EEU 309
Dr. White
ticket out the door. The students were all scored using a rubric. The three skills that were
assessed were recognition of numbers from pictures, recognition of pictures from numbers, and
accuracy. Each of these skills were scored with a 0,1, or a 2 with 2 being the highest score. The
total amount a student could receive was a 6 points. When looking at the data gathered in the
chart I was able to see that all students received a 3/3 in the “Recognition of numbers from
pictures”. This tells me that all students were able to understand how to look at a picture of the
tens sticks and ones cubes and pick out which number they represent. When looking at the
“Recognition of pictures from numbers” section of my data chart I was able to see that 16
students received 2/2, 2 students received 1/2, 1 student received 0/2. This shows that 3 students
were not able to fully understand the concept of drawing their own tens and ones blocks to match
the number given. Finally when looking at the “Accuracy” of the students I was able to see that
12 students got 100% accuracy, 4 students got 83 % accuracy , 2 students got 67% accuracy, and
1 student got 50% accuracy. Please use the chart on the following pages to review this data.
Students Recognition of Recognition of Accuracy Total score out of 6
number from picture from
picture number
A.B 2/2 2/2 2/2 6/6=100%
One strength of the student’s performance shown from the ticket out the
door assessment was their ability to recognize a number from a picture of tens sticks and ones
blocks. Every student was able to score a 2/2 points to show they did this skill correctly. This can
be seen on their ticket out the door papers. So for example, the students were given 2 pictures
and the first one had 1 tens stick and 2 ones cubes so they had 3 different numbers they could
have chosen from the represent this but they all chose the correct answer of 12. The second
picture had one tens stick and 6 ones cubes and they all chose the correct answer of 16. The
evidence showed me that the students can look at a picture and accurately pick out the correct
Another strength that a majority of the students were able to grasp was
what the second half of the assessment had on it. Most of the students were able to grasp the skill
of looking at a number given and drawing the tens sticks and ones cubes to represent it. On the
students papers it was easy to see in their work that they all grasped the concept of needing one
tens stick in the tens column and the remaining would be the cubes that would go in the ones
column. Prior to this lesson the students do work daily with finding the tens sticks and the ones
cubes that represent the day of school year it is. So they did have some familiarity with this
concept.
The students were able to show me within the lesson that they understood
these two skills because I had students come up to the board to show me what they had put on
their charts on their desk while working through the practice problems in the lesson. After a
student would put their answer on the board I would tell the rest of the students to stand up or put
their hands above their heads if they agreed with the answer on the board. This was able to show
me that the majority of the students were understanding place value. I was also able to walk
around the room to see that the students were grasping the skills.
While a majority of the students did seem to understand the skill of recognizing the picture of the
tens sticks and ones cubes that went along with the numbers given, there were a few that seemed
to struggle with this on the assessment. There were 2 students making up about 10% of the class
that struggled to draw the correct picture for number 18. The students were supposed to draw one
tens stick and 8 ones cubes. Both students were able to show the tens stick but struggled to
represent the correct amount of ones cubes. One student also drew them as dots instead of cubes.
There was also 1 student who was not able to show either of these picture correctly so he scored
a 0/2 on this section. By looking at their assessments I was able to gather this so maybe these
students either rushed through or did just not count accurately when drawing the pictures.
Something else that was noticed within the assessment was the 36% of
students who struggled with accuracy. This kind of goes hand in hand with the recognition of
pictures from numbers. Students were not being accurate with drawing or representing the
correct amount of ones cubes which was seen on the last two problems on the ticket out the door
paper. Students most likely just need to slow down and check their work before turning their
paper in.
While walking around the room during the lesson I was able to see which
students were fully grasping the skills and which students needed some extra assistance. When I
would notice that a student was doing work incorrectly as we were practicing together on the
charts on our desks I would make an announcement to the class to address what they were doing
wrong so they could correct themselves. This seemed to help in the end when they were doing
their assessments to see that their scores were overall pretty well and only small errors were
made.
Remediation Plan:
recognition of pictures from numbers into a small group and go over a few problem with them
while having them do them on white boards. I would make sure to talk them through the
problems and make sure they know exactly why they do each part. Then I would give them a
few to try on their own. I would check these problems after they were finished to make sure they
fully grasp this skill. If they were still not able to get it on their own I would allow them to use
the tens sticks and ones cubes like used during the lesson so that they could physically feel and
To address the accuracy issue that was found with the 7 students I would
do a review activity the next day and have students come up to the board and represent pictures
of the tens sticks and ones cubes for the numbers I give them. I would make sure to call on these
students to come up to the board to show the class and also have them fully explain why they put
the items in the columns that they did. If the students seemed to be okay with this then I would
allow them to do a partner place value activity and have the students take turns picking out
number for their partners to represent with a picture on their white boards. I would make sure to
walk around to make sure that the 7 students who struggled were doing alright along with the
other 3 students who struggled with recognition of pictures from numbers. The students would
all then be given a similar worksheet to the ticket out the door assessment to be turned in again.