Melissa Faz

Corey Peltier

SPED 314

February 10, 2016

Item Analysis: Case Study #1

Student #1

Identification of Specific Errors:

Based on the three problems given from student number 1, the prominent error was due

to the usage of keywords. In all three problems, the student shows that they know how to set

up a schema, however, the student is unable to finish the schemas. During the first problem, the

student underlines the words much more meaning that they are relying on keywords to solve

the problem. Due to dependence of keywords the student is unable to get the correct answer.

On problem number 2, the student once again is able to set up the part-part whole correctly, but

is unable to complete it due to the fact that they underlined the word total and automatically

assumed they had to add instead of subtract. Lastly, on the third problem, the student underlines

the keyword left and therefore assumes that they will have to subtract. However, that was

not the case. From this data, it has been determined that the student was taught the keyword

strategy and therefore is making these errors.

Instructional Steps & Rationale:

Based on the data, the students errors are caused due to the fact that they were taught the

keyword strategy. In order to help the student stray away from this strategy, as a teacher, I
would show the student non-examples of the keyword strategy in order to help them

understand that this technique is not reliable. Next, I would review with the students the three

different schematic diagrams. Then, I would bring out manipulatives for each problem in order to

help the students have a concrete example of the word problem. For problems number 1 and 2, I

would use base ten blocks as manipulatives in order to help the students visualize the word

problem. Lastly, for problem number 3, I would use fake money as my manipulative. By using

money, I would be showing my students that when they have x amount of money in their

wallet, and then they are given x amount of money, they would be adding the money rather

than taking away. In order to build accuracy, I would have the student practice with other word

schematic problems using manipulatives and then later using the fading technique once the

concept is mastered by the student.

Prerequisite Skills & Academic Vocabulary:

Before having the students learn about ways to solve one-step and two-step problems

involving addition and subtraction, the students must learn how to solve computation problems

with efficiency and accuracy. Another prerequisite that is needed before learning this lesson is

that the student must be able to identify and use necessary information to solve the problem and

eliminate extra information. For tier 2 academic vocabulary, the words that would be needed to

be learned prior to the lesson would be, relationship and properties. By knowing these two

words, the student will be able to explain the properties between the operations and will also be

able to identify the relationship between addition and subtraction. For tier 3 academic

vocabulary, the words that the student would need to learn would be place value and

computation. The reason I would have the student learn these words prior to class is because
the students will have to use strategies based on place value and use computations in order to

solve problems.

Next Teaching Objective:

Given a worksheet with four addition and subtraction word problems, the student will use

manipulatives and schematic diagrams to solve 3/4 problems.

Student #2

Identification of Specific Errors:

Based on the three problems given from student number 2, the prominent error was due

to the fact that the student was unable to regroup two whole digit addition and subtraction

problems. In problem number 1, the student was able to set up the correct schematic diagram

(part-part whole) followed by the correct operation, however, when it came down to subtracting

the two-digit numbers (40-21), the student was unable to borrow from the 4 in the number 40 to

subtract 1 in the number 21. In problem number 2, the student is once again able to set up the

correct schematic diagram (compare) and correct operation but was unable to carry over the left

over number when adding 49+24. Lastly, in problem number 3, the student was able to set up the

correct schematic diagram (change) and use the correct operation, but was unable to correctly

subtract 47-28 due to the fact that they did not borrow from 4. From this data, it has been

determined that the student has not yet mastered regrouping with two whole digit numbers and

therefore is making these errors.

Instructional Steps & Rationale:

Based on the data, the students errors are caused due to the fact that they have not yet

master regrouping, which is the process of making groups of tens when adding or subtracting

two digit numbers (or more) and is another name for carrying and borrowing. In order to help the

student fully master this concept, as a teacher, I would use popsicle sticks in order to help the

student visualize how regrouping looks. For this activity, I would have an index card with

addition and subtraction whole digit numbers. On top of the index card I would have the students

write tens on the left hand side of the card and write ones on the right hand side. I would

first begin my lesson by telling the student that we are going to practice regrouping, I would give

the student the popsicle sticks and explain to them that we are going to use these when we add

and subtract two digit numbers. For example, one of the questions I would model for the student

would be, 51-29. First, I would begin by having the student put the 5 groups of 10 on the 5, the

1 single on the 1, the 2 groups of 10 on the 2 and the 9 singles on the 9. Then, I would tell

the student that we cannot take 9 away from 1 because 9 is bigger than 1. Therefore, we would

have to regroup the popsicle sticks so that we can take away 9. Then I would take one of the

group from the numeral 5, put the 10 popsicle sticks with the 1 so that the student can see that

we now have 11. Then I would explain to the student that we can take 9 away from 11 because

11 is bigger than 9. After this, I would put the 2 in the ones column portion of the problem.

Then, I would show the student that we now have 40 take away 20. With the student, we would

count the 4 groups and 2 groups of 10, so we can take away 2 groups from 4 groups and get 2

groups. Lastly, we would put the 2 groups of 10 on the tens column of the problem. With this

information, I would have the student count the answer and tell me how many popsicle sticks

they have left which would be 22. The reason I have chosen this technique is because by having
popsicle sticks, the student will be able to visualize how regrouping works through a different

type of manipulative. In order to build accuracy, I would have the student practice regrouping

problems with these manipulatives and then use the fading technique once the concept is

mastered by the student.

Prerequisite Skills & Academic Vocabulary:

In order for the student to master addition and subtraction word problems, the student

must be able to have the prerequisite skill of adding and subtracting computational problems that

do not involve borrowing or carrying over or in other words regrouping. Another prerequisite

skill that the student needs before going into this lesson is knowing where the ones of a two-

digit number are located as well as the tens. For tier 2 academic vocabulary, the words that

would be needed to be learned prior to the lesson would be, sum and difference. By knowing

these two words, the student will be able to know when they need to do the sum or find the

difference of two digit numbers. For tier 3 academic vocabulary, the words that the student

would need to learn would be two-digit number and regrouping. The reason I would have

the students learn these words prior to class is because the students will have make groups of

tens when adding or subtracting two digit numbers (or more).

Next Teaching Objective:

Given a worksheet with eight addition and subtraction word problems, the student will

use manipulatives and schematic diagrams to solve 7/4 regrouping problems.