple points away from perfect. Her missed
points were not mistakes, but shapes that she missed coloring or glueing.

11/29 - Shape sort

Hannah successfully sorted 13/15 shapes. The remaining 2 were not glued.
Naming Numbers Assessment 0-20:
Given 12/3
Known: all 21 (grew from 20)
 Discussion & Analysis:

Current Math Knowledge:

● Numbers: Hannah has mastered naming numbers 0 - 20. She has demonstrated clear
control over writing numbers 0 - 5.
● Counting: Hannah can currently count to 29 on her own. This meets the Quarter 1
kindergarten benchmark (20) but falls short of the Quarter 2 benchmark (50), which is
now approaching. When counting specific items within 20, Hannah is consistently
successful.
● Addition within 5: Hannah has clearly mastered addition within 5.
● Shapes: Hannah has been highly successful when working with the first 2-D shapes we
introduced. She is ready to learn the final shape and then move on to 3-D shapes.

Potential Future Progress:

● Counting: Hannah is continuing to work toward the eventual goal of counting to 100
unassisted. She is on track to meet the Quarter 2 benchmark of 50 by the end of
December.
● Addition: Hannah is ready to challenge herself by moving to addition within 10.
● Shapes: Hannah is ready to learn the final 2-D shape, then move on to working with 3-D
shapes.

Strategies:
● Counting: Sing and move to the “Count to 100 Song” by Jack Hartmann every day in
class.
● Addition: Add addition-focused math centers to keep students like Hannah familiar and
fluent with addition. Students should be able to choose to add within five or within ten.
Examples of centers:
○ Dice addition: roll & add - play against a partner to see whose answer is biggest
○ Puzzle matching: Match the addition problem to its answer to solve the puzzle
● Addition: Beginning next quarter, revisit addition. Move to addition within 10 as a whole
class.
● Shapes: Create shape art (using shapes cut from construction paper). When done, write
to describe the art. Note what shapes you used and how many of each shape you used.
● Shapes: Add a math center for making shapes. Shapes can be made in the following
ways:
○ Covering the lines of the shape (on a mat) with playdough
○ Creating the shape on a geoboard with rubber bands
○ Building the shape with legos