Journal+II

Ben Stiles English 382 Journal Entry #2

1. This assessment was based in the curriculum of mathematics and tested the knowledge of the students in their application of making two different equations equal each other. The context of this assessment was addition problems that were made with numbers less than 10 that the students manipulated to make the two equations equal out so that they balanced themselves. The structure of this assessment was four addition problems on one sheet of paper. The students sat at there individual desks while completing this task. They had to complete these math problems using a certain strategy that they have been taught, this strategy is to work one side of the problem out and then draw an arrow down and write the answer. Then the students had to figure out what number plus the number provided equaled the answer that they found in the first equation. When they accomplished this, they had to write the answer in the box of the missing number. Then they had to write the final answer of the second equation and have it equal that equation. For example: 2+4 = __3 + 3. ß ß 6 6=3+3

2. This assessment forced there their math skills to a high level. While dealing with this math problem they began to work with pre-algebra material that they will see in the upper classrooms. Multi tasking was also highly implemented in these problems. They had to first figure out the first equation and then find what number, when plugged in, would allow the second equation to equal the first. The results of this assessment were varied. The students who understood the material obvious ally were able to complete the assessment. The students who on the next level and lower had difficulty reading the problem as an equation and as a result got the questions wrong. These students would see the first equation and then the equal sign and write the answer in the blank instead of drawing the arrow down and writing the answer there. Then when they would write the answer of the first equation in the box and then would add up all four numbers to find the overall answer.

3. The assessment that was used to engage the students thinking in these problems was carried out very well. The students had enough time to accomplish this task and they did accordingly. The only thing that I would change would be the teaching method itself. I just believe that there are way to many steps for a second grader to do when they are learning simple addition. I believe in flashcards to teach quick math problems. Students need to be able to look at a math problem that includes two numbers and be able to add them together. Using this method to teach basic math problems shows to many signs of frustration for the student and misunderstanding as a learner.