Rhasean Scales

4/1/2023
Oakland University

Student Learning Analysis

In this student learning analysis, I worked with a 5th grade classroom at Walled Lake

Elementary School, which is part of the Walled Lake School District. The classroom included 20

students, with six girls and fourteen boys. Additionally, I conducted the study with another 5th

grade class in the school, which had 21 students - 8 girls and 13 boys. The focus of the study was

a math unit, and to conduct it, I taught two math classes daily. I alternated between teaching one

class and then switching to the other.

Section I. Goals and Standards:

● 5.NBT.A.2: Explain patterns in the number of zeros of the product when

multiplying a number by powers of 10, and explain patterns in the placement of the

decimal point when a decimal is multiplied or divided by a power of 10. Use

whole-number exponents to denote powers of 10.

○ Lesson 6.1:Students multiply and divide decimals by powers of 10. They describe

and explain patterns in the placement of the decimal point.

○ Lesson 6.2:Students learn a game to practice multiplying and dividing decimals

by powers of 10.

○ Lesson 6.3: Students apply their understanding of multiplication and division by

powers of 10 to convert measurements in metric units.

● 5.MD.A.1 Convert among different-sized standard measurement units within a

given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions

in solving multi-step, real world problems.

powers of 10 to convert measurements in metric units.

● 5.MD.B.2 Make a line plot to display a data set of measurements in fractions of a

unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems

involving information presented in line plots.

○ Lesson 6.4: Students create line plots to display measurement data in fractions of

a unit. They use operations with fractions to solve problems based on the

information in the line plots.

○ Lesson 6.5: Students use information presented in line plots to solve problems,

including problems about redistributing measurement data.

● 5.MD.C.5b Apply the formulas V = l × w × h and V = b × h for rectangular prisms

to find volumes of right rectangular prisms with whole-number edge lengths in the

context of solving real world and mathematical problems.

○ Lesson 6.6: Students apply their knowledge of volume concepts to calculate the

volume of a building.

● 5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using

concrete models or drawings and strategies based on place value, properties of

operations, and/or the relationship between addition and subtraction; relate the

strategy to a written method and explain the reasoning used.

○ Lesson 6.9: Students learn two strategies for solving decimal multiplication

problems.

○ Lesson 6.11: Students discuss how estimation can be used to place the decimal

point when dividing decimals by whole numbers.

problems involving decimal dividends and divisors.

Section II. Assessment Information Gathered:

To conduct the Pre-Assessment, we utilized a pretest sourced from Everyday Math, which is the

primary math program employed by the Walled Lake district. This pretest comprised four

questions in total. Additionally, to gather data from the entire class, I chose to administer the

pretest to all students. The Pre-Assessment included the following:

○ Recognize and explain place value patterns in decimals when multiplying or

Dividing by powers of 10

○ Convert like measurements units within a given measurement system

○ Use and explain various strategies to add, subtract, multiply and divide decimals

to the hundredths place.

Here is a picture of the Pretest:

You will notice that I have the Letters B, D, and S. This is the grading system we use in the

classroom at walled lake. B means Beginning which in number grade would mean 1, If they have

a B that means they are still trying to understand the concept or topic. D means Developing

which in a number grade would mean 2, if they have a D that means they are understanding the

concept of the topic a little bit they are still not where the fifth grade standard is. S means

Secured which in a number grade would mean 3, if they have a S that means that they fully

understand the concept and they are able to teach it to a classmate or do it on their own.

Section III. Analysis of Student Thinking:

instruction. Firstly, I identified two outliers - Lisa, who demonstrated advanced math abilities

and consistently scored as "secured," and Annabella, whose math abilities were below grade

level. I adjusted my lesson plan to better meet the needs of both high-performing and struggling

students.

In analyzing the pretest, I paid close attention to students' attempts to answer questions,

their approach to problem-solving, and whether they showed their work. This helped me provide

tailored feedback both as a group and individually. During individual conversations, which lasted

approximately five minutes each, I discussed specific questions and strategies for achieving

correct answers.

Based on the results, I determined that it was necessary to slow down the pace of

instruction while also increasing the complexity of the content. This approach would provide

ample time for students to gain a thorough understanding of the material, while challenging those

who were ready to progress further. Ultimately, my goal is to ensure that all students receive the

support they need to succeed, regardless of their current level of math proficiency.

Section IV. Future Instruction:

To create an effective instructional plan, I began by clearly defining the learning

objectives and the knowledge, skills, and abilities my students were expected to acquire. I then

assessed their prior knowledge and identified areas where they needed additional instruction.

This was achieved through pre-assessments and informal conversations with students. Next, I

selected teaching strategies and resources that were appropriate for my students' learning styles,

abilities, and interests. I utilized a variety of teaching methods to keep my students engaged and
motivated throughout the 13 math lessons. After providing direct instruction, I encouraged

independent and partner practice, allowing me to identify which students needed extra support.

To track student progress, I used their math notebooks which contained problems for

review and self-guided practice. I provided support for students who struggled with complex

concepts by breaking them down into smaller, more manageable steps through scaffolded

instruction.During the unit, I also incorporated math games from connect-ed that related to the

content. This technology-based approach, combined with traditional methods, helped ensure that

the students were successful in achieving their learning objectives. By following this

instructional plan, I was able to create a classroom environment that allowed my students to

thrive and achieve their full potential in math.

Section V. Additional Assessment Information Gathered to Determine Student Growth:

Rather than conducting a traditional post-test, my mentor and I decided to use formative

assessments at the end of the unit to review the material. During this review period, I took the

opportunity to evaluate each math standard by walking around the classroom and observing how

each student tackled the problems.Since the majority of the content in the unit had already been

assessed through summative assessments, we decided to use formative assessments to review the

content. By doing so, we were able to identify any areas where the students needed additional

support or instruction.Using formative assessments allowed us to gain a better understanding of

each student's strengths and weaknesses, and tailor our instruction accordingly. By providing

ongoing feedback, we were able to help our students achieve their learning objectives and feel

confident in their math skills.

Here is the pre-assessment and post assessment data:

especially happy to see that many students who were previously developing had moved up to the

secured level. This indicated that my instruction had been effective and had helped students

achieve their learning objectives. However, there was one student, Annabelle, who did not show

significant progress and remained at the beginning level. Although I do not have control over

factors that may be impacting her performance, I plan to work with her more closely in the future

to try to improve her understanding of the material. Overall, I was impressed with the progress

my students made and plan to continue providing targeted instruction to ensure their success.

After analyzing the formative assessment data, I worked with my mentor to group students based

on their needs and provided feedback through individual and group instruction. We also used the

data to inform the report card system, which helped track each student's progress and inform

their families of their achievement.

Conclusion:

Reflecting on my analysis of the students' progress, I can confidently say that it has been

a valuable learning experience for me, as well as for my students. I am proud of the progress they

have made and feel that their success is a testament to the effectiveness of the instructional plan

that I had implemented. By examining the data, I was able to identify areas where individual

students needed additional support and adjust my teaching approach accordingly. I also used the

data to group students with similar needs together, which allowed me to provide more targeted

instruction and feedback.

When comparing the students' initial understanding of the material to their current

knowledge and skills, I am pleased with the significant progress they have made. It is gratifying

to see that my efforts have helped them achieve their learning objectives and feel more confident
in their math abilities. However, this analysis has also highlighted areas where I can improve my

instructional practice. For example, I recognize that I need to allocate more time to students who

are struggling with the material and provide them with more individualized support. Overall, I

feel that this analysis has been a valuable tool in assessing my teaching effectiveness and

improving the learning outcomes of my students. I plan to continue to use data to inform my

instructional decisions and to make ongoing improvements to my teaching practice.