Lesson Analysis

Summary of Student Data:

The majority of students did very well with this lesson. The students were given an exit
slip at the end of the lesson that assessed them on three skills. Students were assessed on
correctly identifying how may tens and ones are in a two-digit number, if they can get the
correct sum when adding two-digit numbers, and if they can count on by tens and then add
ones and show their work. Twenty of the twenty-four students got 100% on the assessment
showing complete mastery of these three skills. One student showed 89% mastery of these
skills and one student showed 78% mastery of these skills. Two students scored 67% and will
need remediation. Overall, the students were successful in their ability to show correctly
identifying how many tens and ones are in a two-digit number, getting the correct sum when
adding two-digit numbers, and counting on by tens then adding ones and showing their work.

Student’s Strengths:

The strongest strength for these students is correctly identifying how many tens and
ones are in a two-digit number. All students scored 100% for this skill. I also noticed that for #2
on the exit slip, a lot of students drew pictures to help solve the problem. It is evident that
students could identify how many tens and ones are in 39 and 27 because they showed the
base ten blocks in their drawings. It is very important that students can establish how many
tens and ones are in a number because that is needed in order to add any numbers together.
Students need to know how many tens to add and how many ones to add.
Another strength that the students show is showing their work. Almost all of the
students show their work in some way using the strategy that works best for them. I have
talked to the students about how important it is that they show their work. The students have
realized that they need to show their work in order to know where they made a mistake. Even
if students make a computation error, the majority of the time the student has work shown.
This helps me to work with that student on where they made the error.

Student’s Weaknesses/Error Patterns:

The biggest weakness for these students is lacking knowledge of basic addition facts.
The majority of wrong answers occurred based on mathematical computation errors. For
example, student 7 added the tens first in problem #3 to get to 74. Once she was at 74, she
knew to add on the remaining 8 ones but when she added 8 she got 81 instead of 82. This was
a simple mistake that was made based on a computation error. Student #8 made a
computation error in problems #2 and #3. In problem #2, the student used a number line and
got to 60. She knew she needed to add 6 but when adding 6 to 60 she got 63 instead of 66.
Another error that occurred for these students was not using the correct strategy in
problem #3. The problem states to count on by tens and then add ones and show your work.
Student 8 and 11 both used a different strategy in problem #3. This problem asks students to
count on by tens and then add ones because that is the strategy that was talked about in
today’s lesson. I asked student 8 why she used a number line instead of doing the strategy we
learned today and she said she did not understand what we did today and she likes number
lines better.

Remediation:

Based on the assessment data, the majority of students did very well with this lesson.
Therefore, I only believe two out of the twenty-four students need remediation. Students 7
and 8 both scored a 67% mastery of these skills. Both students were successful with
identifying how many tens and ones are in a two-digit number. Student 7’s main weakness I
noticed was computation errors. In problem #2, student 7 did not show any work and got the
incorrect answer. Since there was no work shown, I can’t tell where the mistake was made. In
problem #3, this student knew to add the tens in 28 first and got to 70. When adding the
remaining 8 ones, the student got 81 instead of 82. Student 8’s main weakness is also due to
computation errors. In problem #2, student 8 used an open number line to solve the problem.
She knew to add one to get to the nearest ten. Once at 40, she knew to add the tens and got to
60. She also knew to add 6 remaining ones. However, when adding 6 to 60 the student got 63
instead of 66. In problem #3, student 8 used an open number line again to solve the problem.
This student made a computation error when adding 64 to 8. She did not round to the nearest
ten and then add the remaining 2 ones like it was taught.
Students 7 and 8 both struggle mostly with their addition facts which lead to
computation errors. To help with this, I would have these two students work on a center
together. The center I would have them work on together is a center that they have done
before and know how to use. This center is an addition game where they have a pair of dice.
Each student rolls a die and the two numbers that are rolled are used to make the first two-
digit number. For example, if student 7 rolls a 3 and student 8 rolls a 5, the first two-digit
number would be 35. Each student will write this number on their whiteboard. Each student
rolls a second die and the two numbers that are rolled are used to make the second two-digit
number. For example, if student 7 rolls a 2 and student 8 rolls a 6, the second two-digit number
would be 26. Each student would write this number on their whiteboard. The students will
then add these two numbers together. Following the previous examples, students would be
adding 35 and 26. They will need to use a strategy and show their work. Doing this will not
only help them practice their addition facts, but practice their strategies as well.
In addition to these two students working on this extra center, I think the entire class
could benefit from additional addition fact practice. To do this we would play addition around
the world. Students have played this before so they know the rules and expectations. Students
form a circle around the room. I have a stack of addition facts and I will start at one part of the
room. I will show the first addition fact to two students standing next to each other. The
student who gets the right answer first will move on and stand to the next person on their left.
The student who does not get it will sit down where they are. Play will continue with the
winner of the last round and the next person. The goal is to make it “around the world”
(around the circle) by getting all of the addition facts right. The students love playing this and
are very supportive of one another while playing. This will help all students to practice addition
facts and hopefully minimize any future computation errors due to lack of knowledge of
addition facts.

Data Analysis Chart (based on exit slip):

Studen Skill 1: Skill 2: Skill 3: Total Comments:

t Correctly Can get the Can count on Score
identifies how correct sum by tens and
many tens and when adding then add ones
ones are in a two-digit and show
two-digit numbers work
number

____/3 ____/3 ___/3 ____/9

1 3/3 100% 3/3 100% 3/3 100% 9/9 100%

2 3/3 100% 3/3 100% 3/3 100% 9/9 100%

3 3/3 100% 3/3 100% 3/3 100% 9/9 100%

4 3/3 100% 3/3 100% 3/3 100% 9/9 100%

5 3/3 100% 3/3 100% 3/3 100% 9/9 100%

6 3/3 100% 3/3 100% 3/3 100% 9/9 100% Prompting

7 3/3 100% 1/3 33% 2/3 67% 6/9 67% #2 did not show any work
and got incorrect answer
#3 added tens to get 74 but
74 plus 8 does not equal 81
– computation error
*Remediation
8 3/3 100% 2/3 67% 1/3 33% 6/9 67% #2 used number line
strategy, 60 plus 6 is not 63
– computation error
#3 used number line instead
of counting by tens and
then adding ones, made a
computation error & didn’t
get correct answer
*Remediation
 9 3/3 100% 3/3 100% 3/3 100% 9/9 100%

10 3/3 100% 3/3 100% 3/3 100% 9/9 100%

11 3/3 100% 3/3 100% 1/3 33% 7/9 78% #3 did not count on by tens
and then add ones, instead
added tens and ones
together. Incorrect answer
– computation error
12 3/3 100% 3/3 100% 3/3 100% 9/9 100%

13 3/3 100% 3/3 100% 3/3 100% 9/9 100%

14 3/3 100% 2/3 67% 3/3 100% 8/9 89% #2 used picture strategy,
regrouped and circled
everything correctly, did not
add/count correctly leading
to incorrect answer
15 3/3 100% 3/3 100% 3/3 100% 9/9 100%

16 3/3 100% 3/3 100% 3/3 100% 9/9 100%

17 3/3 100% 3/3 100% 3/3 100% 9/9 100%

18 3/3 100% 3/3 100% 3/3 100% 9/9 100%

19 3/3 100% 3/3 100% 3/3 100% 9/9 100%

20 3/3 100% 3/3 100% 3/3 100% 9/9 100%

21 3/3 100% 3/3 100% 3/3 100% 9/9 100% Prompting

22 3/3 100% 3/3 100% 3/3 100% 9/9 100%

23 3/3 100% 3/3 100% 3/3 100% 9/9 100%

24 3/3 100% 3/3 100% 3/3 100% 9/9 100% Prompting

Skill Mastery:
Skill 1: 0/3 = 0%
 1/3 = 0%
2/3 = 0%
3/3 = 24/24 100%

Skill 2: 0/3 = 0%
1/3 = 1/24 4%
2/3 = 2/24 8%
3/3 = 21/24 88%

Skill 3: 0/3 = 0%
1/3 = 2/24 8%
2/3 = 1/24 4%
3/3 = 21/24 88%

Total Score: 6/9 = 2/24 8%

7/9 = 1/24 4%
8/9 = 1/24 4%
9/9 = 20/24 83%