Marco: Growth Over Time - Math

Initial Assessment:
The beginning-of-year math assessment asked students to name numbers 0 through 20 by
sight (not in order).

Naming 0 - 20:
Assessed: 8/22
Known: 6, 2, 7, 4, 1, 0, 8, 5, 3, 10 (10 total)
Confusions: says 8 for 9, 20 for 15, 20 for 12

Mid-Semester Assessments

The earlier assessment was repeated at the beginning of October. Scores for a couple focus
students improved somewhat. Overall, they did not grow at the rate of the reading scores.
Since the main focus up to that point had been kindergarten procedures and letter-specific work,
we hadn’t actually done any math units at that point, though we had practiced representing
numbers in different ways and used math weekly at calendar time. Calendar math incorporates
the following concepts: counting by ones, fives, and tens; using tally marks; using a ten-frame;
and identifying shapes.

Counting:​ (Begin at 1 and count on)

10/3
Counted to 39, then went back to 20.

Counting 20 Objects:
10/3
Successfully counted all 20 - good 1:1 pointing.
Naming Numbers (0-20):
10/3
Known: 10 total - no change
Confusions: says 6 for 9

Making numbers different ways:​ Match the number to a picture that represents in (i.e. 3 matches
the picture of 3 hearts)
Assessed 10/19
Score: 2/7
Ten-Frames: ​Fill in the ten-frame to match a number
Score: 7/9
Assessed 10/19

Counting Objects:​ Write the number of objects in each group.

Assessed 10/19
Score: 14/15

Writing 1 - 20:
Assessed 10/19
Successfully wrote 1 - 7
 Work on Fall Math Concepts
After the first quarter ended, we began to add math to the daily rotation in kindergarten. Our
two main math focuses were addition within five and two-dimensional shapes.

Addition Unit:

General observations: Marco succeeded at the addition unit from the beginning. On the carpet,
he was easily able to manipulate and use his ten-frame to help him solve addition problems, but
he could also typically solve them by using other strategies (counting objects on paper, counting
on fingers, etc.)

Examples of work:
Marco was highly successful at all tasks given during the addition unit. Below are typical
examples of his work during practice time. Marco consistently got all (or almost all) of his
answers correct. Though he wrote several numbers backward, he clearly had control over what
each of those numbers represented.

Notes from small group meeting on 10/8:

Marco led his group in answering my questions at our meeting. (What do we do next? etc.). He
was consistently able to solve the addition problems I gave his group and was always the first or
second one to finish.
10/29 - Practice addition work
Mateo was able to solve all addition problems correctly as well as write number sentences that
matched the dominoes.

11/5 - Practice addition work

Mateo was able to solve all addition problems correctly again.
Number reversals: 1 (consistently), 5 (consistently)
Post-Assessment:
On the post-assessment, Marco correctly filled in all the ten-frames. However, he wrote one
answer down as 4 instead of 5.
Given his consistent success rate on all of the addition related work we completed, I believe he
has a firm grasp on the concept of addition within five in spite of this mistake.
2-D Shapes Unit:
During the two-dimensional shape unit, Marco continued to succeed. He was part of the group
that earned a perfect score on the pre-assessment, and he was one of the students who was
able to name attributes of shapes without much prompting.

11/29 - Shape sort

Score: 14/14
(Note - because the ferris wheel’s background created confusion about the picture, I accepted it
as both a rectangle or a circle).
Naming Numbers Assessment 0-20:
Given 12/3
Known: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 20 (13 total - grew from 10).
 Discussion & Analysis:

Current Math Knowledge:

● Numbers: Marco demonstrates clear control over numbers within 5 and some control
over numbers within 10.
● Addition within 5: Marco is consistently successful when solving addition problems within
5. He can do so with or without the use of physical manipulatives. When given a picture
(such as a domino with 2 dots and 3 dots), Marco can also create a number sentence
that represents an addition problem within 5.
● Shapes: During the beginning of our shape study, Marco demonstrated clear knowledge
of the following shapes: square, circle, rectangle, and triangle. When identifying and
sorting these shapes, Marco was always highly successful.

Potential Future Progress:

● Naming numbers: Marco has mastered naming numbers 0 - 10 and is ready to begin
learning the teen numbers, which puts him on par with the rest of his kindergarten class.
● Counting: Marco is continuing to work toward the goal of counting to 100 by ones.
● Addition: Marco has mastered addition within 5 and is ready for addition within 10. He
demonstrates clear control over many aspects of this concept, including: finding the sum,
creating addition sentences, and representing addition sentences with drawings.
● Shapes: Marco has mastered the four 2-D shapes that have been introduced to his
class. He is ready to learn the final 2-D shape (hexagon) and move on to identifying 3-D
shapes.

Strategies for the Future:

● Naming Numbers: Create a Go Fish game with teen numbers to incorporate as a math
center.
● Naming numbers: Bring back the playdough number center and adjust it to reflect
numbers 11 - 20. (Center features papers in dry erase sleeves. Center instructions:
Make the number with playdough. Write the number with a marker. Make that many
playdough dots in the ten-frame.)
● Naming Numbers:: Create a number book for numbers 11 - 20. Each page of the book
should have number writing practice and practice for representing the number in different
ways (pictures, tallies, ten-frames, etc.)
https://www.teacherspayteachers.com/Product/Tricky-Teens-Number-Book-Teen-Numb
ers-11-20-Draw-Write-and-Eat-1431103
● Counting: Sing and move to the “Count to 100 Song” by Jack Hartmann every day in
class.
● Addition: Add addition-focused math centers. Students should be able to choose to add
within five or within ten. Examples of centers:
○ Dice addition: roll & add - play against a partner to see whose answer is biggest
○ Puzzle matching: Match the addition problem to its answer to solve the puzzle
● Shapes: Create shape art (using shapes cut from construction paper). When done, write
to describe the art. Note how many of each shape you used.