Regrouping Reflection Paper

[The summary of this assessment shows that 50% of the class has the conceptual understanding of regrouping. The procedural fluency for this learning segment was to apply the procedures and steps to correctly regroup which 50% of the class was able to do. 50% of the class was able to use their problem-solving skills in order to correctly solve all problems on the formative assessment. Everyone in the class received at least one question right on this assessment. Everyone in this class made an attempt to regroup even though 50% of the class couldn’t successfully regroup. The relationship between the patterns of learning is that the 50% of students that didn’t use the correct steps to regroup their problems are the same 50% that didn’t get all …show more content…
Student one and two had a partial understanding of regrouping and the place value because they did it correctly for some problems and then got confused on others. Student three didn’t seem to have any understanding of the place value and regrouping. Student three only solved one question correctly on the formative assessment for the learning segment and the student did this by counting up, not by regrouping. The mathematical concept for this segment was for students to be able to subtract with regrouping. The three focus students all had a struggle in this area because on their work sample, they all shown confusion with properly regrouping. For example, if the number in the ones place was four and regrouping correctly would make it a 14 they would write it as a five because they got confused with the place value and would forget that they were borrowing a ten and not a one. The explicit connection between the identified area of struggle, which is correctly regrouping and knowing the place value to help regroup, and the underlying mathematical concepts and misconceptions is regrouping and recalling place value for tens and ones.