Protocol- Diagnostic Student Interview

Grade Level: 2nd Grade Grade Level Standard/ Content: Math. CCSS.2.OA. 1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Manipulatives: White Board with Markers Base hundred, ten, and one blocks (unifex blocks, rods, and cubes) Cards with the following symbols +, -, =, X, C

Questions/Activities to understand the childs emotions associated with math: The student will complete this worksheet when they first sit down with me. First I will explain to the student that this worksheet will not affect their grades and neither will this interview. I will explain to the student that I am just using this as a tool to see where they are in their learning. Here is the worksheet: MathDisposition.docx Task One: Today you are being rewarded with these cubes and rods, ill refer to these as your reward points (show student the unifex rods and cubes) for your participation in my interview. Here are 16 reward points for filling out the worksheet for me (I will hand the student 1 rod and 6 cubes and place these into their right hand), you will also earn 24 points for being a good sport during this interview (I will then hand the student 2 rods and 4 cubes and place these into their left hands). Please close your hands for me. In this hand you have 24 points and in this hand you have 16 points. Conceptual Understanding Mini-tasks 1. Base: If I wanted to see how many points you had putting together the points from being a good sport and completing the worksheet could you show me what this problem would look like using these cubes? (The student would be given rods, cubes, and cards with +, -, and = on them.

Possible Answers: 1. 24 cubes + 16 cubes= 40 cubes 2. 24cubes + 16 Cubes 3. 40 cubes 4. 24cubes-16cubes 2. Easier: Can you show me how you would use these cubes to fill in the blanks for this problem? (Student would be given the rods and cubes but the cards with operations would already be set in place) Possible Answers: 1. 24 cubes + 16 cubes= 40 cubes 2. 24cubes + 16 Cubes 3. 40 cubes

3. Harder: Lets pretend you didnt know how many points you would get for being a good sport but you knew how many points you ended up with. How would the problem look now? Possible Answers: 1. 24 cubes + x cubes= 40 cubes 2. X cubes + 16 Cubes= 40 cubes

Procedural Understanding Mini-Tasks 1.) Base: Can you tell me how you would solve 24 points +16 points? You can use whatever tools you would like in front of you (fingers, paper and pencil, cubes) Possible Answers: Student might do the addition on their fingers Student might stick to the traditional algorithm Student might count the cubes Students might use a invented strategy 2.) Easier: How could you solve 24 points + 16 points by counting on your fingers? Possible Answers: 1. Student might first start at 16 and use their fingers to add 24 more 2. Students might start at 24 and use their fingers to count 16 more 3. Student might just chose to count 4 and then 6 with their fingers and then do the same for the tens place. 3.) Harder: Can you show me two ways to show how you would solve 24 +16?

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Possible Answers: 1. Student might do the addition on their fingers 2. Student might stick to the traditional algorithm 3. Student might count the cubes 4. Students might use a invented strategy Task Two: Today after we complete this interview you take your points and set them on your desk before you take your recess. You come back to class after lunch and notice that you only have 19 points left, you suspect our pesky pet crabs are to blame. Conceptual Understanding Mini-tasks 1.) Base: If I wanted to see what this would look like as a problem could you show me? Show me the problem of how we figure out how many points were taken. (The student would be given rods, cubes, and cards with +, -, and = on them.) Possible Answers: 1. 40 cubes-19 cubes= 21 cubes 2 40 cubes= 19 cubes +21 cubes 2. 19 cubes= 40 cubes -21 cubes 3. 19 cubes 2.) Easier: Can you show me how you would use these cubes to fill in the blanks for this problem? (Student would be given the rods and cubes but the cards with operations would already be set in place) Possible Answers: 1. 40 cubes-19 cubes= 21 cubes 2. 40 cubes- 21cubes= 19 cubes 3.) Harder: Lets pretend that both crabs ended up taking cubes, but we arent sure how many each crab took, How would the problem look then? Lets have X stand for the cubes one crab took, and C stand for the cubes the other crab took. Possible Answers: 1. 40 cubes- X-C= 19 cubes 2. 40 cubes- 2x= 19cubes 3. 40 cubes- XC= 19 cubes 4. 40 cubes- X+C= 19 cubes Procedural Understanding Mini-Tasks

1.) Base: Can you tell me how you would solve to find out how many points the crabs took? You can use whatever tools you would like in front of you (fingers, paper and pencil, cubes) Possible Answers: 1. Student might do the subtraction on their fingers 2. Student might stick to the traditional algorithm 3. Student might count the cubes 4. Students might use a invented strategy 2.) Easier: How could you solve how many points the crabs took by counting the blocks. Possible Answers: 1. Student might first start at 40 blocks and count out nineteen block then count the remainder blocks for the answer. 2. Students might start at counting nineteen blocks and then make a separate pile counting from 20-40 and count these blocks for the answer. 3.) Harder: Can you show me two ways to show how you would solve this problem? Possible Answers: 1. Student might do the addition on their fingers 2. Student might stick to the traditional algorithm 3. Student might count the cubes 4. Students might use a invented strategy 5. Student might draw pictures

Task Three: You finally confront the crabs about taking your points and realize that they must have taken more than just your points because they have a pile of rods and cubes in their tank. You count out the points in their pile and realize they have 46 points. If I handed out 78 points today how many points did the crabs NOT take for their pile? In other words, how many were not stolen? Conceptual Understanding Mini-tasks 4. Base: If I wanted to see how many points were not stolen by the crabs how could you represent this using the blocks? (The student would be given rods, cubes, and cards with +, -, and = on them.)

Possible Answers: 1. 78 cubes -46 cubes=32 cubes 2. 78cubes+46cubes=124 cubes 3. 78 cubes 4. 46 cubes 5. 32 cubes 5. Easier: Can you show me how you would use these cubes to fill in the blanks for this problem? (Student would be given the rods and cubes but the cards with operations would already be set in place) Possible Answers: 4. 78 cubes- 46 cubes= 32 cubes 5. 46 cubes 6. 78 cubes

6. Harder: (I will now pick up the cubes from the table) Can you write the equation for me on this blackboard? Possible Answers: 5. 78 cubes -46 cubes=32 cubes 6. 78cubes+46cubes=124 cubes

Procedural Understanding Mini-Tasks 1.) Base: Can you tell me how you would solve for the remaining points that the crabs didnt take? (fingers, paper and pencil, cubes) Possible Answers: 1. Student might do the addition on their fingers 2. Student might stick to the traditional algorithm 3. Student might count the cubes 4. Students might use a invented strategy 2.) Easier: How could you solve how many points the crabs didnt take by counting cubes? Possible Answers: 1. Student might first start at 78 cubes and count out 46 cubes into a separate pile to get 32 cubes. 2. Students might start at 46 cubes and then make a separate stack of cubes for 47-78.

3. Harder: Can you show me two ways to show how you would solve this problem? Possible Answers: 1. Student might do the addition on their fingers 2. Student might stick to the traditional algorithm 3. Student might count the cubes 4. Students might use a invented strategy