Student Learning Analysis

Jamie Zink

Introduction

Overview: In this report, I will be analyzing four students in my Kindergarten student internship
classroom. I am choosing a standard from the Michigan Math Standards that I will assess and give
additional instruction on. This standard is: solve addition and subtraction word problems, add or
subtract within 10. I will collect data throughout a three-week time period. Data will be in the
form of a preassessment, quizzes, formative assessments, and a summative assessment.

Context: The data collected in this SLA is from a Kindergarten class at Francis A. Higgins
Elementary School in the L’Anse Creuse School district. For context, I have used the website
www.greatschools.prg to provide information on demographics and math performance based on
race/ethnicity. According to the website, 79% of the students are White, 8% are Hispanic, 5%
are Black, 8% are two or more races, and <1% are Asian, Pacific Islander, Native Hawaiian, and
Native American. This shows that the majority of the students’ demographics are White. There is
only a small percentage of diverse students. The website also provides a look into results across
different races/ethnicities on Math tests given to students once a year, in comparison to the states
average. It is seen that 40% of all children that attend the school had good performance on the
test, compared to a state average of 38%. 42% of White students had good performance,
compared to a state average of 46%. 30% of Hispanic students had good performance,
compared to a state average of 20%. From these results, it is evident that the school is providing
resources and extra support for students of different race/ethnicity. It is also seen that the schools
average of all students is higher than the state average, suggesting that it is providing students
with the support they need to succeed.

Visuals Retrieved From: Francis A. Higgins Elementary School - CHESTERFIELD, Michigan - MI |

GreatSchools
Classroom: The classroom space is overall a positive and productive environment to foster
learning. It is a closed room with 5 tables that each sit a group of 4-5 students. It has an open
carpet space in front of the smartboard and in the middle of the room to have classroom
gatherings/meetings and allows the students to interact with one another. The room provides
students with a calming corner that can be used whenever a student may need it. It has a specific
area designated to a student with special needs and a one-on-one paraprofessional. The space
also contains different technology for the students to use and engage with, this technology is:
individual iPads (a class set) and a smartboard and document camera. The room also has flexible
seating and tools/fidgets for students who may need them to help them better focus/learn.

Students: The class contains 25 students, 13 of which are boys and 12 that are girls. All students
are between the ages of 5 and 6 years old. Looking at race/ethnicity, 19 of the students are
White, 2 are Black, 2 are Asian, and 2 are Hispanic. Now looking specifically at special services
for the students, the class contains 4 students with an IEP, 1 ELL, and 1 student in the process of
being tested to receive IEP services. Of the 4 students with an IEP, 3 of those students have it in
place for speech and 1 student is receiving autism services. The student trying to require an IEP is
being tested for ADD and ADHD. The class also has three students that are pulled out of the
classroom for additional mathematics instruction within the resource room.
For this SLA, I have chosen a small group of students to work with. These students were
chosen due to assessment results and performance observed in the classroom. According to
NWEA testing given to the students 2 weeks prior to this analysis, the 4 students on the bottom
of total performance all received mainly either Low or Low-Avg in performance of each
mathematics topic (operations and algebraic thinking, number and operations, measurements and
data, and geometry), with a few Avg’s in one topic. For this SLA, I have decided to focus on a
mathematics standard that states that Kindergarten students should be able to solve addition and
subtraction word problems and add or subtract within 10. Looking at the NWEA testing results, 3
of these students received Low and 1 received Low-Avg for operations and algebraic thinking.
Operations and algebraic thinking directly connect to the math standard chosen. According to the
students’ results, it is evident that additional instruction is needed in this topic. Of the students
chosen for this small group instruction, 2 students are White, 1 student is Black, and 1 student is
Asian. In addition to this, 1 student receives speech services and 1 student is currently receiving
testing to determine if he/she has ADD or ADHD. Two of the students in this small group are also
pulled out of the classroom throughout the day to receive additional mathematics instruction in
the resource room.
Visual Retrieved From: Classroom Records- NWEA Scoring Report

Instructional Implications: Many of the students in the classroom have issues with focusing on
what they’re doing and tunning everything else out. Each student in the small group has this
problem. Others around them serve as distractions and hinder their learning. They are often
looking around at what their classmates are doing or talking to others. I see many of these
students also copying what their table mates are doing when they become stuck on a problem. I
believe they are either having trouble focusing or constantly comparing what they are doing with
their neighbors. It will be difficult to find a space that will allow for the students to work and
focus independently during the small group instruction outside of the whole classroom.
In addition to this, one of the students has speech processing issues. This makes it difficult
for the student to understand what is being asked of them, which is exactly what this standard is
getting at. Also, one of the other students is showing signs of ADD or ADHD, which means that
this student really and extremely struggles with focusing. Each student has different needs that
should be addressed in order to promote an optimal learning environment. This can be difficult
and will serve as a tedious yet extremely important instructional implementation.
With the students just beginning to learn how to read, it makes it difficult for the students
to read a word problem. Much of the instruction of mathematics word problems have been
adjusted to the teacher reading the word problem to the students instead of the students reading
it on their own. If the students were required to read the word problem on their own, there
were many, if not most, of the students that would get the problem wrong because they did not
understand what the problem was asking them to do and what operation they should use.
Throughout this instruction, I will continue to read the problems to the students in order for
optimal understanding. This will remain the same throughout the whole three-week SLA period,
from pre-assessment to activities and quizzes to summative post-assessment.
 Learning Goals

Learning Goal #1 Students will be able to solve addition and subtraction word
problems with numbers between 0-10.
Relevant Standards K.OA.2- Solve addition and subtraction word problems, and add
and subtract within 10, e.g., by using objects or drawings to
represent the problem.
Appropriateness According to the students in the small groups NWEA testing scores, it
is seen that they are on the low end of understanding operations
and algebraic thinking. This mathematics topic directly connects to
the standard being addressed. This standard is required for
Kindergarteners to know before 1st grade. Additional instruction will
be necessary in order to get the students where they need to be
before the next grade level. Also, this additional instruction will help
improve the students’ speech processing skills and reading for
understanding, something that Kindergarteners tend to struggle with.
In addition, this instruction at a small group level is appropriate
because the students struggle with focusing and often require more
attention, modeling, and explaining.

Assessment Overview Plan

Learning Goal Assessment Types of Time of Notes

Assessment Administering
Students will be Pre- Individual 2/21 This assessment will be given
able to solve assessment Paper individually to students in
addition and Assessment, order for students to be able
subtraction Oral reading to focus at the best capacity.
word problems of Questions This Pre-Assessment will
with numbers (See Appendix inform me of what the
between 0-10 A) students already know before
additional instruction is
administered. It will inform
me what additional
instruction is needed on,
specific to each student. Each
question is orally read to the
students so that the results
will be based fully on whether
the students understand the
mathematic topic, not
whether the student can read
or not. This Pre-Assessment is
the same as the Summative
Assessment at the end of the
unit with different numbers.
Instruction 2/22, 2/23 Mathematics Instruction-
Addition word problems read
orally in a story format.
Students will be using a five-
frame mat or a ten-frame mat
and unifix cubes to represent
problems. Problems will
contain numbers 0-5 on 2/22.
Problems will contain
numbers 0-10 on 2/23.
Instruction 2/26, 2/28 Mathematics Instruction-
Addition word problems read
orally in a story format.
Students will be using a
whiteboard and marker. They
will draw and represent
numbers in word problems
with pictures. Problems will
contain numbers 0-5 on 2/26.
Problems will contain
numbers 0-10 on 2/28.
Instruction 2/29 Mathematics Instruction-
Addition word problems read
orally from a paper to the
students. Students will be
given a paper with written
word problems and pictures
to go along with each
problem. Problems will
contain numbers 0-10.
Informal Paper 3/1 This assessment is to gage
Quiz Assessment, whether the students
Oral reading understand addition word
of Questions problems using pictures. The
(See Appendix assessment will be read aloud
B) to the students and given to
them on paper. It will contain
addition word problems with
numbers 0-10. This will
inform me whether additional
instruction is needed on this
topic.
Instruction 3/4, 3/5 Mathematics Instruction-
Subtraction word problems
read orally in a story format.
Students will be using a five-
frame mat or a ten-frame mat
and unifix cubes to represent
 problems. Problems will
contain numbers 0-5 on 3/4.
Problems will contain
numbers 0-10 on 3/5.
Instruction 3/6, 3/7 Mathematics Instruction-
Subtraction word problems
read orally in a story format.
Students will be using a
whiteboard and marker. They
will draw and represent
numbers in word problems
with pictures. Problems will
contain numbers 0-5 on 3/6.
Problems will contain
numbers 0-10 on 3/7.
Instruction 3/8 Mathematics Instruction-
Subtraction word problems
read orally from a paper to
the students. Students will be
given a paper with written
word problems and pictures
to go along with each
problem. Problems will
contain numbers 0-10.
Informal Paper 3/11 This assessment is to gage
Quiz Assessment, whether the students
Oral reading understand subtraction word
of Questions problems using pictures. The
(See Appendix assessment will be read aloud
C) to the students and given to
them on paper. It will contain
subtraction word problems
with numbers 0-10. This will
inform me whether additional
instruction is needed on this
topic.
Review 3/12 Mathematics Instruction-
Instruction This day will serve as a
refresher of both addition and
subtraction word problems.
The students will be given a
paper with written word
problems and pictures to go
along with each problem. The
paper will contain numbers 0-
10 and subtraction and
addition problems. Each
 problem will be orally read to
the students.
Post Individual 3/13 This assessment will be given
Assessment Paper individually to students in
Assessment, order for students to be able
Oral reading to focus at the best capacity.
of Questions This post-assessment will
(See Appendix inform me of what the
D) students have learned from
the additional instruction. It
will also inform me if future
instruction is needed. Each
question is orally read to the
students so that the results
will be based fully on whether
the students understand the
mathematic topic, not
whether the student can read
or not. This Post-Assessment is
the same as the Pre-
Assessment that was given at
the beginning of the
instruction period, but with
different numbers.

Student Learning Analysis

Before beginning the analysis and instruction, it was evident that some students were not
understanding current mathematic topics, according to data results. When looking at the NWEA
results, 3 of the students in my small group received Low and 1 received Low-Avg for operations
and algebraic thinking. Using this information, I picked a current Kindergarten standard to focus
on. This standard required understanding of operations and algebraic thinking to be able to
accomplish. Thus, why the standard was chosen. At the start of the analysis, when I gave out the
pre-assessment, it was evident that the students all needed additional instruction in operations
and algebraic thinking (Appendix A). After looking over their assessments, I did notice that they
all differed in understanding and the prior knowledge they had. I could categorize the students in
either having some prior knowledge, having little knowledge of the topics, or students who had
none. Although I only had four students in my small group, what they knew was scattered. Some
students knew to use pictures and drawings to help them understand what the questions were
asking, others seemed to just guess or use their fingers to help them answer. All of the students
seemed to struggle with subtraction word problems, in comparison to addition word problems.
All of the students, when using pictures, were seen to miscount, resulting in an incorrect answer.
Only one student was able to understand how to use word problems to create simple equations.
Some students’ answers did not seem to make sense at all with what the word problem had
stated or asked of them, indicating that the students did not know where to start or what to do,
so they had just guessed (Appendix A). From these results, I used what the students knew and
didn’t know to inform instruction and to address prior misconceptions.
 As I began instruction, I shortly after gave an informal quiz on addition word problems
within 10 (Appendix B). The problems involved many different objects and included different
addition words that would tell the students they needed to add. Since my instruction prior
addressed the students’ misconceptions, many of them were seen to be doing things that they
had not before to help them answer the questions. All of the students created pictures to help
them. This was a main point I made to them during instruction. If the word problems did not
include pictures to help you, draw your own. Looking at their results, it was evident that each
student understood what to do. Three out of the four students got every problem correct. One
of the students only got one wrong, due to miscounting and incorrectly drawing the wrong
number of dots (Appendix B). Since it was evident that the student understood in their work on
the other problems, I would classify all the students in successfully understanding addition word
problems within 10. From the results, it was evident that I could move on to instruction of
subtraction word problems. Although, I did make it a point to the students in future instruction
that it is important that we check over our work and recount our drawings.
After such successful understanding of addition word problems, I moved on to instruction
of subtraction problems. I instructed this portion the same way as I instructed the addition
problems, since the students really seemed to understand that prior instruction. After my
instruction of subtraction word problems, I gave the students an informal quiz to see what they
understood of the topic (Appendix C). To my surprise, each student got every question correct.
Looking at the students’ work, each student correctly used the pictures and their drawings to help
them. All students were seen to understand that subtraction meant taking away, and used slashes
to cross out pictures that represented this action. From these results, it was evident that each
student understood subtraction word problems within 10.
Now that my small group had demonstrated understanding of both addition and
subtraction word problems within 10, I decided to continue instruction and review before the
summative post-assessment. Although each student showed understanding of both addition and
subtraction word problems separately, the students had yet to show the same understanding
when viewing those problems combined on one paper. I then informed instruction so that the
students could see the difference between addition and subtraction word problems. I made it a
point to highlight and talk about words that would tell us if we should be taking away or adding.
This was so that the students fully understood what the word problems were telling them to do.
After this final instruction, I gave the students their post-assessment, covering both addition and
subtraction word problems (Appendix D). This assessment was the exact same as the pre-
assessment, just with different numbers. This was done to show the difference between what they
knew at the beginning and what they know now. Looking at their results, three out of the four
students got every problem correct. However, one student miscounted on one of their problems
and did not recheck their drawing, resulting in an incorrect answer. This student was one that
came into the instruction with the most prior knowledge and had shown the most understanding
through instruction and quizzes. I did not have to correct this student very often, thus why their
results were shocking to me. It is a shame that these final results don’t truly show what the
student knows, due to a quick error.
Looking at the students’ results, it is evident that they have grown their knowledge in the
topic of operations and algebraic thinking. Looking at the graph (Appendix E) of combined
student results, there is a positive correlation from where the students had started to where they
have ended. It is seen that the students made a big jump from the pre-assessment to the first
informal quiz. I am curious as to whether this was because I had addressed their misconceptions
and gave them strategies to use. After just a little additional instruction each day with these
topics, it is seen that they grew drastically with what they understood. Looking at the graph of
students’ individual results (Appendix F), all students were on an upward overall trend of
understanding. One student had a dip in results just at the end. This was not a dramatic fall and I
believe just to be an outlier due to a simple mistake of miscounting. This student, if we were to
continue with my small group instruction, would show growth and a continued understanding of
the topic. Thus, there is nothing to worry about with this student’s understanding of operations
and algebraic thinking. When looking at the pie charts of reasons for incorrect answers (Appendix
G, H, I, and J), the charts show that after the pre-assessment (Appendix G), all incorrect answers
were due to a miscounting error. This proves that the students knew the information and what
to do, but quickly made a simple mistake. Looking at the pie charts, labeled pre-assessment and
post-assessment (Appendix G, and J), it is seen that incorrect answers changed from incorrect
work and guessing to just simple mistakes. There were no students who had incorrect answers in
the post-assessment due to incorrect work or guessing. This shows that the students understood
the information and what to do. Overall, each student grew from the beginning to the end of
this instruction and analysis.

Instruction Provided

After the students had completed the pre-assessment, I used the data to inform
instruction. I saw that some of the students were simply just guessing. Giving out the pre-
assessment one on one, I was able to see their thought process and how they reacted to the given
information. The students who were guessing would simply name out a random number directed
at me and waited for my reaction. I am assuming they were waiting to see if I would tell them
the write answer. I simply just responded with, “If you think that’s the answer, then write it
down.” Since three out of the four students just guessed for many of the problems, I could
assume that they did not know where to start to complete the problem. This drew me to think
about strategies I could teach them in helping them to know where to start and what to look for.
Also, looking at their pre-assessment, I saw that all of the students immediately went to addition
and none of them knew which problems were subtraction. This made me realize that I should
teach the subjects independently before teaching them both together, to not confuse them more.
But since they were not able to see the difference between addition and subtraction word
problems together, I knew that I had to teach them both together for the students to truly
understand what makes them different. Although, the students went to using addition, many of
them did it incorrectly. Some of them did use pictures to help, but I knew that I had to go deeper
into this strategy so that they’d truly understand how to use it.
After my complete analysis of their pre-assessment, I began to plan instruction. I created a
simple plan outlining how I wanted the instruction to go. I did leave days that could be
combined in case I needed an additional day to teach a concept that seemed to be confusing or if
the students showed little understanding on the informal quizzes. To start, I decided to teach
addition word problems first. I broke the instruction into a five-day period. Within the first two
days, I planned instruction around giving the students manipulatives to use, touch, and move.
The first day we worked with five frames and unifix cubes. The second day we moved onto ten
frames and unifix cubes. The students were read addition word problems within 5 the first day
and within 10 the second day. I began instruction by modeling how I would use the cubes, I
demonstrated what to do and then explained my thinking out loud. I would always make an
apparent action to recount my cubes at the end of my explanation. In order for the students to
see that it is an important step before finding our answer. I then went on to read the students
addition word problems until they all could accurately and consistently show me what to do
independently. The next two days were the same, I first read them addition word problems
within 5 then I moved onto addition word problems within 10. Although, instead of using a five
and ten frame and unifix cubes, I gave the students markers and whiteboards. Now the students
would have to draw pictures to go along with the word problems. I explained that sometimes
addition and subtraction problems will not give us pictures to use, so we can make our own to
help us. Just like I did before, I modeled, demonstrated, and explained what to do before having
the students try on their own. I then went on to read the students addition word problems until
they all could accurately and consistently show me what to do independently. After these four
days of instruction, I decided to write some addition word problems on paper since the students
need to get used to competing it with paper and pencil. I did not want the words to overwhelm
them, I explained that me reading the questions will not change, but now they are given to you
so that you can see them too. I modeled, demonstrated, and explained my thinking while
completing some problems with them. What I wanted them to do did not change. I was still
looking for the students to draw pictures, use the pictures given to them, and use the tens frames
given to help them. After the students show accurate and consistent understanding, I then
introduced them to how we would write equations to go along with our pictures and answers. I
explained to them what each number in the equation means, “The first blank is what we have,
the second blank is what we are adding, and our last blank is what we have now.” I then
showed them that drawing our pictures under these blanks will help us remember what number
goes there and what we did. The students had shown understanding with addition word
problems within 10, so my instruction ended there, and I gave them an informal quiz to see what
they had learned and what I might need to re-teach. From the results, I concluded that all
students showed accurate understanding, so I moved to instruction of subtraction word
problems.
With subtraction word problems, I followed the exact same routine of instruction that I
used for the addition word problems. I saw that this routine had really worked for the students,
so I did the same thing, only changing the process of addition to subtraction. For a five-day
period again, I planned subtraction instruction. The first two days were working with five frames,
ten frames, and unifix cubes. The next two days we began working with the whiteboards and
markers, again with numbers within 5 and then within 10. The day after that, we went back to
paper and pencil and practiced using strategies to solve the subtraction problems. During this
day, we discussed and looked at how we could create subtraction equations using the numbers
and our drawings. Throughout all the instruction, I always modeled, demonstrated, and
explained before allowing the students to try on their own. We did also discuss often that
subtraction problems mean we are taking away something, and how we would show that using
pictures. After the five-day period of instruction, I gave the students another informal quiz. The
results had shown me that each student understood subtraction word problems. I then moved on
to an instructional review of both addition and subtraction word problems together.
The results of both informal quizzes had shown me that each student accurately
understood both addition and subtraction word problems. Although, the instruction was looking
at both, separately from the other. I then decided I needed to create a lesson where the students
could look at both together and see the difference between the two. This would help them
better understand what the problem is asking them instead of just plugging and chugging the
numbers in an equation. For this instruction, I created a worksheet that looked a lot like their
pre-assessment, but I used different numbers and different items in the questions. I also grouped
the subtraction problems together and the addition problems together. Before going over the
worksheet, we started the instruction by just having a conversation. We talked about what words
in a word problem would tell us we needed to add. We came up with a list of addition word
clues. I then did the same for subtraction word problems, and we created a list of subtraction
word clues as well. After this, we went through the addition word problems first and circled the
words that told us we needed to add. We then worked through each question together. Then we
did the same routine for the subtraction word problems. We went through the subtraction word
problems and circled the words that told us we needed to take away. Then we worked on
solving each problem together. This instruction went extremely well, and the students were seen
to understand the difference between addition and subtraction. Since the lesson was successful, I
gave the students their post-assessment the next day.

Plan for Subsequent Instruction

After completing my Student Learning Analysis and looking over student work, I see
where I could inform further instruction. For this learning analysis, I just wanted to see if the
students were grasping the concept of addition and subtraction word problems within 10, and
operations and algebraic thinking. It is evident that I was able to see this growth. Although,
looking back at student work, I see many reversals of numbers between all four of the students.
Even though their answers are correct, technically it could be marked as wrong. A lot of my
student’s twos written backwards, look like fives. Some of my student’s sevens look like ones. If
this is not corrected now, I can see this becoming an issue for my students in first grade and the
future. If I were to plan subsequent instruction, I would make it a routine for every student in the
class to practice writing their numbers every day. I am seeing more than just this small group of
students use reversal when writing their numbers, I feel every student could benefit from this
additional practice.
In addition, I believe it would be important to plan for additional instruction on these
topics every day. Understanding addition and subtraction problems is important because it is
used in every grade from now until they graduate. Practice with these topics will help them
become more fluent and comfortable, this will be important when they begin to use bigger
numbers in the future. If I were to plan subsequent instruction, I would find different ways to
include addition and subtraction problems in their school day. This could be making games to be
able to use during play time, showing addition or subtraction videos during rest time or brain
breaks, or providing them with practice addition and subtraction work sheets during math
centers.

Student Growth

I used a variety of methods to assess students’ understanding and thinking. Although I

only had two informal (formative) quizzes, I did have certain checkups during instruction
periods. I used these checkups as formative assessments. Through my instruction period I had the
students work with many different materials and manipulatives. The students could show their
understanding by demonstrating and explaining why they put that certain amount of unifix cubes
in the ten frames, or why they decided to draw that many dots, or even why they crossed out
that many objects in their drawing. Through instruction, I was taking mental notes of what the
students could demonstrate that they knew how to do. I used these conversations as formative
assessments. What the students knew and what they didn’t know informed the subsequential
instruction. The quizzes only showed me what the students understood on paper, using other
materials showed me a deeper understanding of the actions related to addition and subtraction. I
feel these actions of taking away or adding proved to be important in helping the students fully
understand what is going on.
In my classroom, we touch a lot on feedback with students. It is extremely important to
highlight students’ success, even if it is as small as picking up garbage off the floor and throwing it
away. My students look for approval often. They need someone to say they are doing a good
job. They want to hear about why what they did was good. They need to grow their confidence.
With this in mind, after every instructional activity and quiz or assessment, I gave each student a
high five and then we talked about what we learned and how each student did a good job with
a certain portion of the lesson. I do this to encourage and highlight the good work so that the
students continue to do it and grow confidence within themselves and their relationship with
mathematics.

Concluding Remarks

Through my SLA, I was able to provide additional instruction to a small group of students
who were seen to be struggling with certain mathematics topics. Through my instruction and
analysis, I was able to see growth in each student. Every student in the small group showed an
upward trend of understanding, from where they started to where they are now. Each student
reached the learning goal. The students are now able to solve addition and subtraction word
problems accurately and consistently with numbers between 0-10. This proves that my instruction
worked and was beneficial to the students.
This Student Learning Analysis was extremely beneficial to not only the students, but me
as well. It has shown me how important it is to differentiate instruction. Within the whole group
setting, we did not go as in depth with the instruction of these topics. For my students in my
small group, it just made more sense to them when I provided different manipulatives and
materials. It is evident that every student learns the best differently, so it is important to provide
those opportunities for the students. In addition to this, it has shown me how big of a difference
small group instruction can make on students who need additional help. This small group setting
allows for teachers to give more attention to each student, and it can help the teacher more
accurately analyze what the student knows. This can then help the teacher better inform and plan
subsequent instruction. For my future endeavors in the teaching field, I plan to provide my
students with their best means of understanding through differentiated instruction, as well as
small group instruction time with me.

References

Demographics retrieved from: Francis A. Higgins Elementary School - CHESTERFIELD, Michigan -

MI | GreatSchools

Data of student standings retrieved from: NWEA Scoring Report

Line graphs created on: Line Graph Maker | Create a line chart for free

Pie charts and scatter plot created on: Meta-Chart - Free online graphing tool. Visualize data with
pie, bar , venn charts and more
 Appendix

Appendix A: Pre-assessment

Student A-

Student B-
Student C-

Student D-
Appendix B: Informal Quiz- Addition

Student A-

Student B-
Student C-

Student D-
Appendix C: Informal Quiz- Subtraction

Student A-

Student B-
Student C-

Student D-
Appendix D: Post-assessment

Student A-

Student B-
Student C-

Student D-
Appendix E: Combined Student Results

Appendix F: Individual Student Results

Appendix G: Reasons for Incorrect Answers- Pre-assessment

Appendix H: Reasons for Incorrect Answers- Addition Quiz

Appendix I: Reasons for Incorrect Answers- Subtraction Quiz

Appendix J: Reasons for Incorrect Answers- Post-assessment