Anda di halaman 1dari 3

# Figueroa 1

Katherine Figueroa
The following word problem was written on a sheet and also read to 24 first
Daisy was reading a book. She read 6 pages on the first night, 5 pages on the
next night and 4 pages the following night. How many pages did she read?
Students were then asked to answer the question and show their work.
The task given to students is aligned with the following standard:
CCSS.MATH.CONTENT.1.OA.C.6
within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4
= 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 =
10 - 1 = 9); using the relationship between addition and subtraction (e.g.,
knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6
+ 1 = 12 + 1 = 13).
This task allows for demonstration of conceptual understanding and procedural
fluency. Conceptual understanding is demonstrated through the use of drawings
to represent the different addends. Examples of possible representations are
circles, tally marks, squares, and pages of a book. The different representations
allow students to visually show differences of each addends quantities or the
similarities in how addends can be connected. Another way conceptual
understanding is demonstrated in this task is through the use of relationships. An
example is number bonds. Number bonds show a relationship between the
The task also allows for demonstration of procedural fluency. Procedural fluency
is demonstrated by

Sophisticated
Students will
write an

Transitional
Students will create
a model and/ or

Beginner
Students will
attempt to use a

Figueroa 2
equation, make a
model or a
number bond to
correctly
represent the 3
Students will
that they
to obtain the
total.
Students will
have the correct
total of the

equation
representing the 3

model or an
equation.

## Students will have

together to obtain
the total.

together.

## Students will have

an incorrect or
incomplete equation
due to
computational error
in the total or a
mistake when

## Students will have

the wrong total due
to failing to
recognize the three

## There were 3 beginner level student responses. Beginner responses showed

that students attempted to use a model, equation or a number bond to solve the
problem. All three responses showed correct calculations. However, the
together. The students did not realize that the three addends needed to be added
to reach the total. In one example, the student subtracted the addends. In the
other two examples, the students did not add them to each other.
The students had the wrong total due to failing to recognize the three addends
and the operation that needed to be performed, which is addition.
There were 3 transitional responses to the task. All three students created a
model of a book and an equation representing the 3 addends. The Students had
3 addends that they added together to obtain the total, which showed that they
understood that there were three numbers and the question wanted them to find
the total. However, the equation for the three students was incorrect due to
computational errors or the mistakes when writing down the addends. One of the
to equal 14. All three equations were incorrect
There were 18 students in the class with sophisticated responses to the task. 15
students used a combination of models, equations or number bonds to solve the
problem. 3 students used only equations and 1 student used only a model to find
the answer. All of the 18 responses indicated the students recognized the three

Figueroa 3
addends and knew that they needed to perform addition to get their total. All of

Three fourths of the class, 18 out of 24 students, successfully completed the task
at a sophisticated level. Through a re-engagement lesson, I would work to help
all students understand how to solve word problems with three addends. The
students with beginner responses need to first identify what the three numbers in
the problem are and then what operation to do with them. I would make the focus
of the lesson identifying the addends in the word problem to create a model,
equation or number bond to solve it. Since we are working on addends, I would
emphasize that the numbers need to be added together and that we need to use
the plus sign. This will help the student that subtracted the answers. As we read
the word problems, I will underline the numbers so that the children see the
numbers they should use in their equation. It will help all the students, especially
the ones that used different numbers in their equations, to underline the numbers
in the problem and refer back to them. In this lesson, I would also introduce
finding the ten to help students add numbers correctly.