Running Head: TWS MATH

Brenna Abdullah

April 2, 2018

Kindergarten-Mathematics

Teacher Work Sample

University of South Carolina Aiken

EDEC-A476 Senior Seminar

Running Head: TWS MATH

Table of Contents:

Abstract…………………………………………………………….. pg. 3

South Carolina Standards Addressed………………………………. pg. 3

Introduction………………………………………………………… pg. 4

Methodology……………………………………………………….. pg. 5-6

Findings and Chart Data…………………………………………… pg. 6-9

Conclusion and Reflection…………………………………………. pg. 10

Running Head: TWS MATH

Teacher Work Sample (TWS) Math Unit

Abstract

Implementing various strategies and manipulatives throughout lessons increases student

engagement and success. I found this to be beneficial especially in math. To support my belief, I

used multiple strategies such as class plays, smartboard word problems and several

manipulatives; fingers, foldables, blocks, and counters; to engage and aid students throughout the

math unit on subtraction. This unit was taught over the course of two weeks during my internship

in a kindergarten classroom.

South Carolina Standards Addressed

Math Standards:

K.ATO.1 Model situations that involve addition and subtraction within 10 using objects, finders,

mental images, drawings, acting out sessions, verbal explanations, expressions, and equations.

Learning Objective: Student will begin working with subtraction in addition to the

continuation of addition up to ten using objects, fingers, mental images, drawings, acting out

situations, verbal explanations, and expressions.

I can subtract within 10

I can model situations that involve subtraction.

Essential Questions: How an addition and subtraction be modeled?

How can addition and subtraction problems (including word problems) be solved

& represented?
Running Head: TWS MATH

Introduction

Classroom instruction and planning has evolved since my time in school. Knowledge of

information pertaining to the district, school, community, and individual students must all be

considered. My student teaching is taking place at Hammond Hill Elementary. They currently

have seven hundred and seventy-nine students enrolled. Demographics of the school are between

three races; Caucasian, African American, and Hispanic. Five hundred and nine students or

65.3% of the student population identify as Caucasian, making up the largest portion of the

student body. The diversity in ethnicity and backgrounds within the school can often create gaps

between learners and teachers.

In my kindergarten placement there are four African American students, one Hispanic

student, and fifteen Caucasian students. I have two students with individual education plans

(IEP’s) and a variety of levels in the classroom. Students are in table groups through the room

with corresponding levels and one to two struggling students per group. However, in the

consideration of contextual factors it is important to see each student as a individual learner with

their own skills, experiences, and backgrounds. The teachers job is to find the common ground

and structure the content to the students in the best way aiding them in making gains and

reaching new goals.

Mathematics, more specifically subtraction was the focus of my tws. Instruction was

facilitated through a variety of strategies such as acting out word problems to write and solve

subtraction problems, drawing and creating our own subtraction problems to push students

further, and the use of manipulatives to accommodate all learners and provide students with

multiple ways to problem solve. The goal for the unit was for students to subtract within ten at a

level of 80% or higher.

Running Head: TWS MATH

Methodology

To check for mastery of subtraction over the course of the unit I had a pre and post-test

for the students. The pre-test was a six-question sheet given to the students after a brief

introduction to subtraction. Students were also provided a foldable that had 6 frogs on a log that

they cold bend down to help solve the problems. This was not graded but used to give me an idea

of which students were going to need more support in the coming weeks and where student’s

thoughts were encountering subtraction for the first time alone. I was looking to see if they were

still adding/counting up instead of subtracting and who was using the manipulatives or their

fingers; which was working better. The post-test was a nine-question subtraction sheet with

images that could cross out to solve each problem if they chose to do so. Manipulates were also

made accessible and available at the front of the room. Students were not provided with

additional help on this test to get a true assessment of their understanding and to observe the

skills they used to problem solve on their own.

Math was always presented in a lecture with its cut and dry rules when I was in school.

For visual learners like my students and myself we need to see these rules put into place to show

us how they work. Using tools such as the class plays to introduce a lesson with subtraction

practice lets the students hear a subtraction problem and see it in action to help solve it. In the

first week students used more of the foldable activities like the one in the pre-test, each with a

different number. We had a sun with 9 points, an octopus with 8 legs, a crayon box with 9

crayons, and two hands with 10 fingers. The students also encountered counters they could move

around on their desk to solve problems as well as blocks when working with the teacher or the

aid on additional practice. These along with using their fingers worked well for students but there

were a few who could solve problems without using any additional tools. I could also see certain
Running Head: TWS MATH

students favoring certain strategies and tools over others throughout the unit. I liked having

multiple tools for the students to choose from, giving them an opportunity to choose what

worked best for them and improve their outcome and understanding. At the end of the two weeks

students shared what they liked to do when they subtract; the tools and how they solved

problems.

Findings

PRE-TEST SCORES POST-TEST SCORES

STUDENT 1 83 100

STUDENT 2 67 100

STUDENT 3 83 100

STUDENT 4 67 100

STUDENT 5 17 78

STUDENT 6 33 100

STUDENT 7 50 100

STUDENT 8 50 100

STUDENT 9 83 100

STUDENT 10 50 89

STUDENT 11 17 67

STUDENT 12 67 100

STUDENT 13 50 100

STUDENT 14 83 100
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STUDENT 15 50 78

STUDENT 16 83 100

STUDENT 17 100 100

STUDENT 18 100 100

STUDENT 19 67 89

STUDENT 20 83 100

STUDENT 21 33 89

STUDENT 22 100 100

Whole Class

To assess students’ progress the students took a subtraction pre-test and post-test. The data from

these assessments is in the chart above. There were twenty-two students in the class; thirteen

girls and nine boys. The class has fifteen Caucasian students, four African American students,

one Hispanic student, and two Asian students. The median grade for the pretest was 67 and the

mean score was a 64.4. This is around what I was thinking would happen when introducing a

new topic to the class with minimal explanation other than the rule of subtraction is to take away.

However, you can see major gains for the student in the post-test after they have learned new

ways to problem solve and tried multiple tools. The median score for the post-test was a 100 and

the mean score a 99. Fifteen out of the twenty-two students made a 100 and all but two students

reached the goal of 80% or higher.

Running Head: TWS MATH

Gender

Looking at the results from the assessment I found that the boys had a mean score on the pretest

of 57 and on the post-test a 91. The girls pretest mean score was a 69 and post-test score was a

97.5. The boys made more gains than the girls, however the girls scored higher on both test.

BOYS PRETEST SCORE POST TEST SCORE

STUDENT 1 83 100

STUDENT 5 17 78

STUDENT 6 33 100

STUDENT 10 50 89

STUDENT 11 17 67

STUDENT 14 83 100

STUDENT 17 100 100

STUDENT 21 33 89

STUDENT 22 100 100

GIRLS PRETEST SCORES POST-TEST SCORES

STUDENT 2 67 100

STUDENT 3 83 100

STUDENT 4 67 100

STUDENT 7 50 100

STUDENT 8 50 100

STUDENT 9 83 100

STUDENT 12 67 100
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STUDENT 13 50 100

STUDENT 15 50 78

STUDENT 16 83 100

STUDENT 18 100 100

STUDENT 19 67 89

STUDENT 20 83 100

IEP

Two of the students in the class have individualized Education Plans (IEPs). One is a Caucasian

male and the other is an Asian female. The average on the pretest of the two students was a 58.5

and the post-test was a 91. Both students made gains and passed the post-test however it was the

girl who made the 100. As observed in the gender section of the findings, the girls had higher

scores on the post-test than the boys. The Student 10 had the support of his shadow through the

unit as well as preferred seating. He also received one on one time with me and a chance to use

counters with his work though he seemed to prefer using his fingers. Student 4benifited heavily

from the preferred seating and was quick to pick up subtraction, always volunteering to answer

after using strategies to check answers. Often times she completed work in a “small group”

setting where I can see how she worked out problems and check her work as she went through.

IEP STUDENTS PRETEST SCORES POST-TEST SCORES

STUDENT 4 67 100

STUDENT 10 50 89
Running Head: TWS MATH

Conclusion and Reflection

Math is not the most interesting of topics and is not the easiest for students to grasp quickly.

In integrating movement, multiple problem-solving skills, and having manipulatives readily

available throughout the room. I feel that the use of these things helped make the math unit more

engaging and easier to understand. My goal for this unit was to make math fun and have students

master the math skill at 80% or higher. I wanted to actively engage the students in the lessons and

check their growth throughout the unit using a pre and post-test as well as informal assessments

throughout.

In looking back on the data and reflection on the work from the students, I am not surprised

by their final scores and their growth. They have all made impeccable growth and shown they are

building their subtraction skills. The weeks to come will still involve subtraction practice in math,

pulling students below 80% and building up their skills while bringing in more rigor. Students

with the help of the teacher will begin working on creating their own subtraction sentences and

looking at addition and subtraction problems at the same time. I consider this to have been a

successful unit and look forward to pushing the students deeper into subtraction.