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TEKS:
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111.6 Mathematics (b) (4) (H) Number and operations. The student
applies mathematical process standards to develop and use strategies and
methods for whole number computations and decimal sums and
differences in order to solve problems with efficiency and accuracy. The
student is expected to solve with fluency one- and two-step problems
involving multiplication and division, including interpreting remainders.
Objective:
Given an assessment of one- and two-step multiplication and
division word problems, TSW correctly answer the problems with 70%
accuracy out of 5 correct.
Measurement tool:
I monitored Destinys IEP one-on-one assessment, one problem at a
time and not exceeding more than once a day. Here is a worksheet that
you are to independently work out, but let me know if you need further
clarification of the word problem if you get stuck. Remember that we are
working on one- and two-step word problems using multiplication and
division. That gives you a hint as to what operations you will have to use.
Follow along as I read these to you. Put your pencil down when you are
ready to go on to the next problem and wait for me to read the next
problem.
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Rubric
Element
1-step word
problem
2-step word
problem
Proficient
Correct answer
with 1 or less
verbal cues, or
correctly drawn
representative.
Correct answer
with 1 or less
verbal cues, or
correctly drawn
representatives
.
Emerging
Needs Support
Correct operation Incorrect answer,
chosen but
needs 3 or more
incorrect answer, orverbal cues, or
needs 2 verbal
incorrect operation
cues.
Both correct
Incorrect answer,
operations
needs 3 or more
chosen but
verbal cues, or 1 or
incorrect answer, less correct
or needs 2 verbal operation/s chosen
cues.
Trial 2
P
Trial 3
P
Total
3/3
One-step subtraction
2/3
One-step
addition/subtraction
Two-step
multiplication
3/3
0/3
0/3
3/5
2/5
3/5
Two-step division
Total
Administration Discussion:
We worked on practice problems in which we underlined important
key words or phrases and circled key numbers. After marking the word
problem, I would go back and re-read it aloud to check if anything was
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data read since I dont know if the mistakes happened because the student
really didnt know how to solve that specific problem or if it was just a
silly mistake. Even though it was not applicable here, another con is that
one of the skills listed was not specific in whether it was testing
subtraction or addition so it is not clear what still needs work from just
viewing the rubric. Also, with only 5 questions given, the student must get
4 (or 80%) of them correct in order to meet her 70% IEP goal.
Mentor Discussion:
After administering the first trial assessment, my mentor teacher
and I discussed how it went. She liked seeing how I was not showing and
verbally addressing positive or negative reactions to her answers. She
explained how during assessments it is important not to guide student
responses by simple reactions to their work even though it is a natural
reaction to show the student positive praise. Next my MT explained how
she liked how I read each word problem as to not have a misinterpretation
of the sentence be causation of an incorrect response. However, she
advised how I should not place too heavy of an emphasis on specific words
that guide the student to the correct operation. It is on the student to
discover and correlate a key word or phrase to the type of operation she
should use. Lastly, my MT discussed the delivery order of the assessment.
She noticed how the questions started easy, and then progressively got
harder in a recognizable pattern. She advised for future trials to not have
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the operations and number of steps in the same order as the first trail.
When I created the second and third trial, I made sure to place them in
varied orders.
After giving the assessment, I was able to observe that Destiny has
mastered one-step addition word problems. She performed emerging skills
for one-step subtraction and could use a little more practice. As for twostep multiplication and division, I was able to observe that Destiny needs
additional support. By the third trial, I was able to determine that she had
progressed since the first trial. Although she has not yet reached her IEP
goal, Destiny is at least performing at an Emerging level and higher. My
mentor teacher explained how this is still pretty good considering the time
frame we still have to continue teaching and gathering data on Destiny.
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problem and Destiny will read it back with vocal inflection on the important
parts.
Student Assessments
Trial 1
1) Frank worked 8 hours on the first four days of the week. How many
hours did he work in these four days?
2) Sues family went on vacation. Her mom drove the car at 60 mph.
They camped at a campground after traveling for 5 hours. How far
was the campground from their home?
3) There are 930 students at a school. If each classroom holds 30
students, how many classrooms are needed at the school.
4) Sam earns $12 an hour cleaning houses. If he works from 8:00am to
5:00 pm, how much money will he make?
5) Jennie makes quilts. She can make 7 quilts with 21 yards of material.
How many yards of material would be required to make 12 quilts?
Trial 2
6) Alyssa has 24 blue balloons. Mike has 49 times more blue balloons
than Alyssa. How many more blue balloons does Mike have than
Alyssa?
7) Brett drove 55 miles every hour. How many miles would he drive in 8
hours?
8) Julia has been collecting pennies since she was 3 years old. She used
a machine at the bank to count her pennies. She has 4,380 pennies.
How many dimes would that be?
9) Brayden and Gavin were playing touch football against Cole and
Freddy. Touchdowns were worth 7 points. Brayden and Gavins team
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29)
You want to give your baseball cards to your 5 best friends. You
have 455 baseball cards. How many baseball cards would each
friend get, if you share them equally? 1D
30)
Brians car gets 10 kilometers per gallon. How far can he drive
on 10 gallons of gas? 1M
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