Place Value Needs AnalysisAssessment Code: JNT2Place Value, Lecture notes of Accounting

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Place Value Needs Analysis Assessment Code: JNT

Place Value Needs Analysis Discussion of Instructional Problem A significant number of second graders struggle with the relationship between the ones and tens places, which is a prerequisite to subtracting two-digit numbers. The target group of students are 17 second grade students who are labeled as one grade level below in number and operations, ages 8-9. Students entering second grade should understand that a two-digit number represents amounts of tens and ones. Also, when given a two-digit number, students should be able to use concrete models or drawings and strategies to add or subtract multiplies of ten. The targeted students are unable to fluently subtract within 100 based on place value. Contributing Factors to the Instructional Problem A possible factor seen on homework contributing to this problem is parents pushing the traditional method of subtracting two-digit numbers. Most parents of these second graders were taught to line up the two numbers vertically and borrow one ten to give to the ones when needed. This procedure works but students don’t conceptually understand the exchanging of place values. In fact, Flores, Hinton, and Strozier state that “often, students who struggle memorize algorithms or number combinations and fail to grasp the underlying concepts that are required for future learning (2014).” Children lack the ability to explain the algebraic thinking and reasoning of regrouping and therefore rely on the algorithm. This procedure causes students that make errors when regrouping to not make sense of their answers and just move onto the next. Comparison of Conditions Current Conditions. Currently, my core math consists of ELL (English language learners) for the full 60 minutes and students with special needs for half the instruction. Adding to that, there is no paraeducator support in the classroom during math. Majority of the students

them into three groups: no regrouping, incorrect procedure, and correct regrouping. These were the next days groupings when we did math centers. At my station, I retaught any misconceptions and the other stations consisted of practice with that skill. Another source of data used to conduct the needs analysis was the results from the i- Ready math diagnostic test. Students were asked a series of questions in the following domains; number and operations, algebra and algebraic thinking, measurement and data, and geometry. Once students completed the assessment, i-Ready’s online program automatically placed students on or above grade level, one grade level below, or two or more grade levels below for each of the domains stated above. For this purpose, I focused on the number and operations domain. Based upon those results, i-Ready creates instructional grouping to meet the needs of each student. I used that instructional grouping and materials provided during math RTI (response to intervention). Discussion of Sources of Data Below is a table showing the results of the whole second grade class on the fall i-Ready math diagnostic assessment under number and operations. Overall, 17 out of 21 students are either one grade level or two grade levels below in the number and operations domain. Furthermore, the instructional grouping description of these 17 students state that, “those children with a low score in Number and Operations likely struggle with two-digit numbers and the relationship between the ones and tens places, and therefore also struggle with addition and subtraction of two-digit numbers (2019).”

Table 1 Fall 2018 i-Ready Math Diagnostic Number and Operations Grade Level Performance Student 1 Grade K Student 2 Grade 1 Student 3 Grade 1 Student 4 Grade K Student 5 Grade K Student 6 Grade 1 Student 7 Grade 1 Student 8 Grade 1 Student 9 Grade 1 Student 10 Grade 1 Student 11 Grade 1 Student 12 Grade K Student 13 Grade 1 Student 14 Grade 1 Student 15 Grade 1 Student 16 Grade K Student 17 Grade 1 Student 18 Early 2 Student 19 Early 2 Student 20 Mid 2 Student 21 Mid 2 Also, included below is the results of the exit tickets. I compiled the data based on the 17 students labeled one or two grade levels below in number and operations. Although all second graders participated and were included in the exit tickets, I solely focused on the 17 struggling students for the needs analysis. This table shows how many answers they got correct out of the three questions for each day of this lesson. There is also letters next to each score that represent common categories in which I created groups out of for the next days math centers. Those categories are no regrouping (NR), incorrect procedure (IP), and correct regrouping (CR).

recommendations for teacher-led instruction. This data directly related to students’ misconceptions and errors on the assessment. These techniques relate to the online designed instruction based on each student’s performance. When scoring each student exit ticket, I also included a letter code to help me organize them into three groups described earlier; no regrouping (NR), incorrect procedure (IP), and correct regrouping (CR). Those that fell into the NR group were those that didn’t understand the reorganization of units. For example, when a question asked students to write the number in standard form for 1 ten and 13 ones, those that were labeled NR answered something like 113 instead of regrouping and correctly answering it as 23. The group labeled IP made procedural errors such as forgetting to take away a ten in the tens place although brought ten over to the ones or adding a 1 to the ones place instead of 10 when regrouping. Finally, the CR group were those that correctly regrouped and followed the correct procedure overall. The CR group were then given more challenging work the next day in math centers such as regrouping with three- digit numbers which leads them into the next lesson in the curriculum. Results of Analysis According to the Fall 2018 i-Ready Math Diagnostic table, the majority of the class scored at a grade 1 under number and operations. The questions that was most commonly missed were read and write numbers up to 100, estimate quantities up to 100, compare and order numbers up to 100, and subtract two-digit numbers by grouping tens with tens and ones with ones. Place value is a huge tool in understanding base ten numbers. On the first day of lesson 8, subtracting two-digit numbers eleven students received a 0/3, four students got 1/3, and two students got 2/3. No students were able to correctly regroup day one. Looking closer into day one, I noticed ten students didn’t regroup and seven

students made a procedural error when trying to regroup. On day five, the last day of instruction; two of the students scored 0/3, three students got 1/3, seven students got 2/3, and five students received a 3/3. Analyzing deeper into the last exit ticket, I realized four students still couldn’t regroup, eight students made a procedural error, and five students correctly regrouped on all three questions. Looking at day one, none of the students could correctly regroup then on day five, five students were able to correctly regroup which is roughly about 29%. Comparing the first day of instruction to the last day, it shows great improvement. However, I’d like to see at least 80% of these students master this skill. Needs Analysis Evaluation and Need for Instruction All students could greatly benefit from instruction and practice with decomposing and composing tens and ones. As four students are unable to recognize various ways of writing a number. For example, decomposing13 tens as 130 ones, 10 tens and 30 ones, and so on. There are eight students who cannot follow the correct procedure when regrouping when subtracting. This involves composing more ones from a ten to accurately take away. Most of these students struggle with procedure which tells me that teaching the traditional algorithm method is not working. Instructional Goal Statement My instructional goal will target all second graders, but with the focus on the 17 students who are one or two grade levels below in number and operations. These students will be able to decompose and composing tens and ones when necessary using concrete models or drawings and strategies to fluently subtract within 100 based on place value. The performance context will be shown on exit tickets and the winter i-Ready math diagnostic test. On average 80% of these students will master this skill on the exit tickets. On the i-Ready math diagnostic, these students

References Flores, M. M., Hinton, V., & Strozier, S. D. (2014). Teaching Subtraction and Multiplication with Regrouping Using the Concrete-Representational-Abstract Sequence and Strategic Instruction Model. Learning Disabilities Research & Practice (Wiley-Blackwell) , 29 (2), 75–88. https://doi-org.wgu.idm.oclc.org/10.1111/ldrp. Curriculum Associates, LLC. (2019). i-Ready. Retrieved from https://login.i-ready.com/educator/dashboard/math