Module 6 Discussion

Step/Topic One: Observation

Assignment structure:
The worksheet has a story math problem where the information is given, and the

students must complete the problem in words of how it was solved, and why it

was solved the way it was.

They need to make a list of the chores (price on each) that should be done each

day to total the amount needed ($5.00).

Student response:

The student made a list of chores that does not match with the list of chores

provided to Joe from his mom except for one item (garbage).
The amount total written by the student only adds up to $2.50 when the desired

amount is actually $5.00.

There are two misspelled words in the students chore list and one unreadable

word.
The math problem (addition) completed by the student is incorrect.

Step/Topic Two: Analysis

Analysis of work:

The student doesnt fully understand how to complete the assignment due to

their own written chore list with different chores and prices.
The student was only able to provide a written chore list with misspelled words

and addition problem which was incorrect.

The student provided no explanation or solution (in words) at all of their work.
 Possible Influences:

The student may have lacked math and reading skills.

The student may have lacked experience in working with word math problems.
From the students understanding, he/she may have assumed they needed to

create their own chore list.

The student may have only skimmed over the information provided and rushed

into starting the math word problem first.

The incorrect spelling and trouble completing the math problem (addition) may

have been because of a learning disability, but I am not fully aware of that.

Step/Topic Three: Analysis of Instruction/Assessment

Analysis/Instruction:

The assignment is to determine whether or not students know how to read and

solve math story problems, as well as completing basic addition.

When the students explain in words how they have come to a conclusion in their

work, they are showing and telling the teacher they know how to read,

understand, and complete a story problem.

Strategies:

Im unsure if the student used any strategies while completing the word math

problem and chore list.

Strategies used by the student were not effective because the student did not

follow through with the information provided correctly (instructions, chore list,

addition problem).
Refer to evidence in your analysis. You may have some interesting discussions about this part.

Remember that in a non-hypothetical example, the teacher who brought the work would be

present. You need to be constructive in your criticism as well as your praise.

Step/Topic Four: Next Steps

Next:

The student needs help in more than one area such as reading comprehension,

basic addition, and math word problems.

The math problem written by the student proves that basic addition practice and

review is needed next.

The chore list and the two misspelled words prove that reading comprehension

practice and review is needed as well.

Next steps to take:

One idea could be to give this particular student a word problem (math) similar to

the first one, but not as long. For example, instead of $ 5.00 make it $2.00 as the

desired amount. The chore list would have four chores on it instead of eight for 50

cents each. Joe would be able to choose which days to complete the chores

(Monday-Sunday) in order to earn the $2.00.

Step/Topic Five: Next Evidence

New evidence:

After working with the student with the recommendations Ive given, I would like

to come back to the group with evidence of progress and growth from this
student. For example, the student would have learned how to successfully read

and complete small math word problems, and or follow most of the steps or

instructions given in an assignment versus nothing at all in the beginning.