Student Number

Pre-Assessment
Post-Assessment
1 (Below Average)
2/3
0/3
2 (Average)
0/3
0/3
3 (Average)
3/3
2/3
4 (Average)
1/3
3/3
5 (Above Average)
3/3
2/3
6 (Above Average)
2/3
1/3
7 (Above Average)
3/3
3/3
8 (Above Average)
3/3
3/3
9 (Above Average)
3/3
3/3
10 (Average)
2/3
3/3
11 (Average)
2/3
3/3
12 (Above Average)
3/3
3/3
13 (Above Average)
3/3
3/3
14 (Below Average)
1/3
2/3
15 (Below Average)
3/3
3/3
16 (Average)
1/3
3/3
17 (Average)
3/3
3/3
18 (Below Average)
2/3
3/3
19 (Above Average)
3/3
3/3
20 (Above Average)
3/3
*
21 (Above Average)
3/3
3/3
22 (Below Average)
2/3
2/3
24 (Below Average)
0/3
0/3
25 (Below Average)
*
0/3
*Student was not there for the pre/post assessment so data could not be collected.

Pre-Assessment

In a few weeks I will be teaching a lesson on multiplying 2 and 3 digit numbers by 1

and 2 digit numbers. So, I gave each student a pre-assessment that had three word
problems on it testing this skill. I did not give the students any instruction on how to
solve the problems I just told them to solve them the best way that they knew how.
Most of the students do not use multiplication to solve the problem, but a lot of
them used repeated addition to solve for the correct answer.

Lesson

The student did not really solve the pre-assessment questions the way they were
attended to be answered, so I would start the lesson by teaching the class as a
whole how to use multiply 2 or 3 digit numbers by 1 digit numbers. Once showing
the students this strategy and demonstrating how to do it I will give them two or
three problems for them to do on their own. One of these problems will be a word
problem. As the students are working, I will reevaluate their work to see how
students score (high, average, low) using this skill. Once I have finished reevaluating
all of the students, I will use that data to categorizes the students and determine
how to accommodate the different groups. For my higher level students I will give
them some problems to do that involve harder multiplication.

I will also have them write/draw two other strategies that they can use to solve the
same problem. I might also give them some harder word problems to solve. For my
average students I will give them more problems similar to the ones that they are
doing. I want them to become confident using that strategy before I have them
moving on the work that the higher level students are doing. For my lower level
students I would really like to address the issue of signal words first. On the preassessment some students did not pick up on the signal words that were used so I
would address that first. So, I would pull all of these students to the carpet and
work with them on that concept. Then I would break down the problem showing
them how to line up the numbers and how you multiply the bottom number by
each of the top numbers. I would also start with the 2 digit by 1 digit problems and
then progress towards the 3 digit by 1 digit problems. I would start by instructing
my higher level students so they can be working individually while I work with the
other students. Then I would instruct the average students to continue working and
give them a few more problems. I would then work with lower level students. Once
I have those students in a place where they understand what they are doing I will
walk around the room and give students feedback on what they are doing and
making sure that they are on the right track. At this time I will also address any of
the questions that the students have.
Post-Assessment

After I teach my lesson I will give my students the same assessment that they took
for the pre-assessment and every student should be able to answer every question
correctly, and using multiplication rather than repeated addition. I understand that
some students use repeated addition to check their work; so I will walk around and
monitor the students as they do the assessment to ensure that they are using
multiplication to solve the problems.

I chose my above average student, because that student is the hardest working student I have
ever met. This student gets pulled out of class three times a week for ESOL, but they never let that affect
their schoolwork. This student misses about an hour of class when they get pulled out for ESOL, and
they mainly miss the writing part of class, however, this student gets pulled out during math
occasionally as well. It is important to know that this student tries their best, because that lets the
teacher know that even if this student does not understand something at first, they will keep trying until
they get it. In the lesson that I taught them using the lattice multiplication this student did not
understand how to do it at first. But, the student kept trying and trying until they finally understood how
the strategy worked. Once the student saw how to use the lattice multiplication the student was trying
to solve 5-digit by 3-digit multiplication with the lattice multiplication. When I gave this student the preassessment for this lesson, the student scored a 3 out of 3, but the student solved using repeated
addition. Then, when I gave the student the post-assessment the student scored 3 out of 3 and used
multiplication. The student already knew one way to solve the problem, but after my lesson they had
built on their knowledge and were able to solve the same problem but in a different way.

My average student is very smart, but does not try their best on assignments. He knows the
material that we work on in class, but will not take the time to study or work out problems. Basically this
student is lazy. When this student took the pre-assessment he scored a 2 out of 3, and this student also
used repeated addition to solve the problems. When I asked the student how to solve the problem using
multiplication and he did it. This student does well in math when they try so I thought going into the
lesson on lattice multiplication that this student would excel. However, this student struggled. Since he
already knew how to use regular multiplication to solve 3-digit by 1 or 2-digit numbers this student felt
like they did not need to try any new methods of solving problems. This student had already found their
comfort zone for solving multiplication problems. When I gave this student the post-assessment they
scored a 3 out of 3 using regular multiplication again. This student did not learn anything from my
lesson, because they already knew how to solve multiplication problems. The only reason this student
missed a problem on their pre-assessment is because the student made a simply carrying error on one
of the problems; which goes back to my point that this student is careless with their work.
My below average student is the student in the class that never brings their homework folder
back to class. This students agenda is torn to shreds, so they have no way of even recording their
homework. This student would rather be talking to classmates than paying attention to what is going on
in class. This student is also smart, but because this student does not pay attention nor care about what
is going on in class performs poorly in the classroom. On the pre-assessment that I gave out this student
scored a 1 out of 3. This student used repeated addition to solve all of his problems, but was careless
with his work so the other two answers did not add up correctly. During the lesson the student
eventually understood how to do the lattice multiplication, but could still only use it to solve 2-digit by
1-digit problems. The assessment problems were more rigorous than that, so I was nervous about how
the student would perform if they used lattice multiplication. However, the student did not even use
lattice multiplication to solve; instead he used the standard multiplication strategy of just lining up the
numbers and solving. On the post-assessment the student scored 2 out of 3.
It is very important to know where each student stands in your class. It helps a teacher to tier
their lessons, and which category each student will fall under when the lesson begins. It was important
for me to know that my above average student always performs well on assignments, because if he
performed poorly then I would know that I was doing something wrong. I would know that I am not
teaching in a way that my class understands. It is important to know that my average student is average
because I would know the norm of the classroom. I would know what the majority of the class knows,
and what they need to work on. And, it is important that I know that my below average student usually
scores low on assignments because I can build on that students foundation. I can see what the student
knows then go from there, and build on their knowledge by trying different strategies till I find one that
works.