# Diagnostic Assessment: Boris's Comprehension Of Number Placement, And Values

1334 Words 6 Pages
Part B
Diagnostic Assessment
During the diagnostic assessment which focused on grade three student, Boris’s comprehension of number placement and value, Boris did well in most areas, with minimal exceptions. Boris took a great deal of time, when requested to partition the double digit the number. Though they progressed to partitioning the larger numbers in a standard and acceptable non-standard manner, they answered the two digit partitioning question with various multiplication equations. Boris stated that they “did partitioning at school on the computer but, they only had to give one answer like that one (points to example) (Jones, 2016.).” Boris indicated that as the first partitioning number scenario was that the most obvious Standard Partitioning answer had been utilized in the example. Boris mentioned that they were used to providing the standard kind of partitioning, they actually called it “the split up kind (Jones, 2016.).” There was a visible lack of confidence prior to them rallying and using the non-standard partitioning of relevant time’s tables equations. By doing this, Boris drew on knowledge from what Lev Vygotsky
Boris is confident in their 2’s, 3’s, 4’s and 5’s skip counting, however they are not experienced in anything above 5’s. The butterflies were different colours and not standard dots or squares, they were also misarranged, which caused some hesitation until I showed Boris how to mentally and physically (with a finger on each, or imagining groups of) reposition them or to regroup. Pony calls and Partitioning of numbers was another lesson firmly grounded in fun. Racing against a timer to complete partitioning of two digit and three digit numbers with five partitions each, race calling commentary of was enthusiastic and cheeky with some of their non-standard partitioning, offering some incredibly well broken down answers as a joke (all

• ## Reflection On True, Equation, Tening, And False

For example, Lee had stated that him and Brennan had shared the same thoughts (9:40) (True or False Equation Routine: Third Grade). During the video, students attended to precision by using the correct mathematical language. For example, Alyssa knew that there were five groups of fifteen that completed the number sentence (True or False Equation Routine: Third Grade). Another mathematical practice that was met was when students could turn addition problems into…

Words: 1426 - Pages: 6
• ## Listening, Speaking, And Teaching Skills In My Second Grade Class

I took into perspective the various learning styles in the classroom and the presentation of the lesson to capture all students. My students have demonstrated mostly visual, tactile, and kinesthetic learning styles. I observed that C learns best through visual representations and hands-on activities. He is able to grasp concepts quickly after the first time it is presented, but the hands-on activities provide C with an alternate, creative way to solve math problems other than pencil and paper. The lessons were presented on a Promethean board using the MathConnects and ActiveInspire software.…

Words: 735 - Pages: 3
• ## A Summary Of The Pedagogy Of Math?

While I was interpreting the test data I thought about my observations of the student during testing. The observation of the length of time he spent on problems and his often use of his fingers to calculate basic math, initiated my research. I began finding a plethora of research about the importance of math fluency for student success. Math fluency is a student’s ability to quickly recall math facts. A student who has developed automaticity with basic math facts is able to use their entire working memory on the higher level math instead of squandering some of their limited working memory to figure out all of the math facts necessary to solve the problem.…

Words: 1298 - Pages: 6
• ## Pinocchio Film Analysis

Collodi’s editors had a similar mindset to Disney when they forced him to write a more pleasant ending. One where the “Fairy with Azure Hair” gives Pinocchio a human body and 50 gold coins. It is worth mentioning that the maleficent nature of the story is due to Collodi’s hatred of children[2], particularly young boys like the “Wretched Boy!”(ch3) Pinocchio. Because it has a more child-friendly storyline many modern adaptations choose to base their story off Disney’s edited narrative. Rather than base their adaption after Collodi’s work and risk alienating young audiences with its frightening imagery.…

Words: 1166 - Pages: 5
• ## Reflective Essay On City Lights

My conceptions of silent films prior to this film were that they were boring, tried too hard to be funny, and difficult to understand because of the lack of dialogue. I am a very curious person so I like to know every detail of every scene and although it is easy to understand the basics of what is going on throughout the film, you don 't get every detail of the “conversation” just the general idea. If I 'm being completely honest, I hate black and white movies just for the simple reason that I’m nosey and like to know what color everything is, but I enjoyed City Lights despite the lack of color. This film really helped change my view on silent films, it was almost completely opposite of my prior conceptions on silent films. I am…

Words: 899 - Pages: 4
• ## The MMPI-2 Case Study

New validity scales included the F-b scale, which consists of infrequently endorsed items that occur in the latter stages of the test booklet (Archer, 2014). Other added scales included the VIRN and TRIN, which are inconsistency scales that allow the administrator to determine how inconsistent the test taker was with their responses (Archer, 2014). As for the MMPI-2 content scales, they employ a deductive scale construction method. This method combines the use of theoretical, rational, and empirical criteria to construct these measures (Archer, 2014). Having used the deductive scale construction method, the end result was the development of a series of face-valid scales with high levels of internal consistency (Archer,…

Words: 819 - Pages: 4
• ## The Concept Of Truth In Tim O Brien's The Things They Carried

In Tim O’Brien’s The Things They Carried, the concept of truth is developed and bent and flipped in on itself over and over, especially in “How to Tell a True War Story.” In this chapter, O’Brien sets abstract definitions to the seemingly concrete idea of truth. These definitions of a “true war story,” as convoluted and contradictory as they seem, all ultimately prove to be true, just as all versions of a story are true because the story changes as the emotions that drive it change. In the end, according to O’Brien, it’s the story that lasts, so it is the story that becomes the truth. The definitions of a true war story, instead of the story itself, are the frame of this chapter; the stories are just examples. A true war story is defined by…

Words: 1324 - Pages: 6
• ## Example Of My Strengths

I’m really good at solving the same types of questions over and over. I do great on test that have questions that I have studied over and over again. I also like restoring phones that are defective, locked, or unusable. An example of when I was restorative is when I was in high school and took Algebra 3. I was doing pretty average in Algebra 3 but one day we got a study guide for a test we were going to take.…

Words: 894 - Pages: 4
• ## Computer Games In Education Essay

Out of the teachers surveyed 78% agreed that “Digital games have improved student mastery of curricular content/skills (e.g. math, language arts, science, etc. )” (Takeuchi, Valaa, 2014 p. 52). Furthermore, out of the teachers surveyed, the vast majority agreed that video games had been “highly effective” in improving their students learning in such subjects as math, computer and technology content and skills, and science. These subjects have historically been the most challenging for students in school.…

Words: 1415 - Pages: 6
• ## Public Discourse And Tracking In The Classroom Setting Analysis

I found myself slowly falling behind because my test scores were not quite at the level of expertise that propelled a student to the honors track. Generally, I would receive proficiency in every subject, except for math. Math, however, was my bright spot, it was something I enjoyed and excelled at, because I loved to work with numbers and preferred problems that provided definitive answers. Yet, scoring advanced in just one subject, still led to a low-track “diluted curriculum” with straightforward, facile courses and material (Herzberg 463). There was a group at my school called “IMPACT”, in which “gifted” students with high test scores would come together weekly to work on creativity, logical thinking and problem solving exercises.…

Words: 842 - Pages: 4