Addition up to 20 Math SOL 1.

5 (ASSESSMENT DATA)

Assessmen
t

Basic
Addition

Preassessmen
t

7 children
struggled
with
common
addition
mistakes

Checkpoin
t

0 issues

Summativ
e
Assessmen
t

1 careless
mistake

Doubles/N
ear
doubles
12 students
struggled
with
identifying
and solving
doubles or
near
doubles
7 students
struggled
with this
skill
1 student
with trouble
still on this
skill

Related
Facts

Flip/Flop

3 Addends

15 students
did not
know their
related fact
families

5 students
could not
identify
flip/flop
facts

4 students
could not
solve
problems
with 3
addends

Not tested

Not tested

Not tested

0 students
had a
problem
with this
skill

4 students
still had a
problem
with this
skill

0 students
had
problems
with this
skill

Pre-assessment Notes and Observations:

Students are relying heavily on using their fingers for counting. Students seemed to feel
stressed and rushed even though I told them they had plenty of time to finish and to do their best.
Upon looking at the data, I understand that students are having difficulty memorizing certain
facts and need to be given extra tools to help them remember. Also basic fact family recognition
is a weak point for them. My plan is to present strategies, review and build upon prior
knowledge and give students tools other than their fingers to help them solidify their
understanding in these skills.

Mid-Unit Checkpoint Notes and Observations:

Students are progressing in their abilities with their addition strategies. Having not
introduced doubles yet, the other strategies I gave seemed to improve that area as well. Students
learned about the count on strategy to help when adding a smaller number to a bigger number.
They also practiced adding numbers to total up to twenty, a new skill for them. They seem to be
able to grasp the information much more quickly through hands on activities. We are beginning

to memorize our doubles facts tomorrow, and my plan is to give them a rap to help remember
the facts more readily.

Post-Unit Summative Assessment Notes and Observations:

The students tested much better this time. They did not seem as stressed or anxious as
during the pre-assessment. As for the data, it shows great improvement in their skills as a result
of the strategies they learned and the activities we did together. I noticed that doubles rap really
helped the students cement those facts in their minds. Throughout the week at different activities
I would hear them say it to themselves. Flip/flop facts still seem to be a slight problem, although
the students who missed those questions were absent on the main day of instruction and only
present for the review day. I will be sure to incorporate more activities focused on those facts as
well as doubles in the coming weeks to help them practice.