Student Learning Analysis

Overview:
The student learning analysis that was administered to the students took place on unit one of
the Math Expressions curriculum book. The assessments were given on the same day. The
students took the assessment prior to the lesson taught, then took the assessment after the
lesson was taught.

Objectives and Learning Goals:

The objectives for this unit were being able to use place value to do multi digit addition and
subtraction. The learning goal for this assessment was to make students not only to get
students to understand addition and multiplication. In this unit students also used “place value
drawings to help them conceptualize numbers and understand the relative place values.” They
were also able to use any method that the students thought worked best for them.

Standards:
Lesson 1.13: Problem Solving Using Greater Numbers

Numbers and Operations in Base Ten 4.NBT

 4.NBT.B.4: Fluently add and subtract multi-digit whole numbers using the standard
algorithm.
Measurement and Data 4.MD
 4.MD.A.2: Use the four operations to solve word problems involving distances, intervals
of time, liquid volumes, masses of objects, and money, including problems involving
simple fractions or decimals, and problems that require expressing measurements given
in a larger unit in terms of a smaller unit. Represent measurement quantities using
diagrams such as number line diagrams that feature a measurement scale.
Student Understanding:
The Student Learning Analysis was intended to measure and model student growth. The
assessment showed both the students answers and the work they chose to find their answers.
Seeing this allowed me to analyze and understand the students thinking during the assessment.
The assessment administered involved the students solving addition and subtraction word
problems while disregarding information that was not needed in the word problems. The
students also had to use reverse operations to find missing variables in what we call a ‘math
mountain’. In addition to solving story problems and finding the missing variable, the students
had to also solve subtraction problems involving numbers in the millions and the hundred-
thousands. In order to be able to complete this assessment, the students had to model
computational skills. The students also had to show understanding of reverse operations and
subtraction in numbers up to the millions.

Data:
The results below show student’s scores ranged from 100% to below a 50%. Growth from
pretest to posttest is also shown.

Pretest Results Posttest Results

Number of Students: 31 Number of Students: 31
100%-90%: 5 students 100%-90%: 19 students
80%-70%: 6 students 80%-70%: 7 students
60%-50%: 5 students 60%-50%: 4 students
Below 50%: 15 students Below 50%: 1 student

Results:
The data shown from the assessment represents both student growth and student
understanding. The data for the pre-assessment shows that 15 out of 31 students scored below
a 50% and only 11 students were able score a 70% or above. The data for the post-assessment
shows dramatic differences. There was only one student who scored below a 50% and there
were 26 students who were able to score a 70% or above.

Instruction and Student Thinking:

The student learning analysis that was administered to the students was designed for students
to extend their thinking for multiplication. Students had to analyze each problem alongside
figuring out what order of operations were needed to solve each problem. The group of
students that this assessment was administered to include various types of learners. Some
struggle with multiplication, some excel with both multiplication and division, and there are
others who struggle adding single digit numbers by single digit numbers. I felt as if the pre-
assessment would show me what the students know as well as what they struggle with. After
seeing the pre-assessment results, I was able to gather enough notes on how to present a
valuable lesson that will help the students understand what they may have done poorly on. I
chose to include student led conversations, practice problems, and visual notes into my lesson
after the post test. Student led conversations are another great way for educators to
understand a little more about their student’s understanding. For the students who continued
to struggle after the lesson, they were pulled aside for a more thorough one on one explanation
of the lesson with additional practice problems.

Additional Assessment:
Looking back at the administered assessments, both increased scores and deeper student
understanding is present. After the pre-assessment I began teaching the students various
addition and subtraction methods, important vocabulary, and checking strategies. Throughout
the lessons various students would raise their hand and share similarities between the pre-
assessment they took and the lesson that is being taught. The student’s connections of the
assessment and the lessons being taught showed that there was learning and understanding
involved. After a few weeks, I felt the students understood the material well enough to be
assessed a second time. Before the post-assessment I gave the students a quick formative
assessment to see if they felt prepared for the assessment; the feedback was positive on the
student’s end. Student learning analysis are great resources for educators that are trying to
measure a student understanding as well as show how well students are grasping the
information being taught to them.

Student Learning Analysis administered is shown below

Solve. Show your work.

1) In the morning, 15 students were working on a math project. In the afternoon, 3

students left, and 7 more students came to work on the project. How many students were
working on the project at the end of the day?

2) A team has played a total of 24 basketball games. Of those basketball games, 9 were
away. The other basketball games were played at home. How many fewer basketball games
were played away then at home?

3) Emily had $145 in her bank. She decided to give her brother $17 and her mom 11$. How
much money does Emily have left in her bank? Emily also wants 2 puppies for her birthday.

Find the value of ‘a’. Show your work.

562 a
4) 5)

321 a 713 511

Solve.

6) 6,234,200 7) 1,000,000 8) 154,110

13,454 100,000 33,222