Nicole Sayer Informal Assessment November 2, 2011 1. C is a sophomore in high school in a co-taught geometry class.

C has higher functioning autism. 2. C will be working math skills have to do with percentage discounts and sales tax calculations. 3. When geometry class starts C is rather attentive on most days and seems ready to work. He follows along with the work in class and can answer some questions asked by the teacher, but has trouble with others. When doing class work C struggles with completing the work without assistance, so when it comes to quizzes he has a lot of questions too that cant be directly answered. When C doesnt know an answer to a problem he sits there and talks to himself and flaps his hands, he doesnt ask for help that often. On a good day C will ask for help, but he raises his hand and waits for a teacher or myself to come over, he wont turn around to ask me a question. 4. Prep Questions: What? Why? Source How would you compare Cs So I can appropriately assess Ask Sped Teacher math skills related to C in relation to the level he is percentages to that of other supposed to be on. sophomores? Answer: C is significantly lower in percentage skills compared to other sophomores. He struggles with calculating percentages with whole numbers. If I walk him through the steps of completing the problem, he can do it. He can also calculate percentages using a feature on his graphing calculator, but cannot do it on a regular calculator. What? Why? Source How is Cs attitude generally So I have some sort of an Baseline Data speaking when asked to do idea as to how willing hell problems involving be to answer questions percentages? when assessing him. Answer: C is willing to try problems, but gave me a warning that he doesnt remember this material. He was told to write a question mark by questions he didnt know. He wrote it for half of them and he said he didnt understand what the question was asking. I dont know if this was a lack of willingness or if he really didnt understand. He got frustrated with certain questions as well and started flapping his hand and talking to himself, his go to way to deal with his frustration.

What? What is C like on a typical school day in math class?

Why? So I know how C acts on a daily basis and how hard he works.

Source Observations in class

Answer: C is quite reserved and doesnt have many friends in this class. He sits and listens to the teacher, but he does talk to himself quite frequently and flap his hands occasionally. He pays attention in class most days, but sometimes gets caught up in his mind and loses track of whats being taught. On the times he doesnt pay attention he wont ask for help but will sit and stare at his paper. He will admit to not knowing whats going on if asked though. What? Why? Source What specifically is C So I can focus the nature of Ask Sped Teacher working towards when the questions towards his doing percentage overall goal. calculations? Answer: In his IEP, C has a goal of improving his banking and money skills. Hes working on calculations to get better at calculating percent discounts and sales taxes. He is working towards being able to do the set up of the math sequence in his head so all he has to do is type the correct numbers into his phone to get the answer. 5. Data Questions: What? What level of understanding does C have about percentages? Why? To find an appropriate starting place for his informal assessment Source Baseline questions I created

Procedures: 1. Create two worksheets to collect baseline data 2. Give one worksheet to C a day for two days 3. Tell C to complete the sheet 4. Tell C that if he doesnt know the answer to a question just write a ? by it and move on to the next question 5. Collect worksheet from C 6. Thank him for completing the worksheet 7. Give C a + or for correct answers Results: See attached graphs and worksheets Answer: Based on the worksheets and questions I created, C doesnt really have an understanding of how percentages work. He doesnt know the first step to completing an equation, so he just guesses. Also, he doesnt understand complex story problems having to do with

percentages. He knows what a percentage is, but he doesnt understand the concept of how to solve problems including percentages. What? How many times can C correctly change a percent to a decimal? Why? To see if he knows the first step to solving a percentage problem. Source Questions I created

Procedures: 1. Create a worksheet for C with four questions on it 2. The first question should be changing percentages into decimals 3. Give worksheet to C to complete before class 4. Tell him that he needs to answer all the questions, but if he doesnt know how he will just write a ? 5. Collect worksheet from C when he is finished 6. Give C a + or for correct answers Results: See attached graphs and worksheets Answer: Based on the worksheets, C shows 100% accuracy in changing percents to decimals. He understands the place values as well. What? How many times can C multiply a decimal by a whole number? Why? To see if he knows how to multiply decimals by whole numbers, this is the second step to solving a percentage equation. Source Questions I created

Procedures: 1. Create a worksheet for C with four questions on it 2. The second question should be multiplying decimals by whole numbers9 3. Give worksheet to C to complete before class 4. Tell him that he needs to answer all the questions, but if he doesnt know how he will just write a ? 5. Collect worksheet from C when he is finished 6. Give C a + or for correct answers Results: See attached graphs and worksheets Answer: Based on the worksheets give, C shows 100% accuracy in multiplying decimals by whole numbers. He was asked to multiply a percentage by a whole number on the last set of questions and he was able to remember how to change the percentage into a decimal and correctly answer the problem. What? Why? Source

How many times can C correctly figure out what the percentage of a whole number is?

To see if C can understand questions in a different context that is asking the same thing.

Questions I created

Procedures: 1. Create a worksheet for C with four questions on it 2. The third question should be figuring out what a certain percentage of a number is 3. Give worksheet to C to complete before class 4. Tell him that he needs to answer all the questions, but if he doesnt know how he will just write a ? 5. Collect worksheet from C when he is finished 6. Give C a + or for correct answers Results: See attached graphs and worksheets Answer: Based on the worksheets, C shows 0% accuracy in figuring out the percentage of a whole number. He was asked the same question in a different context, yet he struggled in understanding the terminology in the question. What? How many times can C correctly answer a story problem including percentages off a whole number? Why? To see if C can answer a story problem correctly, using the skills from previous questions Source Questions I created

Procedures: 1. Create a worksheet for C with four questions on it 2. The fourth question should be story problems 3. Give worksheet to C to complete before class 4. Tell him that he needs to answer all the questions, but if he doesnt know how he will just write a ? 5. Collect worksheet from C when he is finished 6. Give C a + or for correct answers Results: See attached graphs and worksheets Answer: Based on the worksheets, C shows 0% accuracy in answering story problems. The content of the question sees some what confusing to C, especially because he couldnt answer the questions prior to these that were reworded. 6. Throughout this entire assessment, Cs performance has been consistently the same. He literally got either 100% or 0% on the same types of questions. C did a good job on the first half of all the worksheets given to him. He understands how to change a

percentage into a decimal and how to multiply decimals. He basically understands the first step into solving percentage questions. He struggles with the confusion of the story problems. He knows the basis to solve the problem, but when hes not directly asked to do a certain thing, he gets confused and freezes up. He will need assistance on figuring out what story problems are saying and how to solve them. He will need to learn how to complete discount problems before learning how to add sales tax onto different things. 7. C will accurately calculate the sales tax and percent discounts of store items in class. He will do this with 100% accuracy for 6 consecutive probe trials. 8. C is going to be taught this skill because this is a functional life skill for most people. He will learn how to properly calculate prices and discounts in the real world so he knows how much something is that hes buying before taking it to the cash register.