Everyday Math Unit 6 Assessment Reflection Description

The assessment is an Everyday Math assessment for the end of Unit 6 Division; Map Reference Frames; Measure of Angles. It is a written assessment with 15 problems, a mix of word problems, measuring angles, coordinates grids, rounding, inserting parentheses and division problems. The Unit 6 assessment was administered to a fourth grade math class at Northwest Elementary School in Manchester. The math classes at Northwest Elementary School are leveled. The math class that the assessment was administered to was the on grade level or average math class. Everyday Math designed the assessment, however the grade level teachers had the students graded on the first ten questions. They graded the first ten questions because they felt that those were the main ideas of the test and would accurately show what the students learned. The first two questions were word problems the students had to solve. Questions 3 and 4 were division problems. Question 5 was another word problem. Questions 6 and 7 the students had to circle the angle type (acute, right, or obtuse) and measure the angle and write down the degree of the angle. Question 8 the students had to plot and label points on a coordinate grid. Question 9 the students inserted parentheses to make number sentences true and question 10 they students had to round four given numbers to the ten thousands place. Question 13 was a bonus word problem worth 5 points. Questions 11 and 12, measuring reflective angles, the students could try but these questions would not affect the students’ grades. Questions 14 and 15 were not given to the students. They were division problems. Purpose

The reason the assessment was designed and administered to the fourth grade students at Northwest Elementary School in the average math class is because the assessment for Unit 6 is part of the Everyday Math curriculum. The teachers at Northwest Elementary School are required to use the tests from Everyday Math at the end of each unit to assess their students on the level of understanding of the skills and concepts from the unit. Associated Learning Targets

The main learning targets the Unit 6 assessment was designed to address are solving multiplication and division number stories and problems, interpret remainders in the context of a division problem, round numbers to a given place, draw and measure angles with a full-circle or half-circle protractor, use ordered number pairs to locate points on a map, classify angles according to their measure, and insert parentheses to make true number sentences. The Common Core State Standards that the Unit 6 Assessment meets are the following;

1. CCSS.Math.Content.4.OA.A.2 Multiply or divide to solve word problems involving multiplicative comparison.

2. CCSS.Math.Content.4.OA.A.3 Solve multistep word problems in which remainders must be interpreted.

3. CCSS.Math.Content.4.OA.B.4 Find all factor pairs for a whole number in the range 1–100.

4. CCSS.Math.Content.4.NBT.A.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.

5. CCSS.Math.Content.4.NBT.A.3 Use place value understanding to round multi-digit whole numbers to any place.

6. CCSS.Math.Content.4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors.

7. CCSS.Math.Content.4.MD.A.2 Use the four operations to solve word problems.

8. CCSS.Math.Content.4.MD.C.5a+b Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.

9. CCSS.Math.Content.4.MD.C.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

10. CCSS.Math.Content.4.MD.C.7 Recognize angle measure as additive.

Philosophy Connection The Unit 6 assessment relates to my philosophy and practice of teaching

because I believe that the students need to be formally assessed at the end of each unit to make sure that they understand the key concepts and skills. As a result of the unit summative assessment, I am able to determine how each student is doing and his or her weaknesses and strengths. This allows me to help each student in his or her own individual needs. Student Results: Individuals Student 1 – 51 Percent Student 1 is a student who generally struggles in math, especially on tests and quizzes. The student had the majority of her points taken off on the rounding question and the inserting parentheses question. Both of these questions are review from previous chapters. This particular student has struggled with both of these concepts. Her measuring angles and division skills are average; she lost points on these questions but was given partial credit for her work. She received a 51 percent. We have been working with this student on many math skills. We have placed her in the front of the classroom to help her concentrate better when she is in math. We have also placed her in the appropriate group to review skills during math differentiation. I have also worked one on one with this student to support her. I think that she did not take her time on the test and did not reread directions. I think that this student’s work is not accurately shown in this test because when she takes her time she does very well. This assessment shows me the areas that still need work for her. I will also encourage her to take her time and check her work. Overall, this student needs more practice with the concepts and skills in Unit 6.

Student 2 – 71 Percent Student 2 is a student who has had health issues at the beginning of the year. We are finally starting to see this student focusing and really understanding math. This is one of her highest grades in math. She seems to be struggling with division; this is where she lost the most points. She did also receive three points for getting the bonus problem partially correct. This student takes her time with her work but does not always go back and check her work. She received a 71 percent. We have been working with this student in small groups and placing her appropriately in small group work. We have placed her in the front of the classroom to make sure that she is staying focused and alert. I am very glad to see that she has made progress from the beginning of the year. She seems to be carefully reading directions of the test and interpreting the questions correctly. The student struggles with multiplication facts and that is where her problem lies in division, this test has helped point that out. Overall, this student has a general understanding of the concepts and skills for Unit 6 but can use more practice with the multiplication facts through small group activities, individual work, and homework. Student 3 – 86 Percent Student 3 is a student who struggles with attention but overall is very good in math. He seems to be struggling with how to interpret a remainder and inserting parentheses to make a number sentence true. He also appears to be carefully reading each word problem and directions. Even though this student has attention issues he performs very well on tests and quizzes. This assessment shows the areas that the student needs work in and he will be placed in a small group for differentiation with classmates who need to work on the same skills. The assessment however, does not leave a lot of room for the students to show their work, therefore where he made his mistakes we are not able to check because he either erased or threw away the scrap paper he used. As part of directions, the students should have been told not to erase their work and to pass in their scarp paper with their name on it. Overall, this student seems to have a good understanding of the concepts and skills for Unit 6. Modifications to Future Instruction Based on Student Results Overall, the students did okay on the Unit 6 assessment. Two students received grades in the 80s, these were the highest two grades. Seven students received grades in the 70s. Five students received grades in the 60s and five received grades in the 50s. Two students received grades in the 40s. I was very surprised that the majority of the students received 60s and below. On the past few unit tests, the majority of the students received grades in the 70s and 80s. I think that the students have struggled with division and it really showed on this test. However, according to Common Core State Standards, fourth grade students do not need to master division until fifth grade. With this being said, the rest of the skills on the test that were not review the students did very well on and the grades would have been better if the division was not on the test. The students that received in the 70s understood the majority of the test. They received points off for not interpreting the remainder correctly or forgetting to put the units after the numbers. They understood how to divide and how the measure angles.

My instruction may change to support this group of students by challenging their strengths and given them more independent work. The students that received in the 60s understood how to measure angles and understood the basics of how to divide. They made many errors when dividing, did not know how to interpret remainders and did not put the units after the number. They need more practice in math differentiation to work on these skills. My instruction may change to support this group of students by working in a small group and practice dividing. I would give them more instructional and reinforcement time, as well as independent practice. The students that received in the 50s understood the different types of angles, acute, right, and obtuse. They were not confident on measuring angles or division. They made many errors when dividing or just guessed. They guessed on the measure of the angle. They also did not understand how to interpret the remainder or how to write the remainder. They will need to be reinforced with these skills throughout math and differentiation. At the end of each unit, we use these grades to make new small groups for math differentiation. In these groups we help the students work on the areas that they did poorly on in the test. We use the test to guide our groups in skills students need more practice in. We also use them to gauge what skills the class needs to spend more time on as a whole. Based on the test, we will create problems to provide practice during differentiation. The problems are similar to the ones on the test that the students need to practice. I think that the test should have had more than two problems measuring angles and more than one problem on plotting and labeling points. I also think the test should have had more problems where you use partial quotients, not just word problems. I think two word problems would have been enough. The students had been practicing and practicing partial quotients, with just numbers and not in word problems. They had become quite good at doing this and were not able to show how far they had developed the test. Overall, the Unit 6 assessment shows the skills and concepts in Unit 6 that the students are capable of and what needs work. I feel that there should be more problems on the test that just use numbers in division. However, I do like that there are word problems on the assessment. The class did well overall, especially where division does not need to be mastered in fourth grade. They are showing that they understand when to use division. The students also show understanding in angles, and plotting and labeling points on a grid. The students still need work on division in word problems, rounding and inserting parentheses, which will be addressed in small group in differentiation.

UNIT 6 ASSESSMENT