Data Analysis of Pre-Assessment and Assessment of Math SOL 5.

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Math SOL 5.10 The student will determine an amount of elapsed time in hours and minutes within a 24-hour period.

Essential Knowledge:
The student will be able to know basic time computations such as…
- 1 minute = 60 seconds - 24 hours are in 1 day
- 60 minutes = 1 hour - 12 months are in 1 year
- 365 days are in 1 year - 30 average days are in 1 month

Identify Identify Identify Identify Overall Identify Identify Identify Identify Overall
that there that there that there elapsed Score: Pre- that there that there that there elapsed Score:
are 60 are 24 are 12 time in assessment are 60 are 24 are 12 time in Assessment
seconds in hours in 1 months in hours and seconds in hours in 1 months in hours and
Student 1 minute day and an 1 year and minutes 1 minute day and an 1 year and minutes
and 60 average of 365 days in within a and 60 average of 365 days in within a
minutes in 30 days in 1 year 24-hour minutes in 30 days in 1 year 24-hour
1 hour 1 month period 1 hour 1 month period

1 50 50 66 50 54 100 100 66 75 85
2 100 100 33 50 71 100 100 66 75 85
3 100 100 100 100 100 100 100 100 100 10
4 100 50 66 100 79 100 75 100 100 94
5 100 50 66 75 73 100 75 100 100 94
6 50 0 33 0 21 100 50 66 50 66
7 100 50 33 75 65 100 50 66 75 73
8 100 100 100 75 94 100 100 100 75 94
9 100 0 66 50 54 100 100 100 50 88
10 100 100 100 100 100 100 75 100 100 94
Overall 90% 60% 66% 68% 71% 100% 83% 86% 80% 87%
Average
 Data Analysis

Based on the pre-assessment, what did students struggle with the most?
1. Two out of ten students did not know that there are 60 seconds in 1 minute and 60 minutes in 1 hour. I think that this was simply a
mistake on both student’s parts because they both got one question right and the other one wrong. This information is taught early on
and time is reviewed in 3rd grade so I believe that it was just a mistake, not an issue with understanding or knowledge.
2. Six out of ten students struggled with knowing that there are 30 average days in a month and that there are 24 hours in 1 day. Most
students struggled more with understanding that there are 30 average days in a month. They had a hard time understanding this because
some months have 30 days, others have 31, and February either has 28 or 29 depending on the year. This really confused most students.
Knowing the average days in a month is not something that 5th graders are very familiar with so this was not much of a surprise.
3. The results for identifying that there are 12 months in a year and 365 days in a year were all over the place. Some students only knew that
there were 12 months in a year. Most students who struggled did not know that there are 365 days in a year. Students should know this
information by 5th grade, however I think it is just something that needed to be refreshed a little bit.
4. Most students were at a 75% or higher on knowing elapsed time. Only 1 student did not know/understand this and only 3 were at 50%.
Elapsed time is taught in 3rd grade, however they are not required to know elapsed time to the minute, however it is a skill that they
already know. The results for this were not surprising. They did better on this skill because they had seen it before.

Based on the assessment, where did students grow the most?

Students were able to demonstrate a strong basic understanding of time and elapsed time.

What areas are students still struggling in?

The biggest struggle that students had was that there are 30 average days in 1 month. Students struggled with knowing how many days
were in a month because the days in a month changes depending on that month.

What changes (if any) would you make to the instruction if given the data analysis of students understandings?
If I teach this unit/lesson again I would do more group practice with the students. Some students really struggled when we went into
elapsed word problems, but did fine when it was straight-forward numbers. I would be sure to put more of an emphasis on breaking down
time into smaller portions if needed and breaking down minutes into 15 minute increments to make it easier.

I would also put more emphasis on using a number line for calculating elapsed time. Students who did not use a number line to calculate
really struggled with this unit.