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Elementary Education - Mathematics

Task 4: Mathematics Assessment Commentary

TASK 4: MATHEMATICS ASSESSMENT COMMENTARY


Respond to the prompts below (no more than 8 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 feedback as a video or audio clip and your comments to focus students cannot be clearly heard, attach
transcriptions of your comments (no more than 2 additional pages) to the end of this file. These pages do not count toward
your page total.

1. Analyzing Student LearningWhole Class


a. Identify the specific learning objectives measured by the formative assessment you
chose for analysis.
[My specific learning objective measured by the formative assessment was fact families with
multiplication and division.]
b. Provide a graphic (chart or table) or narrative that summarizes student learning for the
whole class. Be sure to summarize student learning for all evaluation criteria submitted
in Mathematics Assessment Task 4, Part D.
[

Student Number
1
2
3 (Focus Student 1)
4
5
6 (Focus Student 2)
7
8
9
10
11
12
13
15
17
18
19 (Focus Student
3)
20

Pre Assessment
Score
0%
43%
22%
29%
50%
7%
29%
22%
43%
22%
36%
29%
0%
43%
29%
0%

Post Assessment
Score
43%
71%
50%
79%
86%
36%
64%
64%
79%
43%
71%
43%
50%
86%
64%
71%

% Growth
43%
28%
28%
50%
36%
29%
35%
42%
36%
21%
35%
14%
50%
43%
35%
71%

29%
7%

14%
64%

-15%
57%

]
c. Using examples from the summary chart, discuss the patterns of learning across the
whole class relative to

conceptual understanding

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Elementary Education - Mathematics


Task 4: Mathematics Assessment Commentary

procedural fluency

mathematical reasoning/problem-solving skills

[Conceptual understanding was measured by the first four questions of the assessment: What
is a dividend?, What is a divisor?, What is a quotient?, and What is a fact family?. Of all
the questions, these four saw the most marked improvement. Students answers went from
being left blank, filled in with I dont know, or simply incorrect guesses to correct definitions,
even some that were supported with examples. This is directly related to Lesson 1, which
familiarized the students with the definition of dividend, divisor, and quotient. Procedural fluency
was measured by questions five and six, where students were asked to solve the division
problem for the quotient. Lessons 2, 3 and 4, supported this question. In Lessons 2, 3, and 4,
students had to supply quotients in division problems, in both a written and oral format. Aside
from careless errors (such as leaving the problem blank or being one digit off), students showed
marked improvement in providing the correct answer in both of these problems. Mathematical
reasoning/problem solving skills were measured by question six- Create a multiplication and
division fact family. This question directly relates to Lessons 2 and 3, wherein the objective was
to complete multiplication and division fact families. Aside from the three focus students or a few
simple errors (such as the incorrect 2 1 = 2 to complete the otherwise correct fact family of 1 X
2 =2, 2 X 1 = 2, and 2 1 =2) all of the students correctly created a multiplication and division
fact family in the post assessment.]
2. Analyzing Student Learning3 Focus Students
From your analysis of whole class student learning, identify one area where students
struggled mathematically. Select 3 student work samples that represent the struggles in
this area. These students will be your focus students for this task. At least one of the focus
students must have specific learning needs, for example, a student with an IEP
(Individualized Education Program) or 504 plan, an English language learner, a struggling
reader, an underperforming student or a student with gaps in academic knowledge, and/or a
gifted student needing greater support or challenge.
a. In what form did you submit the work samples for the 3 focus students? (Delete choices
that do not apply.)

Written work samples in text files

b. Analyze the 3 students work samples and describe the students struggle(s) as they
relate to the underlying mathematical understanding and/or concept. Cite specific
evidence from the work samples in relation to mathematical errors, confusions, and
partial understandings.
What do the students errors tell you about their mathematical understanding? For
example, if a student error occurs in a subtraction problem, then the underlying
mathematical understanding may include regrouping, meaning of subtraction, and/or
subtraction as the inverse of addition. The related mathematical understanding becomes
the basis for the targeted learning objective/goal for the students.
[Each of the three focus students demonstrated errors in creating a multiplication and division
fact family. Two students included four multiplication equations instead of two multiplication
sentences and two division sentences. The third student provided two multiplication sentences
and two division sentences, however, there was no fact family relationship between the
numbers chosen. I believe that the conceptual misunderstanding for the first two students was
that fact families include two division sentences and two multiplication sentences. I believe the
conceptual misunderstanding for the third student was that multiplication and division fact
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Elementary Education - Mathematics


Task 4: Mathematics Assessment Commentary

families are comprised of three digits- a dividend, divisor and quotient/ two factors and a
product.]
c. If a video or audio work sample occurs in a group context (e.g., discussion), provide the
name of the clip and clearly describe how the scorer can identify the focus student(s)
(e.g., position, physical description) whose work is portrayed.
[Not applicable]
3. Developing Students Mathematical Understanding
a. Based on your analysis of the focus students work samples, write a targeted learning
objective/goal for the students related to the area of struggle.
[The targeted learning goal of my re-engagement lessons will be that students will demonstrate
knowledge of the structure of a multiplication and division fact family. More specifically,
multiplication and division fact families include two complete multiplication sentences and two
complete division sentences.]
b. Describe the re-engagement lesson you designed to develop each focus students
mathematical knowledge in relation to the targeted learning objective/goal. Your
description should include

targeted learning objective/goal from prompt 3a

state-adopted academic content standards that were the basis of the analysis

strategies and learning tasks to re-engage students (including what you and the
students will be doing)

representations and other instructional resources/materials used to re-engage


students in learning

assessments for monitoring student learning during the lesson (e.g., pair share, use
of individual whiteboards, quick quiz)

[The targeted learning objective was that students will be able to demonstrate knowledge of the
structure of a multiplication and division fact family. The standard that serves as the basis for
this analysis is MGSE3.OA.7 Fluently multiply and divide within 100, using strategies such as
the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40
5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of
two one-digit numbers. The strategy included reviewing that fact families are comprised of three
numbers, two multiplication sentences, and two division sentences orally. Next, students were
presented with a sheet comprised of multiplication and division fact families and instructed to fill
in the missing factor, product, dividend, divisor, or quotient. Upon my review, all three of the
focus students correctly completed the fact families.]

Before responding to prompt 4, you will teach your re-engagement lesson.


This lesson may be taught with the 3 focus students one-on-one, in a small
group, or with the whole class.
4. Analyzing Teaching
Cite evidence from the 3 focus students work samples from the re-engagement lesson to
support your response to prompt 4b.

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Elementary Education - Mathematics


Task 4: Mathematics Assessment Commentary

a. In what form did you submit the 3 students work samples from the re-engagement
lesson?

Written work samples in text files

[Students work samples were submitted in the form of written work samples in text files:

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Elementary Education - Mathematics


Task 4: Mathematics Assessment Commentary

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Task 4: Mathematics Assessment Commentary

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Elementary Education - Mathematics


Task 4: Mathematics Assessment Commentary

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Elementary Education - Mathematics


Task 4: Mathematics Assessment Commentary

b. Analyze the effectiveness of the strategies you used during the re-engagement lesson to
develop students mathematical understanding in the identified area of struggle.
Consider the change in students mathematical understanding or misconception(s) in
relation to the identified area of struggle when describing the effectiveness of the reengagement lesson.
[Each of the three focus students correctly completed the fact families without a single error. By
simply completing fact families, these students reviewed and understood the structure of
multiplication and division fact families and were able to provide correct factors, quotients,
dividends, divisors, and quotients.]
c. If a video or audio work sample occurs in a group context (e.g., discussion), provide the
name of the clip and clearly describe how the scorer can identify the focus student(s)
(e.g., position, physical description) whose work is portrayed.
[Not Applicable.]

Pre/ Post Assessment


Name: ____________________
What is a dividend?
What is a divisor?
What is a quotient?
What is a fact family?
Find the quotients:
a.) 121 11 =

b.) 6 48

Create a multiplication and division fact family:

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