DATA COLLECTION 1

Data Collection

Sarah Tyler

UED 496: Field Experience E-Portfolio

Dr. Flannagan

April 10, 2023

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Part One:

The assessment occurred in the first placement in the Spring of 2023. The placement was

from January to early March and was for an eight-week period. There were 19 students at the

beginning of the placement, but an additional student joined the class so there were 20 students

by the end. The class was an inclusive third-grade class with many special needs. These needs

included bilingual, ESL (English learner), gifted/talented, IEP (Individual education plan), and a

student with a 504 plan. Most of the class were male and a few female students, and most wanted

to learn.

The students were beginning a new math unit aligned with math SOL 3.4. The math SOL

3.4 uses multiplication and division through various strategies to create and solve problems

involving whole numbers, where one factor is 99 or less and the second factor is five or less, as

well as fluency in multiplication facts. The SOL was divided into two parts, with the first unit

focused on multiplication. Following the multiplication unit, the students would then focus on

division.

Since the students were starting with multiplication, it was essential to know where the

students stood with their understanding of solving a 2-digit number multiplied by a 1-digit

number. Therefore, the students took a pre-assessment to determine if any of the students

understood how to solve multiplying a 2-digit number by a 1-digit number before going into the

new unit. There were three equations on the paper for the students to solve, with any strategy

they knew previously from solving with 1-digit by 1-digit multiplication.

After scoring the pre-assessments, it showed that only some students understood how to solve a

2-digit number by a 1-digit number using multiplication. One of the students got all three of the

equations right. Therefore, based on the scores, the students were divided into three groups.
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Those who got two or three questions correct were in one group. Students who got one question

correct were in another group, and those who got none correct were in a third group.
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Pre-Assessment
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Part Two:

Multiple activities were created for the students to learn how to solve a 2-digit number by

a 1-digit number using multiplication. Many of these activities were done in small groups or as

independent work. The activities included using the box method to solve word problems, the

UPCS (Understand the problem, Plan a solution, Solve the problem, Check your answer)

strategy, exit tickets, and independent work with different 2-digit numbers multiplied by a 1-digit

number. The box method helps to break down a 2-digit number multiplied by a 1-digit number to

make it easier to solve. Therefore, the students needed to learn how to create the box method in

small groups first to use the strategy for the rest of the unit. Learning the box method took a few

days, but the students could comfortably use the strategy.

At the start, the students were split into three groups: low, middle, and high groups. In the

low group were students who did not get any of the answers on the pre-assessment. For the

middle group, the students got one answer correct on the pre-assessment. Then the high group

was students who got two or three of the answers correct on the pre-assessment. When the

students were first learning how to use the box method, everyone started with low easy numbers

to understand the strategy. Then based on how the students did with the box method the students

would be moved to the appropriate group needed to fit their pace. Students in the low group

worked with single digit numbers two and five with double digit numbers that ranged from 12-

30. The students in the middle group worked with single digit numbers ranging from 3-7 with 2-

digit numbers ranging from 25-50. Then the high group worked with single digit numbers

ranging from 3-9 with 2-digit numbers ranging from 40-90.

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After taking a few days to teach the box method, the students learned the UPSC strategy

with the word problems, providing the students with real-world applications, and demonstrating

the students thought process as they worked through the solution to the problem. The strategy led

the students to write the numbers they were using to find the answer, visually representing the

problem, solving the problem, and then checking for their answer. However, the students did not

yet know division; therefore, depending on the group, they had to write out the full answer or use

another way to solve the answer to double-check their results. Then after small groups, the

students received an exit ticket to complete independently. The exit tickets helped show how

well the students understood the material they had previously learned without the teacher’s help.

All of the small groups did the UPSC strategy, however, not every group got the same

word problems to solve using the strategy. Those in the low group worked with single digit

numbers ranging from 1-5 and with double digit numbers that ranged from 12-35. Students in the

middle group worked with single digit numbers ranging from 3-7 and with 2-digit numbers

ranging from 40-70. Then students in the high group worked with single digit numbers ranging

from 3-9 with 2-digit numbers ranging from 40-99. Then using the data from the UPSC the

students turned in, or based off their performance in small group, students would either stay in

their small group or move to a different one based on their needs.

The exit tickets also helped show how well the students understood the strategies and

solved the equations or word problems. Using the data from the exit tickets also helped

determine what areas needed to be discussed more or if a particular student was struggling with a

concept. Students were given exit tickets at the end of their small groups and completed them as

part of their independent work.

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Another activity was completed during independent practice. The activity was a

worksheet with multiplication equations and a box pre-drawn for the box method to solve. There

were twelve questions, and the first was completed for them. The first question was to show what

the students needed to do to complete the worksheet. Having the students complete the

worksheet independently helped show how well the students understood the material without a

teacher there to guide them through the process. Even though independent work was not

differentiated for all the students, if the work seemed too difficult for any IEP, ELL, or SPED

student, the SPED teacher went over it with those students. If the work was too difficult even

with the SPED teacher, the students were omitted from the work and completed other work with

the SPED teacher, such as going over strategies that were more comfortable for the IEP, ELL,

and SPED students.

It was hard for whole group instruction to cater to each student, so instruction time was

about 10 minutes long, going over general new information or covering anything students were

struggling with based on the data from the previous day. Whole group instruction included

problems the students discussed as a class, and individuals came to the board and solved

additional problems. Many of the students were encouraging and wanted to answer or help their

friends. Some days we reviewed the previous anchor chart that helped walk the students through

different strategies. The students also helped to create an anchor chart on solving a 2-digit

number by a 1-digit number using multiplication, which helped them quite a bit. Going over the

general information or covering information from the day prior helped the students to gear their

brains for math and to remind them of the material they had learned. Then, in small group

instruction, the students were called up by groups to gain a deeper understanding. There were

three groups based on the pre-assessment, which helped to see what level of instruction the
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students needed. However, if individual students began to either excel or struggle in their group,

they would move groups based on their needs to help them better understand the material.

During the math lessons, the students usually stayed at their desks for the whole group

instruction to review previously learned material or to introduce new material. Once the whole

group was completed, the "Must do's" were put on the Smart Board screen in the front of the

class. Then the teacher would outline what the students were doing for the day, such as their

independent work and which small group was to go to the teacher's table. Small groups met

while the other students were completing independent work. Any students called to their small

group paused their independent work and went to the teacher's table for small group.

Small groups provided the best time for differentiation for the students. Therefore, it was

essential to track the students' progress during small groups because where the students were in

small groups consistently changed based on their level of understanding. If a student struggled,

the student was moved into a lower group to improve their foundation of understanding. If a

student excelled, then the student would move into a higher group to continue to develop their

understanding. Therefore, by continually assessing understanding, the teacher was able to place

the student in a small group that fit the student's pace, allowing them to be challenged but not

frustrated.

There also was a special education (SPED) teacher in the classroom to help the SPED

students. The SPED students were part of two small groups, one with the primary teacher and

one with the SPED teacher. Since the SPED students had two small groups, they were not always

able to complete independent work and sometimes were exempt from the independent work.

Other times they would bring their independent work to their SPED teacher's small group to

complete together.
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Box Method
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UPSC
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Exit Ticket
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Independent Work

(front)
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(back)
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(front)
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(back)
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Part Three:

The post-assessment aligned with the math SOL 3.4. by using multiplication involving

whole numbers, where one factor is 99 or less and the second factor is five or less. There were

four-word problems for the students to solve using previously known strategies or the box

method. On the assessment there were two boxes below the word problem for the students to

solve and explain the strategy they used. The post-assessment was given during small groups, so

that the teacher could closely monitor the students. The students had approximately 20 minutes

to complete the assessment.

Overall, all of the students showed growth in their understanding of using multiplication

to solve a 2-digit number by a 1-digit number in a word problem, with the exception of one

student that scored 100% on both the pre and post assessment. The pre-assessment showed that

many students understood the basic concepts of multiplication but needed help understanding

how to solve a 2-digit number multiplied by a 1-digit number. With the data from the pre-

assessment, the students were split into groups that seemed best suited to help them learn the

objective better. Once students showed a better understanding, they moved into a higher group.

If students struggled in the group, they moved to a lower group for a different pace to help them

learn. Each group learned using the same strategies and materials. The only exception was the

SPED students who went with their SPED teacher to work on some of the different strategies.

After using the various activities and working in small groups to address the learning pace of the

students, the students were able to perform well on the post assessment, with the average score of

83%, excluding the two students that refused to take the assessment. In addition, four of the

students scored 100%.

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Some of the data collected indicates that assignments were not completed. These were

mainly SPED students that spent additional time learning the box method and using the UPSC

strategy with the SPED teacher. Those who went to the small group with the SPED teacher were

not always able to complete the same independent work as other students. Sometimes the SPED

students were exempt from certain classwork, such as the box method exit ticket and one of the

independent worksheets that the rest of the class completed. Instead, the SPED students worked

on their personal goals to learn how to multiply a 2-digit number by a 1-digit number with the

SPED teacher. These students still participated in small groups with the primary teacher, “double

dipping” the students, as the cooperating teacher called it. Even though the SPED students did

not complete the same activities as the others, most SPED students grew in their understanding.

Therefore, having the SPED students work on their own goals with the SPED teacher showed

improvement in working on the SPED student's personal goals to help them at their pace. In

addition, one student moved to the school during the unit and therefore did not complete the pre-

assessment with the rest of the students. The new student showed, through their work, an

understanding of multiplying a 2-digit number by a 1-digit number and was placed in a group

accordingly. However, it would be better to have the student do the pre-assessment next time.

Using different activities and strategies within the unit, such as using the box method and

UPSC strategy, helped many students better understand multiplying a 2-digit number by a 1-digit

number. Students also used other activities during these lessons to help them learn the

information, such as using cubic blocks and value placement blocks. In the end, most students

showed growth. Unfortunately, it was difficult to fully assess the understanding of two of the

SPED students who frequently refused to participate in the lessons and refused to complete the

post assessment.
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In hindsight, a few things could have been done differently for this half of the unit. There

should have been more manipulatives for some of the students because some were visual or

kinesthetic learners. By using manipulatives, the visual and kinesthetic learners could have more

easily understood the material. Ways to bring in manipulatives into the lesson include more use

of the cubic blocks or placement value blocks with the box method. However, there was little

time given in the lesson for manipulatives. Also, the manipulatives could have helped the

students check their answers to see if they did their math correctly.

Regarding the UPSC strategy, a worksheet created with each box stating instructions

could be more effective than using blank printer paper. That way, the students would have more

structure and prompts for the information to put in each box. Creating a worksheet for the UPSC

strategy would also help the SPED students and may have reduced some of the instructional time

going over what went into each box. Then the students could focus more on the strategy and

solving the problem and less on creating the worksheet and struggling with what went where on

the paper.

Next time, better instructions should be included in the post assessment to help the

students organize their work and understand the directions, instead of having a box that stated

solve and another for an explanation. It would be easier for the students to have a space for their

method of solving the problem and then a space for them to put their final answer. Then the

teacher can see the student's work and not have to figure out where the final answer is. However,

having the students explain how they solved the question gave some insight into what the

students thought while they solved the problem, and it was helpful to check their understanding.

Therefore, it would be helpful to have the explanation as a question during small group rather

than on the final assessment.

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Post Assessment
(front)
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(back)
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Charts and Graphs

DATA COLLECTION CHART

Student Pre-Assess Box Method Intro UPSC Box Method Exit Ticket Box Method Ind. Post Assess
1 33 100 100 100 100 100
2 67 75 100 83 92 88
3 0 75 75 50 17 80
4 0 50 100 50 0 50
5 0 0 100 100
6 0 100 100 50 17 80
7 67 100 100 100 75 80
8 100 100 83 92 88
9 0 75 75 100 75 88
10 0 50 25 75
11 33 75 100 83 92 100
12 33 75 100 83 92 88
13 0 25 50 50 75 75
14 0 50 100 80
15 0 0 100 0
16 0 50 50 0
17 0 0 50 75
18 100 100 75 100
19 33 50 100 75
20 0 50 100 50 75 80
Note: Blanks indicate student did not complete assignment for the following reasons:
Student #8 did not take Pre-Assessment; new student
Students #5, 10, and 14-19 did not participate in activity; was working with SPED teacher.

Pre vs. Post Assessment Performance

100 100 100 100 100
100
88 88 88 88
90 80 80 80 80 80
80 75 75 75 75
70 67 67
60 50
50
40 33 33 33 33
30
20
10 0 0 0 0 0 0 0 0 00 00 0 0
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Student #

Pre-Assess Post Assess

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