Student Work: Week 9

Student Work #1

          This is a piece of student work (a formative assessment given mid-week) completed this week during my guided lead teaching. The first three days we spent talking about what place value is, how to represent it, and how to write numbers. This question asked the student to write out the number 5, 059 in word form. Shown above, instead of writing out "five thousand fifty-nine," the student wrote out the place value for each number. Although these are related, I think the student looked at the number and thought about what each digit represents.

          The next steps for this would be to practice writing numbers in a more authentic way. For example, the day I taught this, I was supposed to teach my students how to write checks. Although this would have been the ideal plan, it was hard to jump into writing checks when the students had no background knowledge on this. I would ask the students: What does 5 tens represent? Do we have to say zero hundreds when there are not any? The next step would to practice writing numbers more authentically. Although checks are becoming less popular, it is still an important life skill for students to have.

Student Work #2

          This is part of a summative assessment given from the last unit on beginning multiplication. During this unit, we talked about grouping items, adding the same number together multiple times, and writing multiplication sentences. I chose this piece of student work because I was most impressed with how the student showed how the student made a multiplication sentence. As you can see, this student first drew 31 boxes, then she broke them up into five each. I liked the way the student wrote this problem out and drew the boxes to write a multiplication sentence. 

          The next steps for this student would be to practice writing multiplication sentences in a more authentic way. For example, I would like the student to begin to create and respond to multiplication problems without addition. I would ask my students: What does 5+5+5+5+5+5=? What's another way to write this out? Create one multiplication problem for your classmates.