This week I watched children in the class solve a word problem on the board. I decide that I wanted to observe the students in Math and make a checklist to assess their understanding of the concept skill presented. The students were suppose to master the skill of solving a word problem with pictures and then when they were done, they were to participant in a class discussion on how to solve the problem. With that being said, I decided to compose a checklist to see if students understood how to solve the word problem by observing their communication skills during the class discussion. I was looking to see if the students had the ability to read the problem, understand the problem by knowing which mathematical strategy to use to solve the problem, along with possessing the ability to label the parts of the equation. I also wanted to see if the student could solve the problem and provide the correct answer to the problem.
Once I came up with the criteria being observed I used a scoring rubric to …show more content…
The student was able to read, apply the information from the word problem to an equation. She was also able to label some of the parts of the equation. She said the numbers being multiplied are the factors and the sum was the answer instead of saying that the answer was a product. Jigglypuff was able to clearly explain her thought process behind solving the multiplication problem but she incorrectly solved the problem. She said she used an array to help her solve the problem, which explained to me who she was 1 number off from the correct answer. The student came up with 25 instead of 24 because she miscounted the number of “X’s” in her array. I feel that the student seemed to partially understand the concept and needs some extra attention on labeling the parts of the multiplication problem along with learning to double count to avoid basic mathematical
Once I came up with the criteria being observed I used a scoring rubric to …show more content…
The student was able to read, apply the information from the word problem to an equation. She was also able to label some of the parts of the equation. She said the numbers being multiplied are the factors and the sum was the answer instead of saying that the answer was a product. Jigglypuff was able to clearly explain her thought process behind solving the multiplication problem but she incorrectly solved the problem. She said she used an array to help her solve the problem, which explained to me who she was 1 number off from the correct answer. The student came up with 25 instead of 24 because she miscounted the number of “X’s” in her array. I feel that the student seemed to partially understand the concept and needs some extra attention on labeling the parts of the multiplication problem along with learning to double count to avoid basic mathematical