Below is a chart I made to easily look at the data I collected from both my pre-assessment and post assessment.

I have taken out the names of students for confidentiality reasons. (Pre-Assessment results vs. Post Assessment Results)

Task

Completed Successfully

Did not complete successfully

% completed successfully

Students who did not complete tasks where 70% or more did

Count from 1-20 Write the # 11 Write the # 15 Write the # 17 Make a group of 5 Make a group of 11 Make a group of 14 Determine # of objects in group Explain meaning of 1 ten and 6 ones in the # 16 Identify 8/10 #s from 11-19 correctly

17/19 vs. 19/19 15/19 vs. 16/19 7/19 vs. 14/19 13/19 vs. 16/19 19/19 vs. 19/19 16/19 vs. 18/19 8/19 vs. 18/19 15/19 vs. 19/19 0/19 vs. 8/19

2/19 vs. 0/19 4/19 vs. 3/19 12/19 vs. 5/19 6/19 vs. 3/19 0/19 vs. 19/19 3/19 vs. 1/19 11/19 vs. 1/19 4/19 vs. 19/19

89% vs. 100% 79% vs. 84% 37% vs. 74% 68% vs. 84% 100% vs. 100% 84% vs. 95% 42% vs. 95% 79% vs. 100%

19/19 vs. 11/19 0% vs. 42%

8/19 vs. 18/19

11/19 vs. 1/19

42% vs. 95%

Based off this data, I am able to see that my students made gains in every one of my objectives. This was especially true for being able to write the number 15, make a group of 14 bears, explain the meaning of 1 ten and 6 ones in the number 16, and identify at least 8/10 numbers from 11 to 19.

The objective that the fewest number of students knew was explaining the meaning of a teen number being one group of ten and extra ones. This is a very difficult concept for Kindergarten, especially when some of them are still working on skills in the 1-10 range. The first time I introduced this concept was during my place value and ten frame lesson. One of my anecdotes for this lesson was, After asking the class what they noticed about the teen numbers I turned to Macuoc (who needed a partner), asked him the question again and he looked at me blankly. Other anecdotes from that day included, When I called on Noah to share an idea he said I dont know. After observing the class through this lesson and looking over these anecdotes I could tell that I would need to slowly introduce the concept because even my highest achieving students (Noah and Macuoc) could not answer the questions I was posing. I knew some of the students were catching on to this objective during the train ten frame center. I changed my assessment for this lesson and decided to record it so I could remember exactly what they said. This time, when I asked the question, What do you notice about this ten frame. One student said, There is one extra one in the second part when we represented 11. When I brought up that 10+1=11 and asked why that is one student said, You have the ten and then one more is eleven. Therefore, over the course of my lessons some students were able to see these patterns and others just got really good at representing them on ten frames! Again, I know that most everyone has the ability to make a group of something when given a specific number. I can prove this from my summative assessment as well as my observation of the pan balance activity. As I was walking around the room I was watching as the students counted a specific number of unifx cubes to put in the pan. If they miscounted they were able to go back and count again. Lastly, because the connection at the end was made that if there is a larger number of unifix cubes in one pan than the other than the first pan will be heavier. This connection would not have been able to be made if they were not counting in the right number of unifix cubes that their card told them to put in the pan! Lastly, one thing I noticed from the summative assessment was that some of the students when writing their number would write 15 as 51. I know they will change with time, but at least they are getting the two numbers correct!