1.How did you analyze your students?
My math class as a whole seems to understand the terms greater than, less than, same as or equal to from the formal and informal assessments. I analyzed students work by interacting with them in conversation throughout the details in the text portion of the lesson, making notes on numbers and math symbols on the white board. Pointing to numbered objects in the text while reading about numbers, asking and answering questions, and making sure they gained an understanding of the vocabulary terminology in having them repeat the definition. Questions were asked during the reading of the text and answered based on their knowledge. If it was incorrect, they were redirected in a friendly manner, and we revisited …show more content…
The pre-test focused on ELA knowledge as well as math knowledge and the use of the vocabulary terms of the given lesson. The pre-test enlighten me to some student’s knowledge being more advanced than others therefore, I had to challenge those individuals, and still challenge the group as a whole. The teacher and I worked as a cohesive unit to build up knowledge for the emerging students with asking and answering detailed questions in the text, pointing and counting the items on the page or pages of the text. Homework was given out to keep them focused on greater than, less than and equal to and to maintain the knowledge gained. Three different formal assessments were used to determine their growth to reduce boredom from entering the assessments. We played math games, practiced writing numbers, provide worksheets, and talked about what number is greater than, less than or equal to daily the weeks of the math lessons. The exit tickets were challenging to the more advanced students yet enabled success for the emerging students. All students appeared exited to learn about greater than, less than or equal to with using dice, different counters, oversized flash cards, diagram charts, prefabricated alligator’s jaws with the greater than, less than and equal to symbols.
My math class as a whole seems to understand the terms greater than, less than, same as or equal to from the formal and informal assessments. I analyzed students work by interacting with them in conversation throughout the details in the text portion of the lesson, making notes on numbers and math symbols on the white board. Pointing to numbered objects in the text while reading about numbers, asking and answering questions, and making sure they gained an understanding of the vocabulary terminology in having them repeat the definition. Questions were asked during the reading of the text and answered based on their knowledge. If it was incorrect, they were redirected in a friendly manner, and we revisited …show more content…
The pre-test focused on ELA knowledge as well as math knowledge and the use of the vocabulary terms of the given lesson. The pre-test enlighten me to some student’s knowledge being more advanced than others therefore, I had to challenge those individuals, and still challenge the group as a whole. The teacher and I worked as a cohesive unit to build up knowledge for the emerging students with asking and answering detailed questions in the text, pointing and counting the items on the page or pages of the text. Homework was given out to keep them focused on greater than, less than and equal to and to maintain the knowledge gained. Three different formal assessments were used to determine their growth to reduce boredom from entering the assessments. We played math games, practiced writing numbers, provide worksheets, and talked about what number is greater than, less than or equal to daily the weeks of the math lessons. The exit tickets were challenging to the more advanced students yet enabled success for the emerging students. All students appeared exited to learn about greater than, less than or equal to with using dice, different counters, oversized flash cards, diagram charts, prefabricated alligator’s jaws with the greater than, less than and equal to symbols.