Kyle Moyer

Mrs. Moyer, 1st grade

Summative Assessment

1. CC.2.2.1.A.1 Represent and solve problems involving addition and subtraction within 20.
AND CC.2.1.1.B.3 Use place-value concepts and properties of operations to add and
subtract within 100.

2. See pre-test

3. My pre-test aligned to these standards because I covered both concepts. The first three
questions were focused on standard CC.2.2.1.A.1 Represent and solve problems
involving addition and subtraction within 20. While the last three pertained to standard
CC.2.1.1.B.3 Use place-value concepts and properties of operations to add and subtract
within 100. The questions that were on the pre-test were kept simple so the students could
easily understand what was being asked.

4. Proficiency levels:
a. Target = 5 out of the 6 questions correct, 83%
b. Acceptable = 4 out of the 6 questions correct, 66%
c. Unacceptable 3 or fewer questions correct, 50% or less

5.
Target Acceptable Unacceptable Total

Number of 11 4 7 22
students

% of students 50% 18% 32% 100%

6. Analysis:
a. Student Strengths: The students showed their strengths with the addition
problems. Very few students got these problems wrong with the exception of
number 6. 1 and 2 were the problems with the fewest errors. However, this also
shows the students are more familiar with standard CC.2.2.1.A.1. Working within
20 is much easier than 100 and this corresponds with where the students
background knowledge would be.
 b. Student struggles: The students struggled with the subtraction problems and
working within 100. Many students got problem 3 wrong. Subtraction is
introduced after addition and this could have some correlation. Addition can be a
much easier concept to grasp. Students may not understand the concept of taking
away and figuring out how to find the difference.
c. Error patterns: One error pattern that occured was in problem 6, 35 + 12. Students
were coming to the sum of 42 or 43 when the correct sum was 47. Students may
have been subtracting in the ones column and then adding the tens. The drawings
that students did for this problem also were incorrectly drawn. Another error
pattern was found in problem 3, 12 - 6. The students who got this problem wrong
had a difference of 5, 7, or 8. It’s hard to pinpoint why these errors were occurring
but one that seems to fit is the students may have thought the answer could not be
the same as a number in the problem.

7. The information gathered from the pre-test will help exponentially with planning my
lessons. First off, I can quickly review addition within 20. This was not a struggle for the
students with the exception of a few. This can be a quick one day lesson that can have an
activity to go along with it. However, subtraction will need to be a very instructional
lesson since this was the biggest error for the students. I will need to differentiate
between the signs and focusing on showing problems can have the same number be an
answer if it is in the problem. Another concept of focus will be drawing to show your
work. The students did not have much exposure to this strategy so it is no surprise many
struggled. If I teach this concept it will help the students with both addition and
subtraction problems.
8. See post-test
9. See post-test
10. Post-Test
a.
Target Acceptable Unacceptable Total
(13/15 or above) (11/15) (10/15 and below)

Number of 10 4 7 21
students

% of students 48% 19% 33% 100%

11. Analysis:
a. Student Strengths: The students showed a lot of strength with the word problem at
the end of the test. 15 of the 21 students all were able to find the correct sum of
58. This was a slight surprise because during the unit, there was a lesson
dedicated to word problems and as that lesson was being taught, many students
 struggled and were not capable of solving these problems. However, on the test
the excelled and many of the errors by students were either from miscounting
their drawings or getting an answer that was on less than 58. Another strength was
on problems 4 and 5. Problem 4 was addition of 10’s and 5 was subtraction of
10’s. Only three of the students had gotten significant errors on these problems.
The students who did get errors were predominantly on number 5 as they found
addition easier.
b. Student Struggles: Once again another area of struggle for the students was not
providing a drawing. There were many students who lost points because they did
not include a drawing with the problems it was required on. Also there were
students who provided an incorrect drawing. It was seen that they made an
attempt at solving with a drawing but used the drawing incorrectly.
c. Error Patterns: One error pattern occurred on problem 3 where 7 students got the
problem wrong. Two of the students were off by just one number whereas for
some of the others they changed the sign to addition. Another error pattern that
occured was on problems 6 through 9. There was no standout of these 4 with
errors but in general the students had more trouble with the larger number
addition.
12. The data from the pre-test and post-test are pretty similar in the fact of the target,
acceptable, and unacceptable scores. There was one student who was absent for the post-
test so that is the reason for the missing student but other than that the number line up
perfectly. By looking at the two assessments it can be seen that the students skill in
subtraction has gone up as there was not a large group that struggled solely on
subtracting. Also, even though drawing is still an issue after the post-test, the students are
much better at drawing their work and using it to help find their answer.
13. I do believe my instruction had an impact on the students learning. One of the reasons I
believe so is from their skill in the concept of two digit addition and subtraction. At the
beginning of the unit, the students had no idea how to even attempt these problems. It
was a struggle teaching them this concept. But once they understood this concept it
became much easier for them to solve these types of problems without a chart. Another
reason I believe my instruction had an effect was from their work on the word problem.
Even before this unit word problems never were an easy task for the students. But after
having the lesson strictly on word problems, the students found how to look for key
information and easily determine whether they need to add or subtract.
14. The remediation plan will target those students who scored in the unacceptable range on
the post-test. The first thing targeted will be differentiating between the addition and
subtraction signs. The students in this range are the ones who still mix the signs up. My
plan for remediation will be having problems where the sign is missing and they have to
put the sign in. This will be done in a physical setting where they have cards for each sign
to manipulate and put in place of a problem missing a sign. Another plan for remediation
will focus on two digit addition. The students still struggled with vertical addition
problems where both numbers had two digits. They have not been introduced to
regrouping yet but for these problems I will have the physical tens and ones blocks where
the students can build each number and then have a more visual way to see the problem.
Lastly, I would adapt my test where the signs in the problems are bolded. This will make
each sign easier to see and give the students a better chance to see it. For the test I would
also have boxes where the students would provide their drawings instead of a big open
space. This will help limit the size of their drawings and provide a lot less confusion
trying to read them.