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Subject: Math

Grade Level: Kindergarten

School: Dunbar Primary School

Cooperating Teacher: Mary Ellis

University Supervisor: B. Korn

Number Tested: 18

Date of Pre-Test: March 9, 2015

Date Post- Test: March 27, 2015

Average Pre-Test: 48.9%

Average Post Test: 93.9%

Overall Gain: 45%

of kindergartens PLCs (public learning communities). Subtraction is also on

the report cards.

Every day the students have math workstations that they work with a

partner in. They start these work stations before going to breakfast, (7:207:40) and finishing when they return for 25 more minutes. Then Mrs. Ellis,

Mrs. McClung (aide), Ms. Barbra (classroom granny), and myself each take a

math group to work with individually for 35 minutes.

math groups every day so that we each could see all four groups in a week.

During both the math workstations and the math groups, students worked on

subtraction activities as a form of independent and guided practice.

Unit Objectives:

1) Represent subtraction problems by using objects, drawings, images,

2)

3)

4)

5)

Solve subtraction word problems

Subtract within ten

Fluently subtract within 5

Create drawings to represent subtraction problems

Link to Standards:

M.K.OA.1

M.K.OA.2

M.K.OA.5

mental images, drawings, sounds (e.g., claps), acting out

situations, verbal explanations, expressions or equations.

(CCSS Math.K.OA.1)

Solve addition and subtraction word problems and add and

subtract within 10, e.g., by using objects or drawings to

represent the problem. (CCSS Math.K.OA.2

Fluently add and subtract within 5. (CCSS Math.K.OA.5)

Each problem on the test was provided with objects that can be used to cross

out to help the students find the answer, as a form of take away. The pretest determined which students could compute subtraction problems and

which could not.

guided math groups. The guided math groups for subtraction are as followed

with group A being the highest and group D being the group that needed the

most intervention.

Group A

Group B

Group C

Group D

Student 5

Student 6

Student 10

Student 11

Student 13

Student 16

Student 18

Student 3

Student 7

Student 8

Student 14

Student 17

Student 4

Student 9

Student 12

Student 15

Student 1

Student 2

during independent math rotations and during guided math groups. While

students worked in their math rotations, I walked around and observed them.

I would stop and ask the students questions. I would also check their work

when they were finished.

my unit.

1) Magic Zero Whole Group Lesson: This lesson is one of the first

whole group instructions. Many students missed the equations dealing

with zero. This lesson goes over the 0 rule and offers a chance of

guided practice. (M.K.OA.5 & M.K.OA.2)

2) Cookie Jar and Cookie Manipulatives: Guided math activity where

students place cookies on the jar and take away some to find the sum.

( M.K.OA.2)

3) Pete the Cat Ten Frame: Ten frame subtraction using buttons.

(M.K.OA.2)

4) Frogs on a Log: Paper frogs to fold over a log to compute subtraction

problems. (M.K.OA.2)

5) Ten Finger Subtraction: Paper hands to fold over fingers to compute

subtraction problems. (M.K.OA.2)

6) Egg Hunt: students use a magnifying glass to find the math problems

hidden in the eggs. They write the problems that they found on a

basket and find the sum. (M.K.OA.5)

7) Who Took the Cookies from the Cookie Jar: each student was

given a paper with a jar on it. They make up a subtraction problem and

illustrate it by drawing cookies in the jar. (M.K.OA.2)

8) Five Little Birdies: Five Little Birdies is a story where students fill in

numbers and do subtraction problems. The story goes Five little

birdies flying around the door. One flew away and now there are ___.

(M.K.OA.5)

9) Basic subtraction worksheets were students were able to mark out

pictures to help them subtract. (M.K.OA.5 & M.K.OA.2)

10)

Smart Board Games: these games including activities with

manipulatives such as objects to take away and ten frames. There

were also games subtraction word problems. (M.K.OA.2 & M.K.OA.5)

Students average pre-test percent was 48.9% and the average scores grew

to 93.9% on the post-test.

I was

I was

overly pleased with how well all of my students performed on their posttests.

Even though

some students score a 100% on both pre-test and post-test, they too showed

gain by accelerating the expectations and subtracting within 20 instead of

just 10. I found ways to make sure that they too took away from this unit.

After I had finally gathered all of my data, I disaggregated it into two

ways. First, I disaggregated the scores of my female students with my male

students.

females and males had the same average pre-test score. However, females

scored 5.6% higher on their post-test and had a 5.6% higher overall gain

than males. I was very proud of my females and my males of their interest

in subtraction and the hard work that they put in.

Second, I disaggregated the scores of students who may be identified

as exceptional learners, those who are receiving additional services and

interventions. There are two students who were retained in kindergarten last

year, as a means for intervention. One of these students now has an IEP and

received special educational services. There are also two students who go to

Title I for Math Interventions and an ESL student. Their disaggregated data

shows that their pre-test average was a 26%. I was so pleased to see that

their post-test score was 88% and that they have overall gains of 62%!

Pre-Test

Student Raw Score

(Out of 10)

Post-Test

Raw Score

(Out of 10)

Pre-Test

Percent

Post-Test

Percent

Overall

Gain

0%

90%

90%

0%

90%

90%

40%

90%

50%

10

0%

100%

100%

10

10

100%

100%

0%

10

90%

100%

10%

10

40%

100%

60%

10

30%

100%

70%

0%

90%

90%

10

10

10

100

100%

0%

11

10

90%

100%

10%

12

10

20%

100%

80%

13

10

90%

100%

10%

14

30%

60 %

30%

15

10

10%

100%

90%

16

10

10

100%

100%

0%

17

40%

70%

30%

18

10

10

100%

100%

0%

Class

Avg

4.9

9.4

48.9%

93.9%

45%

18

17

16

15

14

13

12

11

Pretest

Posttest

10

Student

9

8

7

6

5

4

3

2

1

0

10

Pre-Test

Student Raw Score

(Out of 10)

Post-Test

Raw Score

(Out of 10)

Pre-Test

Percent

Post-Test

Percent

Overall

Gain

0%

90%

90%

40%

90%

50%

10

0%

100%

100%

0%

90%

90%

10

10

10

100

100%

0%

11

10

90%

100%

10%

12

10

20%

100%

80%

13

10

90%

100%

10%

18

Class

Avg

10

10

100%

100%

0%

4.89

9.67

48.9%

96.7%

47.8%

Pre-Test

Student Raw Score

(Out of 10)

Post-Test

Raw Score

(Out of 10)

Pre-Test

Percent

Post-Test

Percent

Overall

Gain

0%

90%

90%

10

10

100%

100%

0%

10

90%

100%

10%

10

40%

100%

60%

10

30%

100%

70%

14

30%

60 %

30%

15

10

10%

100%

90%

16

10

10

100%

100%

0%

17

Class

Avg

40%

70%

30%

4.89

9.11

48.9%

91.1%

42.2%

100

90

80

70

60

50

40

30

20

10

0

Female

Male

Accommodations / Intervention

Student

1- Title I

math

2 - ESL

6 2nd yr K

9 IEP/ 2n

yr k

17- Title I

math

Average

Pre-Test

Raw Score

(Out of 10)

Post-Test

Raw Score

(Out of 10)

Pre-Test

Percent

Post-Test

Percent

Overall

Gain

0%

90%

90%

0

9

9

10

0%

90%

90%

100%

90%

10%

0%

90%

90%

40%

70%

30%

2.6

8.8

26%

88%

62%

10

9

8

7

6

Pre-Test Score

Number Correct

5

4

3

2

1

0

Post-Test Score

From the results of the pre-test scores, I could tell that many of the

students did not understand the concept of subtraction or take away. Many

of the students were doing addition on the pre-test and some did not even

know what to do with the objects. I feel that my students each made an

incredible amount of progress during the time of the unit. I am extremely

satisfied and proud of their hard work and achievement.

My ultimate goal for each student was to have a good understand of

subtraction so that it could be worked in their daily routine (math rotations)

and that it would be used effectively for constant reinforcement.

From

subtraction daily during the math rotations with little to no assistance from

the teacher or aide.

14

Pre-Test

Raw Score

(Out of 10)

3

Post-Test

Raw Score

(Out of 10)

6

17

Studen

t

Pre-Test

Percent

Post-Test

Percent

Overall

Gain

30%

60 %

30%

40%

70%

30%

Student 14 scored a 3/10 on his pre-test and only had 30% gain on his

post-test.

work with him more one on one in order to raise his post-test score to

Student 17 scored a 4/10 on his pre-test and only had 40% gain on his

post-test. I am also glad that he showed gains, however I would like to

work with him one on one. I would also discuss his scores with his Title

I teach and see if he can get outside intervention in this area.

Student

Pre-Test

Raw Score

Post-Test

Raw Score

Pre-Test

Percent

Post-Test

Percent

Overall

Gain

5

10

16

10

10

100%

100%

0%

10

10

100

100%

0%

10

10

100%

100%

0%

For my students who showed no growth from the pre-test to the posttest because of them receiving a perfect score, I would continue to

provide them with more challenging activities to motivate their

learning and keep them interested.

subtraction activities for the math rotations for them to participate in. I

would give them subtraction within 20 and the option of whether or not

they want to use their manipulatives or not, since many of them just

used mental math to solve the problems on their post-test.

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