Professional Documents
Culture Documents
Math Assessment Analysis
Math Assessment Analysis
a. Speak to the specific standard it links to and the learning target(s) it sought to assess.
The specific NJSLS that this assessment links to is 2.NBT.A.1; Understand that the three
digits of a three-digit number represent amounts of hundreds, tens, ones, as well as 2.NBT.A.3;
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
The learning target of this worksheet was for students to be able to express three-digit numbers
in different forms. This worksheet did a good job of meeting the second student learning
standard; 2.NBT.A.3, because it challenged students to understand that three-digit numbers can
be expressed in different ways, more specifically using base-ten numerals (drawings), number
names, and expanded form. 2.NBT.A.1 is only included in this learning target because it is a
necessary skill that students need to know before being able to meet 2.NBT.A.3, and may
explain why some students did not do as well on this worksheet as others because they had not
yet met the first standard.
b. Describe to what extent the assessment links to conceptual understanding, procedural
fluency, and reasoning/problem solving.
3.Evaluation Criteria:
To evaluate this worksheet, I decided to have each question be worth 1 point. Even
though each question, excluding number 7, had two parts to it, I thought it would be more
beneficial to student grades to award ½ credit in areas where students may have only been able to
express the given number in one way. At the top of this worksheet, students were given an
example of how to correctly complete questions one and two, where they were told to read a
given number, express it as a drawn picture, as expanded form, as identifying each place value,
and as the numerical value of the number. The back page of the worksheet had an additional 5
problems on it; 4 of which were similar to the front, asking students to read a number shown in
basic numerical form and express it in two different ways. The final question of this worksheet
gives students a number that was already given in question
To be successful in completing this worksheet, students needed to fully read all
directions and make sure they were expressing each number in a way different than the way the
problem poses it. Many students in my class have a bad habit of trying to solve a question before
reading the directions, which sometimes leads them to incorrect answers. In addition, students
needed to be able to recognize three-digit numbers in written and numerical form, as well as
know at least three ways to express three-digit numbers including: knowledge of base 10 blocks
and how to draw them, expanded form of addition, number names and their basic spelling, and
place value including the ones, tens, and hundreds. Without sufficient knowledge in all of these
categories about how to express a three-digit number, students would have struggled fully
completing this worksheet and receiving full credit on each problem.
Grading Rubric:
Full Credit ½ Credit No Credit
1 (front) Students will receive Students will receive Students will receive
full credit if they ½ credit if they either no credit if they
correctly draw a Correctly draw a incorrectly/do not
picture of the picture but draw a picture of the
number, and fill in incorrectly write the number, and if they
the correct numbers number incorrectly/do not fill
in each blank space. OR in the correct
Incorrectly draw a numbers in each
picture but correctly blank space.
write the number
2 (front) Same grading criteria Same grading criteria Same grading criteria
as #1 (front) as #1 (front) as #1 (front)
1 (back) Students will receive Students will receive Students will receive
full credit if they ½ credit if they only no credit if they
correctly write the write the number incorrectly write the
number given in two correctly in one way. number, whether this
different ways. Answers can include be only writing one
Answers can include expanded form, or two incorrect
expanded form, drawing a picture, or answers.
drawing a picture, or writing it out using
writing it out using words. Answer
words. Answer cannot include
cannot include writing the number in
writing the number in basic numerical form.
basic numerical form
because it is already
stated in the problem.
*Students were not
docked any points for
spelling.
2 (back) Same grading criteria Same grading criteria Same grading criteria
as #1 (back) as #1 (back) as #1 (back)
3 (back) Same grading criteria Same grading criteria Same grading criteria
as #1 (back) as #1 (back) as #1 (back)
4 (back) Same grading criteria Same grading criteria Same grading criteria
as #1 (back) as #1 (back) as #1 (back)
Math Journal Students will receive N/A. Students can Students will receive
Question (back) full credit if they either write a correct no credit if they write
correctly write the or incorrect answer the number 684 in a
number 684 in a for this problem. way already used in
different way than in problem 4 or if they
problem number 4. did not complete the
problem at all.
Based on my three focus students’ work samples (student #’s 5, 13, & 16), it is clear that
there was a comprehension issue with questions 1-4 on the back of the worksheet. These
questions asked students to write the given three-digit number in two different ways. An example
given on the front side of the worksheet showed students the three strategies the worksheet
suggested they use to solve the problems, which included drawing a picture of base-ten blocks,
identifying the hundreds, tens, and ones’ places, writing the number in expanded form, and
writing the number in basic numerical form. All three students struggled with expressing the
given numbers in two different ways despite the example given, which shows that students do
not fully understand the possible strategies to correctly answer the questions.
On the front of the worksheet, the focus all students received at least ½ credit on both
problems. The main issue that arose is those students drawing incorrect pictures of base ten
blocks or not drawing a picture at all. I was surprised to find that these students did not draw
pictures at all since there was clearly an example of how to correctly do it at the top of the
worksheet. Both of these issues could be remedied by students knowing that they need to fully
read through examples and directions before beginning their work. Each of my focus students
got every question on the back of the worksheet either partially or fully incorrect, which shows
me that they either do not know how to express a three-digit number in different ways, or only
know one way as opposed to multiple ways. Specifically, my focus students did not use the
example given on the front of the worksheet to help them answer the questions, and instead gave
answers including:
Student responses to these questions lead me to think that they only have a strong grasp
on one way of representing a three-digit number, and were not able to show a second because
they did not know a second. I also believe that students may have rushed through the worksheet
and did not read the directions before beginning a problem. Many students in my class have a
habit of beginning a math problem without understanding the goal or what they should be
completing, so a reminder before this assessment for students to fully read all directions before
beginning a problem would have been helpful for them.
5. Based on your analysis of the work samples, discuss how you would develop students’
mathematical understanding.
2. 2.NBT.A.3: Read and write numbers to 1000 using base-ten numerals, number
names, and expanded form
Both of these standards need to be focused on in the lesson because students need to
understand the place value of each digit in a three-digit number in order to be able to read and
write numbers to 1000 using the different strategies provided in the standard. These are the same
standards that were targeted in the original assessment.
In order to re-engage students, I am going to implement the use of math hospital. To do
this, I am going to split students up into 4 groups and give each group one problem from the back
of the worksheet; asking them to represent the numbers 534, 684, 429, and 150 in two different
ways. Each groups problem will show the exact problem that was presented in the worksheet, but
copied from an anonymous student’s paper who got the question incorrect. Seeing as the main
issue with each of these problems was that students were rewriting the number as it was given, as
well as incorrectly identifying each number in expanded form, those will be the general mistakes
that each problem has for students to correct (even though each groups mistake may vary).
Students will then be told: “These math problems are sick and they need the smartest doctors
around to help them feel better, but the only way that they will feel better is if someone can
figure out how to solve them! In order to do this, you and your team will have to find the error,
fix it, and show how you can represent the same number given in the problem in 2 other ways.
As long as you can do these things, it will never get sick again.”
Each group will be given the math problem on a plain sheet of white paper, and each
individual student in the group will be given a worksheet to fill out during the ‘healing’ process.
The worksheet will have blank spaces on it for students to fill in what made the problem sick,
how they fixed the sickness, and what their two other ways to represent the number are. Students
will be given approximately 10 minutes to work on this with their groups, and while students are
working the teacher will be monitoring the room and students work, giving assistance when
necessary.
After students have completed their work, the teacher is going to ask the entire group to
come up in front of the class and share with everyone how they fixed their problems sickness.
There are 16 total students in this class, so there should be 4 students per group. Each student in
the group is going to be responsible for explaining one part of their groups solution. One student
will identify the mistake, one student will explain how they fixed the mistake, one student will
explain the one way the group found to represent the number, and the final student will explain
the other way the group found to represent the number. To hold each group member accountable
for the work of the entire group, students will have to know every part of the solution to their
problem because they are not going to know which part they will be asked to answer. Student
response worksheets will be collected and used as another form of formal formative assessment
to see if students gained a better understanding of strategies they can use to represent a three-
digit number.
Having students share how their group cured the sick problem shows the entire class how
to correctly solve a problem similar to those given to groups in the future. In addition, making
students responsible for knowing how to fix the given error and for knowing other ways to
represent the number gives them the necessary knowledge to be able to solve any of the other
problems given to other groups, but also to solve any problems given in the future that are
similar. In addition, common mistakes that are made are able to be addressed without a
personalized context; only the student knows if they don’t understand how to complete it, and are
able to work on their comprehension with their groups to learn from mistakes. This re-
engagement lesson is a great way to have students take a second look at common mistakes
through a different approach.