Académique Documents
Professionnel Documents
Culture Documents
PROJECT REPORT
L.A.B
(Learning Arithmetic Basics)
Addition, Subtraction, Multiplication, Division
Prepared for
Teach For Pakistan
Prepared by
M. Aqeel Ashraf
www.iteachforpakistan.org
Fellow-2014
aqeel.ashraf@tfpfellows.org
December, 2014
L.A.B (Learning Arithmetic Basics) | Project Report
Page 2 of 42
1 Transmittal
December 22, 2014
Ms. Maryam Haqqui
Academic Coordinator
Teach For Pakistan, Korangi, Karachi
Dear Madam
Please find enclosed the project report. The report has been drafted on the project
L.A.B (Learning Arithmetic Basics). In this project, four basic arithmetic
operations i.e. addition, subtraction, multiplication and division were taught to
students of grade 3, 4 and 5 at Government Boys Primary School (GBPS), Shireen
Jinnah from 24th Nov to 6th Dec. The report discusses the need of such a project on the
basis of diagnostics assessment results. This is followed by a detailed discussion on
different teaching methodologies applied while teaching above mentioned concepts.
Finally report wraps up on driving conclusions/recommendations based on
comparison between diagnostics and summative assessment results.
Feedback will be appreciated
Kind Regards
M. Aqeel Ashraf
Teach For Pakistan- Fellow 2014
Primary Teacher - GBPS, Shireen Jinnah, Karachi
Email: aqeel.ashraf@tfpfellows.org
Page 3 of 42
2 Acknowledgment
Author is thankful to
Almighty Allah,
For His unlimited blessings and bounties,
And for keeping him sane, sound and successful;
His parents and co-fellows,
For all their support and trust in him and his aims;
Teach For Pakistan, Training & Support
For teaching him things he knew not;
Shireen Jinnah School Administration,
For their continuous support during his stay at the community and sharing his vision
for his students
And last but never the least
Academic Coordinator
For her utmost help, guidance and time
Which made author able to complete this project
Page 4 of 42
3 Table of Contents
1
Transmittal
Acknowledgement
Table of Contents
List of Figures
Abstract
Introduction L.A.B
7.1
7.2
Unique Features
Diagnostics Assessment
10
8.1
Design Aspect
11
8.2
Result Analysis
12
8.3
9
10
13
14
Conclusion
Project
20
21
9.1 Objective
21
22
22
25
26
Summative Assessment
10.1 Result Analysis
27
28
11
30
12
Conclusion
40
Page 5 of 42
4 List of Figures
Figure 1 - A 5th graders response in Mid-term exam
10
11
13
14
14
16
17
23
23
24
24
25
26
27
28
28
30
32
Figure 21 - Comparison-Mastery-Grade 3
34
Figure 22 - Comparison-Mastery-Grade 4
36
Figure 23 - Comparison-Mastery-Grade 5
38
Page 6 of 42
6 Abstract
Primary purpose of doing L.A.B project was to increase students mastery in four basic
numeracy skills namely addition, subtraction, multiplication and division. The need of this
project was felt after analyzing students performance in mid-term exams and diagnostic
assessments. Students achieved mere 5.39 marks on average out of 16 in diagnostic tests.
Results showed that about 75% of the students did not have mastery in four basic arithmetic
skills.
Project L.A.B was a 2 week targeted project with a strong growth assessment system. JMP
software was used to analyze the data coming from students. This project used the
technique of making data driven decision to make learning curve steeper for students. Many
new and innovative pedagogy practices were being used to make learning more interesting
and engaging for students. Along with this many old less effective techniques were modified.
After the project, summative test were conducted and results were compared with that of
diagnostics. Results showed that project helped students in a long way in achieving mastery
in these numeracy skills. Mean score increased from 5.39 to 12.4 (out of 16). The results
further highlighted that there is still a big room for improvement in terms of student
mastery.
Page 7 of 42
7 Introduction- L.A.B
You cannot create experience, you must undergo it
Projects-based learning is a dynamic approach where one has a greater control over his learning. As a
Teach for Pakistan fellow, author feels like analyzing/reflecting on these two years of fellowships
performance on yearly basis, just gives too less time and opportunity to a fellow to improve and
experiment with different strategies in a classroom setting. So in authors perspective, its more helpful
to divide even single year of fellowship into one-week to two-week time periods and doing
targeted/objective projects with a proper results monitoring system. This was the basic thought in
teaching simple maths concepts like addition, subtraction, multiplication and division under an umbrella
of a project called L.A.B (Learning Arithmetic Basis).
Basic objective of project L.A.B was to increase mastery level of 3 rd, 4th and 5th grade students in four
basic arithmetic skills i.e. addition, subtraction, multiplication and division. In order to achieve this
objective, different strategies in all areas were applied and then subsequent outcomes were monitored.
Author has also taught these concepts previously but the mastery level of students as a result was not
impressive. So that experience also served as a reference point while designing L.A.B project.
Page 8 of 42
Addition, subtraction, multiplication and division are basic numeracy skills which need to be mastered
in order to achieve minimum mastery on the primary level maths curriculum. These skills will further
make students able to solve basic arithmetic problems of their daily life like doing shopping from a
grocery market, calculating family monthly expenditure etc. This will help students to get engaged with
maths curriculum in more practical way.
Page 9 of 42
Incorporating strategies in lesson planning to clarify frequent pitfalls that came up through
diagnostic assessments.
Following Learn by Doing approach in lesson planning to make content more student engaging.
Applying Differentiated Learning strategy in order to make class time equally productive for all
level of students.
Setting ultimate level of mastery as able to teach others in order to enhance peer learning and
feedback inside classroom.
Using charts and other real life items to make content more engaging and appealing.
Page 10 of 42
8 Diagnostic Assessments
Diagnostic assessment is a type of assessment which examines what a student knows prior to a learning
program being implemented. Before starting the project, it was necessary to take diagnostic
assessments for following reasons:
To narrow down the points of common misconceptions among students about the concepts.
To provide a baseline for understanding how much learning has taken place after the project is
completed.
To plan for appropriate pedagogy and targeted learning to more effectively scaffold the learning
needs of students.
Page 11 of 42
Page 12 of 42
Page 13 of 42
signs
for
addition,
subtraction,
Misconception # 01
Misconception #04
Figure 4 Major Pitfalls
Page 14 of 42
Grade - 3
Page 15 of 42
Grade - 4
Grade 5
NOTE: A histogram is a display of statistical information that uses rectangles to show the frequency of data items
in successive numerical intervals of equal size. In the most common form of histogram, the independent variable
is plotted along the horizontal axis and the dependent variable is plotted along the vertical axis.
Page 16 of 42
Page 17 of 42
Grade 3
Page 18 of 42
Grade 4
Page 19 of 42
Grade 5
Page 20 of 42
8.3 Conclusion
Diagnostics result were ALARMING as only 6% (i.e. 6% of 85= 5 students) of the whole Shireen Jinnahs
students population had mastery in four basic arithmetic skills addition, subtraction, multiplication
and division. More than 75% of the students at Shireen Jinnah didnt know subtraction, multiplication
and division. Furthermore results showed that understanding level of student decreased as we go from
addition to subtraction to multiplication to division.
These results confirmed the urgent need of the project L.A.B.
Page 21 of 42
9 Project L.A.B
9.1 Objective
Following were the objectives of the Project L.A.B (Learning Arithmetic Basis).
Primary objective:
To increase the mastery level of students in four basic numeracy skills i.e. addition, subtraction,
multiplication and division
Secondary objectives:
To expose students to a variety of teaching methodologies in order to figure out what works
best for them
To make author able to track the learning curves of students from start to end of the project
and be able to apply innovative ideas to make this curve steeper.
Note: JMP is a statistical analysis software developed by SAS. JMP combines powerful statistics with dynamic
graphics, in memory and on the desktop. Its interactive and visual paradigm enables JMP to reveal insights that
are impossible to gain from raw tables of numbers or static graphs
Page 22 of 42
Classroom Structure
Previously author used to deliver complete lessons standing in front of the black board and students
going through all the 5 steps of the lesson planning. This approach was proving to be too passive for
Page 23 of 42
leader present report to the author about how many in their group perfectly got the concept. In this
way, author quickly came to know about the student who didnt get the concept and then special
combined remedial class were arranged for grade 3, 4 & 5. This technique proved to be really helpful.
Page 24 of 42
Guest Speakers
Senior students are always a great help for junior students. Author thinks that inter-grade learning
should also happen along with intra-grade learning. That is why during project L.A.B strong students
from upper grade were invited to lower grade classes as guest speakers. They explained one of the
four numeracy skill to the students. This further enhanced peer learning.
Page 25 of 42
There were flaws in authors execution of INM part of lesson plan in class. Basic shortcoming was that
INM was not being translated on the black board in a student friendly mode. Student friendly mode
means that students should be able to take notes of that INM and can refer to them at their homes.
Special attention was given to this aspect and it was made sure that students must take notes of the INM
written on the board. Further it was observed that students at primary level have very short
concentration time. So writing INM in this way helped to pick up from where they left more easily.
Page 26 of 42
MATH Notebook
It came to spotlight through diagnostics that students struggled with the concept of place value while
solving problems of addition and subtraction. Majority of the students had that problem. While
brainstorming solutions, it was decided to just change the type of math notebooks students were
using. This small change resulted in solution of a very big misconception. Before this project, student
used to use lined copies for math subject (same as that for Urdu). But now all of the students have
shifted to boxed copies for maths work.
problems
of
addition,
subtraction,
Page 27 of 42
10 Summative Assessment
Summative assessments were used to evaluate student learning and academic achievement at the
conclusion of the L.A.B project.
These tests were used to determine whether students learned what they were expected to learn. In
other words, what makes an assessment summative is not the design of the test, per se, but the way
it is usedi.e., to determine whether and to what degree students have learned the material they have
been taught. The design of summative tests were the same as that of diagnostics test with a slight change
as boxed space was provided for student response instead of lined space.
Page 28 of 42
Grade 3
Page 29 of 42
Grade 4
Grade 5
Page 30 of 42
11 Comparison-Growth Summary
Following statistical visualizations represents the comparison of diagnostics and summative results.
Shireen Jinnah
Page 31 of 42
Page 32 of 42
Page 33 of 42
Grade 3
Page 34 of 42
Figure 20 - Comparison-Mastery-Grade 3
Page 35 of 42
Grade 4
Page 36 of 42
Figure 21 - Comparison-Mastery-Grade 4
Page 37 of 42
Grade 5
Page 38 of 42
Figure 22 - Comparison-Mastery-Grade 5
Page 39 of 42
Page 40 of 42
12 Conclusion
Based on the results, it was concluded that project L.A.B helped students in a great way in learning basic
numeracy skills. Mastery level of students increased substantially across all grade levels. Students were
exposed to different learning methodologies which made possible for them to approach a particular
concept in number of ways. It was also observed that students having improved understanding of basic
arithmetic skills started to perform better in other concepts like finding HCF & LCM, solving word
problems etc.
Author learned in the process of this project that how to use data to monitor students understanding
level & subsequent growth. It also helped him to learn how to make data-driven decisions to improve
effectiveness.
Another important point that came to spotlight just because of monitoring this data was the number of
students who still didnt achieve required mastery level for example 31.8% and 43.5% of all the Shireen
Jinnah students didnt have mastery on multiplication and division respectively as per summative results.
Page 41 of 42
FEEDBACK
Page 42 of 42