Data Analysis Sheet

Grade: 1st
Student population: 19 Students
Math Unit: Money
Standard of Learning
1.7 The student will
a. Identify the number of pennies equivalent to a nickel, a
dime, and a quarter; and
b. Determine the value of a collection of pennies, nickels, and
dimes whose total value is 100 cents or less.
Data Analysis of Pre-Assessment
VDOE Essential Knowledge and
Skills
1. Number of pennies in a dime
2. Number of pennies in a nickel
3. Characteristics of a penny
4. Characteristics of a dime
5. Counting pennies
6. Counting dimes
7. Counting nickels
8. Counting quarters
9. Counting dimes and pennies
10. Counting nickels and pennies
11. Counting dimes, nickels, and
pennies
12. Counting dimes, nickels, and
pennies

Correct

Incorrect

10 students
13 students
15 students
11 students
12 students
12 students
9 Students
11 students
11 students
10 students
11 students

9 students
6 student
4 students
8 students
7 students
7 students
10 students
8 students
8 students
9 students
8 students

8 students

11 students

Data Analysis of Post Assessment

VDOE Essential Knowledge and
Skills
1. Number of pennies equivalent to
a quarter
2. Counting pennies in a set
3. Counting nickels in a set
4. Counting dimes in a set
5. Counting dimes and nickels in a
set
6. Counting pennies and nickels in a
set
7. Counting dimes, nickels, and

Meets
expectations
17 students
18
17
17
15

Did not meet

expectations
2 students

students
students
students
students

1 student
2 students
2 students
4 students

17 students

2 students

16 students

3 students

pennies in a set
8.Counting dimes, nickels, and
pennies in a set
9. Counting quarters (1)
10. Counting quarters (2)

16 students

3 students

17 students
14 students

2 students
5 students

What did the students seem to understand based on the

responses on the post unit assessment? What do your students
still need to understand?

Overall, most students understood how to identify the number of

pennies equivalent to a quarter and how to determine the value
of a collection of pennies, nickels, and dimes. The concepts that
seemed to be hardest for students was counting quarters and
counting a mixture of dimes and nickels. I have found that
counting a mixture of coins for students is the most difficult
aspect of learning about money. Some students had trouble
switching from counting by 10s to 5s to 1s depending on the
combination of coins. In order help students with this concept
my cooperating teacher and I used a method called touch math.
This is where students take the coins and count by fives every
time they tap a coin. So for a nickel they would only tap it once
and count by five. For a dime they would tap it twice and count 5
then 10. There are about four students who could benefit from
further lessons with touch math in order further progress in their
understanding of counting coins.

What changes would you make to your unit/instruction given

your analysis of the students work?

I would spend more time with students in small group who are
still having trouble counting coins. Touch math seemed to help a
lot of them so if I could of spent more time doing that I think they
would have scored even higher on their assessment. I wanted all
students to be able to participate in the fun activities students
were doing at centers so I tried to differentiate them; however, I
think I should of spent that time with a small group instead.
I would also spend a little more time counting quarters with
students. Although they only counted quarters on their own
(except for the higher level students), it seems a few students
had trouble counting more than one quarter in a set.