ANALYSIS OF DATA

I. Reflective response
A. Personal Reflection
Was my overall lesson engaging?
My overall lesson went well with the students during the sixty minutes given to teach the
lesson. To start my lesson, I reminded the students what the place value blocks were and the
value of each. I feel this was a great start to the lesson considering we were going to be using
them as manipulatives during the lesson. We then went into how we can use these blocks to
break up a multiplication problem. Using the smart board to integrate technology and use the
digital place value blocks to show the students who to use the manipulatives. I then broke the
students up into groups which I think was a great idea for these students. They were able to focus
better and be well engaged with the questions given to them to solve. Once the students were
finished the students were given an exit slip to work on this took the students a little bit of time
to finish but they were still engaged in the learning process on breaking apart to multiply.
Was I able to manage my time well throughout the lesson?
We did one problem solving it with the place value blocks and then continued with the
same problem, and then broke up the problem using the method without the blocks. I only did
one problem with the students and then broke them up into small groups for more practice. It
would have been a better idea to do at least two practice problems before breaking them up into
groups and practicing more, but I was nervous about time. For the future I will know that they
will need to see at least two problems before moving into deeper instruction. At the end of my
lesson the students had a good 8 minutes after giving them their exit slip and completing it to
start their homework, but I wish I had taken that time to come back to a problem we could have
started at the beginning of class and finished it together for more practice.

Was I able to convey the topic of breaking apart to multiply, with my choices of strategy
throughout the lesson?
Judging from the student data record from the skills assessed in the chart, I believe I was
able to convey the topic of the break apart method well through the strategies I choose to do
throughout my lesson. I modeled for the students how to use the manipulatives; I then showed
the students how to break up the problem to multiply. I then broke the students up strategically
high and low students. This worked out well for my group. I was able to use the students who
understood the lesson topic to help those who were struggling in the groups. I feel this was very
beneficial for those who didnt understand, because they not only were getting my instruction but
were provided with explanations from their peers. The manipulatives in the groups were also a
great tool for the students. They were not only able to show the work for the problems, but they
were able to concretely create the problems using the place value blocks. Once we were finished
with our group work we were able to move onto my exit slip for closing the lesson. The students
worked independently on their two questions provided. I wish I had a problem the students could

ANALYSIS OF DATA

have come back to as a whole group so we could discuss the topic one more time together. The
exit slip was a great way to collect data and comments for the students during the lesson. I was
able to analyze the data and see what each student was specifically struggling with in each
problem, or if they were struggling at all.

SUMMARIZING THE DATA

After examining the students results in the chart of the student data, specifically looking
at the first skill on the chart. 12/17 students (71%) received a 3/3 on being able to multiply 2
digits by 1 digit numbers by using the break-apart method. The other 5/17 (29%) of the students
received a 2/3 on being able to multiply 2 digits by 1 digit numbers by using the break-apart
method. Zero out of the 17 students received a 1/3, meaning the students were not able to
complete question number 1 on the exit slip and had much difficulty with answering the
question. A large majority of the students (71%) were able to multiply 2 digits by 1 digit numbers
by using the break-apart method and was able to understand the lesson topic handling it without
difficulty. The other 29% of the students who received a 2/3 on multiplying 2 digits by 1 digit
numbers were somewhat able to state an answer for question number 1 provided on the exit slip
with teacher assistance. These students were somewhat able to understand the lesson topic.
Taking a closer look at the second skill listed on the chart, 13/17 (76%) students received
a 3/3 on being able to multiply 3 digit by 2 digit numbers by using the break apart method. The
other 4/17 (24%) of the students received a 2/3 on being able to multiply 3 digits by 1 digit
numbers by using the break apart method. Zero out of the 17 students received a 1/3, meaning
the students were not able to answer questions number 2 on the exit slip and had much difficulty
with answering the question. The majorities of the students (76%) were able to multiply 3 digits
by 1 digit numbers by using the break apart method and was able to understand the lesson topic
handling it without difficulty. The other 24% of the students who received a 2/3 on multiplying 3
digits by 1 numbers were somewhat able to state an answers for question number 2 provided on
the exit slip with teacher assistance. These students were somewhat able to understand the lesson
topic.
Looking at the chart as a whole and combining both skill number one and skill number 2,
9/17 (53%) of the students received both a 3/3 on each skill listed in the chart. These students
meet exemplary the rubric for both of the questions on the exit slip. 6/17 (35%) students received
a 2/3 on one of the skills in the chart and a 3/3 on the other skill. These students were able to
meet exemplary on the rubric and also an almost there. 2/17 (12%) students received a 2/3 on
both of the skills listed in the chart. These students fall in the almost there for being able to
multiply 3 digit and 2 digit number by 1 digit using the break apart method.
STRENGTH FROM THE DATA
Looking at the strengths from the data, 9/17 students were able to receive a perfect score
on the exit slip. Meaning, 53 percent of the students were able to show exemplary on the rubric.
These students were able to multiply 3 digit and 2 digit numbers by 1 digit numbers using the
break apart method. Some of the observations recorded for those who were able to achieve this
score, understood the concept well and took great use to using manipulatives provided for them.

ANALYSIS OF DATA

NEEDS IMPROVEMENT
Looking at the students who need some improvement, 6/ 17 students received one of the
skills being a 2/3. The other 2 percent received both a 2/3 on both the skills in the chart. For the
students who did not receive exemplary on the rubric, but an almost there, after analyzing the
errors of the students who scored a 2, I noticed a few different patterns of errors for each
student. One of the first was difficulty with expanded form. Some students had a hard time
expanding particularly the second number on the sheet (268). I believe these students struggled
with expanding this number due to it being a three digit number. The example in the beginning of
the lesson was a two digit number, and they were not given an example of a three digit number
until they were broken up into groups to work on one together. Another pattern I noticed from
some of the students who were having difficulty was simple multiplication errors. The students
would be able to multiple their basic facts in the multiplication expressions, and would then
forget to carry their zeros over to come to the correct answer. This then caused the student to add
their numbers incorrect, and getting an incorrect answer. If the students were able to answer their
multiplication problems correctly, the students who also were struggling showed a pattern on not
lining up their addition problems correctly. This then caused the student to add the numbers
incorrectly and get the wrong answer. After examining these results and error patterns, the
students who did not meet the exemplary of the rubric are all students who still needed teaching
assistance to help answer and complete the problem. These results came out as they did, because
these students werent given enough teacher made examples in the beginning of the lesson, and
need extra practice. I also believe that they were making mistakes during their problems that
were not noticed by the student and not checked and fixed after completing the problem. I
believe these students need some kind of anchor chart sheet that lists the steps for part of the
problem. They can then, make sure they are following the steps to complete the problem
correctly. These students have a hard time figuring out which step of the problem comes next.
REMEDIATION PLAN
For the students who did not meet the exemplary on the rubric and was given a 2, these
students will be provided with extra practice on multiplying 3 digit and 2 digit numbers by 1
digit numbers using the break apart method. Teacher will first provide the students with two
example problems. The first problem multiplying 2 digits by 1 digit numbers using the break
apart method. The second problem multiplying 3 digits by 1 digit numbers using the break apart
method. Once the teacher models these first two problems the students will then be given two
problems of their own to complete. To help assist the students, an anchor chart sheet explaining
the steps you need to take to complete a problem with the topic of breaking apart to multiply,
will be provided for those students. These students will be given two more problems to complete
and will be reevaluated based on the same rubric. This will occur after the students have been
given the two example problems given by the teacher and also be given the anchor chart.