Nt1310 Unit 1 Assessment

As a whole, the class average was around 60% percent, meaning the class is on the developing or adequate level of understanding the learning objective. A quarter of the class passed the assessment with 85 or better, which is considered a mastery under the math curriculum followed. Half the class scored a 65 or less. This shows that these students have a minimal to no understanding of the concept being taught. 8 out of the sixteen students understood procedurally and conceptually how to compare to objects with a third object. They demonstrated this ability on question one. They used a pre-measured slip of paper to measure the bat and answer whether or not the bat was longer, shorter, or equal to the piece of paper. Then they proceeded to do the same with the picture of a book and then compare the book and bat by using the slip of paper. The first two parts of question one required them to procedurally understand how to use a non-unit measured object. The third part of question requires the students to understand conceptually how the third object, in this case, the …show more content…
While watching the students answer the questions, I noticed that several of them never lined up the paper slip with the bat or any of the other objects they were measuring. Their endpoints never lined up, causing them to incorrectly answer the first six questions. This lack of knowledge went to further diminish their conceptual understanding of how to take the third object and measure the first two objects to compare them. This lack understanding also affected their ability to correctly order three objects from shortest to longest. The mathematical reasoning was either a hit or miss with the students. Some that struggled with the procedural and conceptual knowledge of the assessment could answer question 7 about other non-unit measuring tools, but could not explain why the pencil or the paperclip was