Task 3c

Elementary Mathematics for Washington
Task 3: Assessment Commentary
TASK 3: ASSESSMENT COMMENTARY

Respond to the prompts below (no more than 12 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 a video or audio clip of feedback or a work sample and you or the focus students are occasionally inaudible,
attach a transcription (no more than 2 additional pages) to the end of this file. These pages do not count toward your page
total.
1. Analyzing Student Learning

a. Identify the specific learning targets and standards measured by the assessment you
chose for analysis.
[
The assessment that I have chosen to analysis measures the learning target from the
first lesson. The learning target is:
The students will interpret adding and subtracting fractions with unlike denominators by
completing mathematical equations on an assessment. The students will begin to develop
strategies to identify ways to add and subtract fractions with unlike denominators. Students
participation in class discussions and competing written assessments in their journals will
assess their knowledge of the learning target.
The students will also find the LCD for the fractions with unlike denominators. They will
follow the steps the teacher gives them and complete problems on the worksheet that will be
placed in their journals. ]
b. Provide a graphic (table or chart) or narrative that summarizes student learning for your
whole class. Be sure to summarize student learning for all evaluation criteria submitted
in Task 3, Part D.
[
The evaluation criteria consist of doing the math correctly, writing out the steps, did they
try the challenge problem, and was their work neatly written. The chart is showing the score on
each problem out of the 4 students. There were 3 different grades within the 4 students. I had
two 8th graders, one 6th grader, and one 4th grader. I took points off if any of the criteria above
was not used in the assignments. Sometimes I wo uld take off a point if they did not do the
math correctly but they followed the steps. Each problem had to follow the criteria above
because it was directions given to the student. So some of the students scored higher on some
of the problems then others. I added up each of the scored for each of the problems on the
assessment. Each problem was 5 or 6 points depending on how many steps the problem had.
The challenge problem was extra credit and it was worth 6 points.
The students, as a whole, did well with the first two problems but as they continued to
finish the assessment they were not doing as well. The assessment was to help the students
learn the learning targets and to know how to write out steps and how to keep their papers neat
so the teacher can read them. The students did complete the M chart to find the LCD correctly
and they did very well with organizing their paper with the steps they did write. Every student
completed the M chart to find what the LCD was of the fractions of the problems. This showed
me that they understood how to find the LCD.
Grading the papers I found that more students struggled with doing the math correctly
then writing out the steps. They would not multiply or add correctly or they would forget to
subtract. There were many problems that had the steps written out but they did not add or
multiply correctly. Numbers 4 and 5 were subtraction problems and some students did not see
that and continued to add the fractions together. Two out of 4 added instead of subtracting for
that problem. As you can see on the chart those numbers are lower and that was part of the
reason. For one of the students, not writing out the first step hurt their grade. The first step was
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to write out the problem. Because they are all math strugglers I wanted them to have the steps
in their mind on how they could solve the learning target. They understood what was to be done
and the math work was not bad but they did not follow all the directions and write out their steps.
I made it a point that they were to write all their steps so I knew what they knew from the lesson
target.
The second graph shows the percentage of the students that completed the evaluation
criteria. Because each problem was graded and added together I did the same with the
evaluation. I looked at what the students did or did not complete and put them in a percentage
format.
Green Bar: Represents the percentage of students who did the math correctly on their work. It
is a little off because some of the students did their math correctly only on half of their paper.
Blue Bar: Represents the percentage of students who wrote out all or most of the steps. Some
of the students would fill out the steps correctly on some of their problems but not all of their
problems.
Purple Bar: Represents the percentage of students who tried the challenge problem. Only three
out of four students tried to solve the challenge problem. I gave the students points for the
amount that they tried but I wanted to see how they could solve the problem with what they had
learned.
Orange Bar: Represents the percentage of students who had their work neat. Three of the
students had papers that it was easy to read the steps. One student had the problems all over
the paper.]

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c. Provide a graphic (table or chart) or narrative that summarizes student understanding of

their own learning progress (student voice).
[
This lesson was the first lesson segment of the three lesson segments. I started off with
having the students learn how to find the LCD. There was a difference in age groups but they
all struggled with similar problems with fractions. The 4th grader was the only one that had not
had experience in solving fractions in this way. The reason I had him and no planned
accommodations was because the 7th grader was sick that day. I was not informed until the
morning of the lesson and because I know the background of the 4th grader I knew he could
handle the pressure if I work with him one on one. Before the lessons I asked each of the
students where they felt like they struggled in math the most. I then had the students take a
fraction test to tell me what they did not fully understand. The 4th grader did not take this test
because he came into the group later. From the test I was able to see that the students did not
know how to find the LCD of fractions. Most of their test problems where wrong because they
could not find the LCD.
I found a chart that could help them find their LCD and it was easy to remember. The
M chart is used to find the multiple that both denominators go into. The students caught on to it
and soon all I would have to say is the M chart and they would know how to solve fraction
problems with unlike denominators. When they played the bingo game they had to find the
LCD. They would all have to say what answer they found. There was also a part of the lesson
where the students where to go up to the board and write out while telling the class and myself
how they found the LCD of the problem that I gave them. They would write out and tell how
they found it and what the LCD is. The students were engaged in the lesson and verbally telling
me what needed to be written next. I would ask them questions through out the time of writing
the steps on the board so the students would be able to interpret how to solve adding and
subtracting fractions with unlike denominators. I encouraged the students to understand their
own understanding of the learning target instead of repeating it back to me.
Overall I think the students understanding of their own learning progress improved
throughout the learning segment. The students do need more practice to further their learning
toward developing a deep understanding of the learning target. Specifically my 4th grader since
this was the first time he had this topic introduced to him. He was given a quick and overall
learning about adding and subtracting fractions with unlike denominators and he needs an
deeper understanding of the topic. ]
d. Use evidence found in the 3 student work samples, student self-reflections, and the
whole class summary to analyze the patterns of learning for the whole class and
differences for groups or individual learners relative to
conceptual understanding
procedural fluency AND
mathematical reasoning or problem-solving skills
Consider what students understand and do well, and where they continue to struggle
(e.g., common errors, confusions, need for greater challenge).
[
Evidence of feedback is written on the students work samples, submitted in Task 3B. In
analyzing the three student work samples, student self-reflections, and the whole class
summary I was able to identify what students understood as well as where they may still
struggle. The majority of students understood the learning target and they are comfortable with
adding and subtracting fractions with unlike denominators. The 4th grader was still struggling
some in following the steps.
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From reviewing the whole classes assessments I can clearly recognize who was
developing a conceptual understanding of fractions. As the students progressed through the
lesson they grew in developing an understanding of why the concepts of solving fractions with
unlike denominators. The students with conceptual understanding will be able to tell if a fraction
needs to have a common denominator in order to add or subtract them together. When I gave
the test before teaching the lessons I was able to see where the students conceptual
understanding of fractions lay. They just added across for the numerator and the denominator.
I saw the students conceptual understanding of adding and subtracting fractions develop as I
modeled the steps for them. The students who demonstrated conceptual understanding were
able to show their knowledge through learning a new concept and connecting them to what they
had learned in previous lessons. When looking for conceptual understanding I looked in both
the students performance as well as the students ability to verbally connect the concepts. The
students would verbally tell me their understanding after they wrote it out on their white boards.
In the assignment I had the students write out each step so I could see where they had
conceptual understanding. For example Student 2s work sample shows that the conceptual
understanding is not as strong. I helped the student with the first two problems and asked
student 2 to continue and try the rest alone. The student did try to write the steps but still shows
uncertainty with how to complete the problem. The student was adding instead of subtracting
and the student was not reducing the problems at the end. The student clearly understood that
there were certain steps that needed to be written and tried to follow each one. The students
work over all showed great improvement to his conceptual understanding of adding fractions.
In analyzing the whole class performance I can identify the strengths of the students as
well as where students need work to further their development of their procedural fluency. In
the lesson segment the students where given opportunities to use the correct procedures to find
the LCD and to solve adding and subtracting fractions. Throughout the learning segment the
students had learning activities and class discussions that demonstrated their procedural
fluency. The students had multiple activities and an assessment to show their procedural
fluency. For example I gave each student a problem and they were to complete it on their white
boards. When they were done they were to right the answer on the board. I asked for
volunteers to go to the board and explain their answer. Two of the four students went to the
board. One student did not choose the LCM and I asked the student to relook at the M chart.
The student found that the LCM was 8 instead of 24 and proceeded to tell me what the problem
would look like with the newfound knowledge. In encouraging students procedural fluency I
encouraged them to solve problems by using different methods and share their way with the
class.
Looking over the assessments I could recognize the different problem solving skills they
used throughout the assessment. Because I have different grade levels each student was on a
different level of knowledge. Some of the problem solving was done correctly by following the
steps that I modeled for them. The challenge problem was for me to see what they could do if
they had three unlike denominators. The three students that tried it seemed to not be able to
solve the unlike denominators. I noticed that a couple of them tried to guess and then continued
the problem with the right steps but not the right denominators. The students where asked to
show all of their work so I could see what they were thinking when problem solving. I asked the
students about their reasoning in solving the challenge problem in the ways that they did. One
student realized that they had done the math wrong and asked me what was the best way to
find out what the LCD was. I told the student two ways they could find the problem and they
tried the one they liked the best on their white board. Overall, the students critical thinking and
problem solving skills can be seen throughout their assessment.
The most prevalent misunderstanding that I could identify is the ability to perform the
math correctly. The students will forget to write the first step and also would add instead of
subtract. Or they would have the math written out but they would not multiply right or just not
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multiply at all. I went back to the students and reminded them that it was important to look over
their work and complete everything. Some of the problems were not reduced and when asking
the students if there was more to do some would say I dont know and others would stare at
the problem until they realized what needed to be done. The students need continuous
reminder to complete all their work and I feel with more repetition the students will understand
all the steps that need to be performed and to double check their math. There is a 4th grader
that I feel did very well for not dealing with fractions much. I helped this student the majority of
the time to help him understand what was happening for each problem. Overall, in looking at
the students work samples and reflections I recognize that students still need guided practice to
further their understanding of fractions and finding the LCD. ]
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.
a. In what form did you submit your evidence of feedback for the 3 focus students? (Delete
choices that do not apply.)
Written directly on work samples or in a separate document;

b. Describe what you did to help each student understand his/her performance on the
assessment.
[
To help students understand his/her performance on the assessment they can see how
they did overall by looking at the points they got. The assessment scoring was out of 27 and 6
extra with the challenge problem. The students where told that they needed show everything
that they did on their paper. This provides the student with evidence of their overall
performance of achieving the learning target. I provided each student with positive and negative
feedback. To help the students understand their overall performance I provided them with
specific corrective feedback. I would ask questions to help the student think about what needed
to be done. I also explained why they received fewer points for certain problems. I wanted each
student to understand their performance and that is why I wrote out an explanation instead of
just marking some problems wrong. In writing feedback for the students they will understand
the expectations for each problem. They can visually see how they answered the question
incorrectly. Additionally, the written feedback provides the students with constructive responses
that help improve their performance in the future. When the students answered incorrectly I
gave them specific reminders to help them understand their performance. I would write positive
feedback on the papers in orders to encourage students to continue doing the correct process.
Encouraging students on the paper helps them understand their performance and that they are
doing some of the paper correctly. Giving the students positive and corrective feedback on their
assessments gives them the opportunity to use the feedback as a tool to guide their continued
learning.
On student #1s work sample, the student did not write step one on any of the problems.
This student also forgot to reduce on problem 3. On this problem I asked the student what is
the next step? I want the student to think about what could be next and what they missed. I do
not want to write the correct answer because I want to provide the student with the opportunity
to find the answer on his or her own. In problem 4 and 5 the student added instead of
subtracting the fractions. I drew stars and wrote good job on the problems that the student did
correctly. The student could see that they got the answer right. For example, on number one
the student found the correct answer but the student was missing step one. This caused the
student to miss a point for the missing step. The student can use this feedback to understand
why it is important to follow directions fully and to check their work before handing it in. The
student understood the steps and how to do the assessment but did not take the time to
complete it.
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On student #2s work sample, the student seemed to do well. The first two problems
were done with me. On problems 3-5 the student multiplied incorrectly and did not have the
denominators the same. I wrote notes to show the student how to reduce a fraction and asked
where some of the steps were. On question 5 the student found the LCD and multiplied
correctly. I pointed out to the student that what was done was correct by writing a Yes!
underneath it. This guided the student to see what was done correctly and how the other two
problems where not done correctly. The student did not write neatly and it was hard to follow
some of the steps and to understand if the answer was correct or not. I asked the student to
write the answer in the same color and in the same size. Because I did help the student on the
first two problems I knew they were done correctly and the answer was right. I could also see
as the student did the rest alone what was still not understood. I liked that the student tried the
challenge problem and I wrote out what was done to actually solve it.
On student #3s work sample, the student did some work that I could see would not
normally happen. For example, on problem 4 the student started going back to the previous
ways of solving the problem. When this student took the test before the learning segments she
would make up ways to solve the problem. When I was looking at problem 4 I realized that the
student went back to the old way. The student had the steps but did not perform them correctly.
I wrote to her what was correct about the problem but yet asked her if she looked at the
denominator what she saw. I have learned that this student can look back over a problem and
know where the wrong section lies. Some of the positive feedback I wrote the student was I
like how you wrote out the steps. The paper was neat and organized and the steps that she
did have were written beautifully. To continue the students growth in understanding and
interpreting fractions I asked the student questions such as is this done? or what do you
see?. The student is able to read the feedback and think deeper about what went wrong and
fix it instead of me telling what was wrong and showing how to fix it. ]
c. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning targets measured.
[
To all three of my focus students I gave feedback that addresses their individual
strengths and needs relative to the learning target. In each student I looked for a pattern of
where the student continues to struggle or continues to succeed. When I was able to see this I
could write the specific feedback that helped the students understand areas they needed to
review. In order to maintain their self-worth while directing their attention to the areas that
needed improvement I provided the students with direct and gentle feedback. I did not want to
provide them with the correct answers because I wanted them to go back and see what they did
wrong themselves and correct their work. The students knew the concept but they did not
complete the math correctly or they forgot some steps. I looked at the students overall
performance to determine if the learning target needed to be reviewed to further develop
students understanding of solving fractions with unlike denominators. By reviewing the areas of
struggle I am able to determine if I need to plan additional lessons on this topic and provide
students with necessary supports to promote their learning.
For student #2s work sample I wrote positive and corrective feedback. I wanted them to
recognize the errors that they had made. This student is the 4th grader and that is the reasoning
that this student was helped in the first two problems. The student would ask for some help
throughout the lesson. For this student instead of looking at the score I am looking at the three
problems that were done alone. I recognized that the student did not fully understand how to
find the LCD and fit it all together. I found that the student will need more time to learn this
concept about fractions and they will when reaching 5th to 6th grade. I asked the student more
questions about the steps and where each one was. The feedback encouraged the student to
reevaluate their reasoning and find how to better solve fraction equations.

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In student #3s work sample the student did better with the steps and understanding the
concept but the student did not do the simple math correctly. In providing the positive
feedback that the steps where right but to check the math the student knew that they were
on the right track. I told the student that I was happy about how the steps where organized
on the paper. I asked the student what they are missing. The student told me that they
were not reduced and the first step was missing for some of the problems. I asked the
student what was next and what the answer would be now. They wrote nicely and clearly.
Also I showed the student that they were not focused on the math. The multiplying was not
done correctly on some of the problems. I expressed how happy I was that they tried to do
the challenge problem. I encouraged a deeper level of developing mathematical thinking
and reasoning. By asking the student different ways we could have found three LCD. ]
d. How will you support students to apply the feedback to guide improvement, either within
the learning segment or at a later time?
[
I would support students to apply the feed back to guide improvement within the learning
segment and during another lesson. Based on Lambergs theory that the whole class
mathematics discussion will help to improve mathematical thinking and learning (Lamberg,
2013). I had the students work on the board and write out the steps to show me they knew how
to add and subtract fractions with unlike denominators. The students would talk about the
lesson and tell each other what they are still unsure about. I would have the students that
needed to correct their papers to first tell me what was wrong and then correct the problem.
The students will understand that these scores and feedback are to help guide our further
learning. The students will be in groups of two and will talk about what they may not understand
on their paper. The partner could help the student to better their friends understanding and
teach themselves more about the mathematical reasoning. Through students discussions it will
promote further engagement in learning. Also this helps guide peers to be encouraging and
respectful to the student that is sharing. When the students are done correcting their work they
will have the opportunity to turn it back into me.
I did have the students review over what they had learned in this lesson in lesson
segment 3. I asked them to do a problem that reviewed the steps and they wrote it on the board
and explained the steps as they wrote it. There are a couple students who understood the
learning target but there was a couple that I would review with in their coming lessons.
Reminding that I have three different grades that I am teaching the one subject to. The 4th
grader will be learning this material in 5th and 6th grade and will receive additional help during
that time. The 6th grader was a few lessons behind and was going to receive more practice
when they reach that lesson. The 8th graders I made sure that they had problems that would
review what they have learned so they would not forget it. I do not plan to reteach this learning
target to all four students at one time again but I will remind them how the steps are used and
when it comes to their lesson in the right grade level they will then be retaught the learning
target. Overall, I want to plan future learning tasks the build each of the students prior
knowledge in a way that teaches them to analyze and interpret more complex fraction
equations. ]
3. Evidence of Language Understanding and Use
You may provide evidence of students language use from ONE, TWO, OR ALL THREE of
the following sources:
1. Use video clip(s) from Task 2 and provide time-stamp references for language use.

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2. Submit an additional video file named Language Use of no more than 5 minutes in
length and provide time-stamp references for student language use (this can be footage
of one or more students language use). Submit the clip in Task 3, Part B.
3. Use the student work samples analyzed in Task 3 and cite language use.
When responding to the prompt below, use concrete examples from the video clip(s) (using
time-stamp references) and/or student work samples as evidence. Evidence from the clip(s)
may focus on one or more students.
a. Explain and provide evidence for the extent to which your students were able to use or
struggled to use language (selected function, vocabulary, and additional identified
language demands from Task 1) to develop content understandings.
[
Video 1 provides evidence for the extent to which the students were able to use
language to develop content understanding. I asked the students in video 1 1:14pm, what they
were learning that day. One of the students said, finding the least common denominator. This
was correct and they used the correct language. I wanted to know more about what we were
learning so I asked them what else we were learning. Another student said, adding and
subtracting fraction. The students were just before that finding the LCD of different fractions.
They were writing out the steps to finding the LCD. The M chart stands for the multiple. The
students would say that they would use the M chart, Video 1 1:10, when finding the multiple of
two unlike denominators. Through out the lesson the students would say what the LCD meant
and what it stood for. The students were given the opportunity to model their knowledge and
understanding of the vocabulary terms. This was show in the video clip one as the students
went to the board after being asked to show their work on how they found the least common
denominator.
The assessment gave the students the opportunity to model and interpret what they had
learned about adding and subtracting fractions with unlike denominators. Students were asked
to interpret the problems and write out step by step how they would solve the fraction. The
students would show that they knew about adding and subtracting by completing the problem
correctly. These students knew what addition and subtraction meant but I wanted them to fully
understand and verbally say the words instead of adding and take-away. The students where
given the opportunity to use this vocabulary throughout the learning segment and the other two
lesson segments. During the learning and assessments the students where provided with
opportunities to explain and justify their mathematical reasoning and problem solving strategies
both orally and through writing. ]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1bd, describe next
steps for instruction to impact student learning
for the whole class

for the 3 focus students and other individuals/groups with specific needs
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students needing greater support or challenge).
[
First of all please note: There are no ELL, IEP, SPED, or 504 students in the class.
Based on my analysis of student learning presented I have a plan for the next steps of
instruction for the whole class and for the three focus students.
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For the whole class, I want to continue to teach and reinforce the concept of
understanding fraction equations. The students math lessons have fractions in almost every
lesson to review over them. I encourage the students to complete the fractions with all the
steps that they learned in the unit. There are three different grade levels within the class that I
taught. There is one 4th grader, one 6th grader, and two 8th graders. After teaching the lesson
segment and looking over their assessments I would like to continue to reinforce the concepts
learned in the segments. Each student will be studying in their own math lessons after the unit.
The 4th grader, student #2, will learn more about what was taught when reaching the
proper grade level. The student has shown signs of enjoying the lessons and even tried to write
their own problems when the unit was done. I encourage the student to remember what was
taught but also I realize that he needs to have more of a foundation of fractions before fully
understanding the concepts that were taught. I would have more activities that are more of his
level of learning and help the student to have better conceptual understanding and procedural
fluency of fractions. The 6th grader started learning in the math book about some of the
fractions a couple weeks after the unit was taught. I asked the student to solve the fractions in
full steps but to also try the books way of solving fractions. This gave the student the ability to
better their understanding of fraction equations and it made the lesson easier for the student. I
had the student do something different for the lessons to continue to challenge him yet help him
to remember what was learned in the unit.
The 8th graders will have review problems to reinforce the concepts. For student #1 I
would like to continue to remind them of the steps. This student knew how to follow the steps
but did not take the time to look at what they were doing. Student #1 was doing a lot of math
wrong and not writing out all of the steps. I encourage this student to do as many of the fraction
problems in the lesson for the day by writing out all the steps. I plan to have activities for the
student to remind the student of the learning targets and all the steps they had learned. For
student #3 I will continue to work with the math of the problems and reducing at the end. This
student needs to have information repeated to them in order to fully remember and understand
the learning target. I would continue to remind the student of the learning targets and give the
student problems that could help keep the information in their mind. Because both of these
students are 8th graders I will be working with them with supports and activities that will help
them remember how to solve fraction equation.
In summary, the students still need more guided practice and opportunities to explore
more ways to solve fractions. In knowing that for one of the students these lessons were the
first formal introduction to fractions and I am aware that the students need more opportunities to
learn and explore before they are able to reach a mastery level of understanding. ]
b. Explain how these next steps follow from your analysis of student learning and student
self-reflections. Support your explanation with principles from research and/or theory.
[
The next steps I will follow from my analysis of student learning and student selfreflection is to start planning and creating lessons that will help the students to continue to
develop their mathematical reasoning and problem solving. I plan on continuing to use Burns
(2007) lesson format of developing a lesson into three parts; introduce, explore, and summarize.
This plan creates the opportunity for the students to practice identifying, interpreting, and
modeling fractions. This format also helps you to have the opportunity to use both informal and
formal assessments to check for student understanding. Before moving the students to the next
level I will give the students the opportunity to voice anything more that they did not understand.
In this lesson I had the students write in journals. Burns talks about using math journals to
improve real learning (Burns & Silbey, 2001). The students would write all of their steps in the
journals and their reflections in the journals. I had the students put their assessments in their
journals after they had them graded and corrected. The journals help the students who have
difficulty retaining information. They could look back over what they wrote and remember how
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to write the steps. The students were able to write their reflections in the journals too. This kept
all their work in the same place and they were able to look back over what they had done. In
continuing to plan lessons on fractions I will continue to promote exploration of fractions by
following Bruners concept of discovery learning (1960). The students will continue to use
discovery learning to create a more complex knowledge. Each student will be on a different
level of learning when I continue to the next steps. Looking on my previous learning activities I
plan to continue to have interactive learning tasks that engage students and encourage them to
apply their knowledge and understanding of fractions. As I continue to teach through scaffolding
instruction and connecting concepts the students will become even more confident and efficient
with solving fraction equations in the world around them.
The students wrote in their self-reflection that they had learned about solving fraction
equations. I know that each student developed a larger knowledge of the mathematical
reasoning and problem solving for fractions. After the unit I gave the students a test similar to
the one they took before they had the unit. I graded the tests and then asked the students to
look at the difference between the two tests. One of the 8th graders said that it was a huge
difference in how the problem solving changed within the last three days. The students saw
how their knowledge grew and wanted to have more complex learning. The 4th grader will
continue to learn the concepts of fractions and soon will come to the point of where I taught.
This student did not take the test because the student was taking the place for a 7th grader that
was sick. The three older students struggled in understanding the reasoning of fraction
equations. Now as I teach them math and they have a fraction problem they say, I know how
to do this. They still have growing to do but they are confident when they see fractions. The
students now know that there are fractions in the world around them and they are becoming
eager to learn more about fractions. Each student enjoyed the activities that were used in the
fraction unit. In knowing the students interest and learning styles I was able to successfully
plan learning segments that engaged them in developing knowledge and understanding of
fraction equations. ]
Copy of the chosen assessment and the directions/prompts provided to the students. The
following assessment is the chosen assessment for assessment commentary. The questions is

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what I was looking for in each problem and the answer key is shown of what I wanted to see on
each paper.
1. Does the students show all of their steps in solving addition and subtraction fraction
problems?
2. Did the student do the math correctly (adding, multiplying, ect.)?
3. Did the student try to do the challenge problem?
4. Is the work written nicely or sloppy?

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Task 3c

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Task 3c

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Elementary Mathematics for Washington

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Student Learning

Elementary Mathematics for Washington

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

Elementary Mathematics for Washington

c. Provide a graphic (table or chart) or narrative that summarizes student understanding of

Elementary Mathematics for Washington

Elementary Mathematics for Washington

Written directly on work samples or in a separate document;

Elementary Mathematics for Washington

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

Elementary Mathematics for Washington

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

Elementary Mathematics for Washington

for the whole class

Elementary Mathematics for Washington

Elementary Mathematics for Washington

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

Elementary Mathematics for Washington

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

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