O'Reilly_08+Math+Assessments

Math Lesson (Lesson Plan Attached)

2. Objectives:** The student will: 1. explore patterns and sequences for skip-counting by 2’s 2. record strategies for skip-counting using a combination of pictures, numbers, and words 3.communicate strategies with class and be open to differing methods
 * 1. Grade 1, Content= Skip-counting

**3. Assessment Criteria and instrument:** Formative (informal): Anecdotal records concerning what methods students use to solve the problem [|scan0002.jpg] Summative (formal): “How Many Hands” problem (see rubric)


 * 4. An analysis of the data**:Overall, what I was able to take from the results of the assessment is that the majority of the students got a grasp on the idea of skip-counting. Some were able to do the problem on their own and the ones who weren't did understand the concept but had trouble either verbalizing their thoughts or finding a way to represent the animate objects, people, onto the paper as inanimate objects. Also, the majority of the class decided to draw pictures of people in some form or another to represent the people in the word problem. They also drew very much so on their tools and strategies chart from their testing practice they had been doing at the time.

High Performer**: [|scan0005.jpg] [|scan0004.jpg]** Low Performer: **[|scan0007.jpg]
 * 5. A sample of student work:**

6. Recommendations for future instruction for the entire class:** Eventually the entire class was able to complete the assignment, however many needed guidance and help in getting started. The majority of the class would benefit from doing a similar lesson again, but having it modeled better so that they can practice writing down their strategy. As I walked around and worked with students, they seemed to know what to do, but did not know how to express it on paper. Once I gave a few the idea of drawing people to represent that people in the problem, they were able to run with the idea and solve the problem. Overall, more modeling of recording data would benefit them greatly.

For the high performer, I would recommend moving on to the next lesson because it is obvious that she understands 1) How to skip-count and 2) how to use differing methods and strategies to solve a problem and then how to explain her thinking using words and pictures. She did not need any help or assistance during the lesson, and was even able to finish quickly. She is ready to move on to working with other patterns such as skip-counting by 3s, 4s, or 5s and accompanying challenge problems for those. Skip-counting is the basis for eventually learning multiplication, and depending on her success with subsequent skip-counting lessons, she may be ready for the most basic multiplication lesson. The low performer needs work with explaining his thoughts. He was not able to work through the problem completely on his own, instead I had to ask questions in order to get him working. While he was able to verbalize the idea that each person would have two hands and there are 8 students in all, he did not know how to use words and pictures to explain his thinking until I gave him an idea of drawing the people. I think he would benefit most from another similar lesson and assignment to see if he could take what he learned today and apply it again.
 * 7. Recommendations for future instruction for the students you sampled:**

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