Lynnae Edwards

EEU 309
Dr. White
4/11/16
Analysis of Data
Overall, when looking at my data, I was pretty impressed by the students ability to show
their grasp of the content in certain areas. For example, the first portion of the assessment
check-in; students were asked to identify the basic fact, almost all, if not a few were able to
recognize the basic fact to find the number of tens in the solution. Students proficiently showed
that they were able to solve the extended multiplication problems. Pupils gave the basic fact and
used this finding, to help find the answer for the extended fact. Also, students were able to
explain their thinking for how they solve the problems given. The majority said that they just
drop the zero and that revealed the basic fact for them, or, they looked at how many groups of
tens were in the whole number. However, I realized that the second portion of the check-in was
a struggle for most students, even the most advanced students in the class. The students
struggled tremendously to the division part. A lot struggled with using the technique of finding
the related multiplication fact for the division fact, and then using that to find the answer. But, for
the students that did use this strategy, got the answer wrong. They were wrong because these
children struggled with their facts. For students that know their facts, this was easy work for
them.
Students showed great strengths with the extended facts: multiplication. After modeling how to
find the basic fact in the extended fact; students had no problem with this. According to the
assessment tool, 16 out of 20 students were able to identify correctly the basic fact. They were
able to identify how many groups of tens were in the extended fact. However, the extended
facts: Division, were the students weakness.As I explained prior, that if students did use this
strategy, they had the wrong multiplication fact. It looked as if when it came to the division
portion, students struggled with remembering those basic facts. I assumed that students would
find this part of the assessment difficult because this has always been a weakness of theirs
before the lesson. If you look at my evaluation tool, only 7 out of 20 students correctly found the
basic fact they could use to help solve the extended fact, and then use that to properly solve
extended fact: division. For the students that scored a 3, were the ones that had minor errors.
Nine of these students minor errors were found on both question four and five, and both issues
were division. Another reason I believe this was a weak area for my students who scored
received 3's, or 2's were that these students were not given enough time to practice this
concept before being assessed. They needed more guided practice. Students only had the
mental math from the introduction part of my lesson and the quick teaching of this to refer to.
Also, looking back, when students had their check-in with their math facts of 2s, 5s, and 10s;
when shown a multiplication fact, students fell in the range of automatic or fluent. But, when it

came to division almost all the students needed guidance. I knew from there that students would
find the division hard. When I taught through extended facts: Division, students became
disinterested, and when I would get them refocus, they seemed to grasp the concept, but could
not show it on the assessment check-in.
When I began my lesson, I noticed that right away one student understood the concept being
taught. When I presented the math message to the class and asked students to share how they
got their answer, she gave right away the concept being taught. She replied that when looked at
80 times 8; she knew that there were eight groups of tens, therefore, eight times eight, which
she removed the zero from eighty and that gave her sixty-four. She went back to the problem,
and knew to add the zero to the end. Because of her explanation, whenever the students
showed confusion, I used her understanding to explain to the students what strategy to do. I
would say, remember when child A solve the math message this way, and students would
respond with an oh yeah, and that would put them right back on track. Also, when students
were done their assessment check-in they were to raise their hand, and I would come around
and check their answers for any mistakes before collecting their work. Some were done within
five minutes and had no shown errors. But, for the students that did, it was on the division. I felt
as though I had to provide a lot of guidance and re-teaching when I went around to check my
students work. Students did show that they had a basic grasp of the concept just needed a
little more guided practice.