The pre-asessment data that I gathered from my first grade students dealt with their understanding of addition and subtraction in multiple contexts. Their ability to work with numbers in a variety of ways demonstrates understanding of the standard's objective used by first grade in Hillsborough county. The test asks for students to write three separate ways to do the same math problem after looking at the testing material with my CT. They first worked with simple number sentences at the beginning of the year, but now they are starting to use measurement as a tool, read time on clocks, and decompose number sentences in order to make tens frames. For example, students are asked to turn 13-9 into 10-6 by taking three away from 13 to make 10 while also performing the same actions as the other parts of the equation. This is a useful step towards algebraic understanding and cancelling; What you do to one side of the equation you must also do to the other. As early as first grade, students are exposed to the world of complex math. I can see why some students show exponential need for support the farther into school they go with limited math instruction.
Regarding physical evidence of data, my CT has files of everyone's math exit tickets from the last two months. These are very useful tools to determine which students got the material and which ones need re-teach/small group support. We have an evidence-based way of analyzing the scores on these exit tickets to determine which students will work on the carpet during math and which ones are able to stay at their seats and complete their math workbooks (#FEAP3h)(#FEAP1b). For my connected lessons, I plan to do back-to-back math lessons the two days leading up to their district test on counting/addition/subtraction/time. This will be a good review for them, and I will be able to provide targeted instruction for certain students to achieve mastery of the material in a timely manner before they are assessed by the district (#FEAP1c). All copies of the exit tickets are at school, therefore I must wait for the opportunity to take photos of them and post them here for evidence of student learning (#FEAP2g).
(Internship)
Regarding physical evidence of data, my CT has files of everyone's math exit tickets from the last two months. These are very useful tools to determine which students got the material and which ones need re-teach/small group support. We have an evidence-based way of analyzing the scores on these exit tickets to determine which students will work on the carpet during math and which ones are able to stay at their seats and complete their math workbooks (#FEAP3h)(#FEAP1b). For my connected lessons, I plan to do back-to-back math lessons the two days leading up to their district test on counting/addition/subtraction/time. This will be a good review for them, and I will be able to provide targeted instruction for certain students to achieve mastery of the material in a timely manner before they are assessed by the district (#FEAP1c). All copies of the exit tickets are at school, therefore I must wait for the opportunity to take photos of them and post them here for evidence of student learning (#FEAP2g).
(Internship)