Student Assessment Report

1. What Piaget level is the student at? How does this level effect the instruction that he/she
needs?
Bryce is at the formal Piaget level. This effects the instruction by needing more difficult word
problems to solve.

2. At the start of tutoring, what did the student know? What did they struggle with?
Bryce knew a lot about division, multiplication, fractions and decimals. At the end when we
introduced algebraic problems isolating x, he struggled with it a little at the beginning.

3. At the end of tutoring, what did they learn? What evidence do you have that they learned
it?
More on division, fractions, decimals and algebra. The evidence I have is all the work we have
been working on since the beginning of tutoring. If Bryce was given some sort of assessment or
test, he would be able to answer questions containing those types of problems.

4. Pick a work sample. What descriptive feedback would you give the student? Remember
that descriptive feedback includes: what they did well, what they need to work on, and
how to get there.

In this work sample, Bryce did well working on division problems that
resulted in decimals. He needs to work on estimating his guesses with
higher numbers so he can solve the problem more quickly. He can do
this by making a smart guess on a good number that goes into the
problem he is solving.

5. If this child was in your class, how would you have to change instruction to meet his/her
needs?
I would need to stretch his thinking and make sure that I provide deeper work for him. Bryce is a
very advance student so if he was in my class I would need to make sure that I have more/harder
problems for him to work on so he is being challenged.
 Daily Lesson Record
Date: 10/1

Student: Bryce Baker

Learning Target: I can solve division problems that contain decimals

Lesson Summary: Worked on a variety of division problems that resulted in having remainders
that was then converted to decimals.

Tools: Paper, pencil and examples

Problem to solve: 38/6, 67/10, 50/7

Field Notes: Demonstrated his strength when solving division problems that resulted in having a
decimal. Struggled with the first problem but after demonstration on how to solve the problem,
he could figure out the rest. Overall, Bryce did a great job on the lesson.

Images and Videos: None.

 Daily Lesson Record

Date: 10/8

Student: Bryce Backer

Learning Target: I can solve division problems with decimals

Lesson Summary: Bryce worked on a variety of division problems that resulted in remainders

Tools: Pencil and paper

Problem to solve:
 10/6
 4/72
 6/38
 7/50

Field Notes: Bryce could easily solve these problems. Next week we will move onto fractions.

Images and Videos:

 Daily Lesson Record

Date: 10/15

Student: Bryce Backer

Learning Target: I can solve fractions within word problems

Lesson Summary: Bryce worked on word problems using fractions

Tools: Pencil and paper

Problem to solve:
 A pool is open for 7 ½ hours a day. The pool keeps one lifeguard on duty at a time, and
each lifeguard’s shift is 1 ½ hours long. How many shifts are there per day?
 Class lasts 5/6 an hour and so far Harry has been in class for 2/5 an hour so far. How
much more time is left in the class?
 Tom ate 2/8 a piazza, Jessica ate 3/8. How much pizza is left?

Field Notes: Bryce could easily solve these problems. He didn’t need to be reminded tricks
about fractions. Next week we will move onto subtracting fractions.

Images and Videos:

 Daily Lesson Record

Date: 10/29

Student: Bryce Backer

Learning Target: I can subtract fractions

Lesson Summary: Bryce was able to subtract fractions with unlike denominators

Tools: Pencil and paper

Problem to solve:
 2/9 – 1/6
 16/25 – 2/4
 5/7 – 2/5
 5/9 – 1/3
 6/10 – 1/8

Field Notes: Bryce could easily solve these problems, he explained how to solve these problems
to his peers that were more confused. Next week we will move onto harder numbers.

Images and Videos:

 Daily Lesson Record

Date: 11/5

Student: Bryce Backer

Learning Target: I can answer true/false questions and create factor trees

Lesson Summary: Bryce understood how to use factor trees to solve problems

Tools: Pencil and paper

Problem to solve:
 Factor tree of: 1000, 112
 5/8 + ¾
 ½ + 1/4

Field Notes: Bryce could easily solve these problems. Next week we will move onto more
difficult problems for him to work on.

Images and Videos:

 Daily Lesson Record

Date: 11/12

Student: Chloe Craig *Note Bryce was absent*

Learning Target: I can begin isolating x in algebraic problems

Lesson Summary: Chloe was able to solve the problems on the Piaget test; some took longer
than others. When first starting the algebra problems she was able to catch on fairly fast.

Tools: Straws/used whiteboard to do some problems

Problem to solve:
 7x=14 x=7
 3x=6
 5x=10
 10x=20
 10x=20
 8-x=2
 5+x=8

Field Notes: Chloe was able to correctly solve all the Piaget questions. She seemed to be
overthinking some of the questions which resulted in her taking longer to answer them. When
first introducing algebraic problems, she was able to catch on fairly fast.

Images and Videos:

 Daily Lesson Record

Date: 11/19

Student: Chloe Craig *Note Bryce was absent*

Learning Target: I can isolate x in algebraic problems

Lesson Summary: Chloe was able to isolate x in more algebraic problems.

Tools: Paper and pencil

Problem to solve:
 x+10=32
 8+x=19
 X-7=20
 X*7=14
 X*8=45
 X-5=45

Field Notes: Chloe did a really good job on isolating x in algebraic problems. She understood
what method to use to get x all by itself.

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 Daily Lesson Record

Date: 11/26

Student: Bryce Backer

Learning Target: I can isolate x in algebraic problems

Lesson Summary: Bryce was able to isolate x algebraic problems. Since Bryce was absent I
gave him the Piaget test and the problem solving probe.

Tools: Paper and pencil

Problem to solve:
 3x=15
 X-37+41+3
 X+7=31+50
 X+41=100-8
 x/40=2-1
 x*35=245

Field Notes: This was my first time working with Bryce on working with algebraic problems
and he knew exactly what he was doing because he said that’s what they are doing in his math
class.

Images and Videos: