Reflect and Connect Blog 3

Standards
MAFS.K.CC.1.3- Read and write numerals from 0 to 20. Represent a number of objects

with a written numeral 020 (with 0 representing a count of no objects).

http://www.cpalms.org/Public/PreviewStandard/Preview/4908
MAFS.K.CC.2.5- Count to answer how many? questions about as many as 20 things
arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered
configuration; given a number from 120, count out that many objects.
http://www.cpalms.org/Public/PreviewStandard/Preview/5289

The Learning Objective

Compose and decompose numbers from 11-19 into ten ones and some further ones (e.g.
by using objects or drawings), and record each composition or decomposition by a

drawing or equation (e.g. 18 = 10 + 8).

Gain an understanding that the numbers 11-19 are composed of ten ones and one, two,
three, four, five, six, seven, eight, or nine ones. (Kindergarten students should see
addition and subtraction equations, and student writing of equations in kindergarten is
encouraged, but it is not required). We will replace the word and with the symbol +, it

isn't required but we should expose them to its meaning.

Students explore and represent numbers 11-19 using representations, such as
manipulatives or drawings by using the SMP 4. Using group-able models, snap cubes, or
connecting cubes allows students to clearly reflect the relationships of ones and tens, and
hundreds for which the ten can actually be made and grouped from ones. It is important
that students construct the concept of place value rather than having the concept of place
value shown to or told to them.

This task is important to students learning in my classroom because students in kindergarten

would need to be able to apply mathematics in the real world as they get older. Some

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students struggle to understand math concepts and they need manipulatives to help them
better understand the concepts. The SMP 4 that I used to help students identify the teen
numbers. They had to build the numbers given, from 10-19. Students are able to identify
important quantities in a practical situation and map their relationships using such tools as
diagrams, tables, etc. (Van De Walle, 2016, p. A-2) Students were able to identify that there
are 1 group of tens and 3 more, and etc.
Misconceptions

Students will think of a two-digit number additively in terms of ones. Example: 13 is

thought of as 1 + 3 rather than 10 + 3.

Recording a number that has zero ones. Example: 1 ten +0 ones = 1 instead of 10.
Inadequate part-part-total knowledge for the numbers 0 to 10.
An inability to trust the count.
Little or no sense of numbers beyond 10 (e.g., fourteen is 10 and 4 more).

Formative/Summative Assessment
The formative assessment that I used was showing tens and ones and the students and to
write how many tens and how many ones. When I gave the pre-assessment the students were
asking what it was and they didnt know what to do. I explained that the need to write how
many tens and how many ones but I didnt say how many groups of ten they are. Then I gave
the students the formative assessment which was interactive math table centers which included
linking cubes, tens frame, pipe cleaners and beads, stickers on construction paper, and tally
marks on a mini whiteboard. Students needed to not only build the numbers 13 and 14 but also
the numbers that were introduced to them earlier in the week, 10, 11, and 12. This formative
assessment was appropriate to monitor student learning because they had to build the number
using multiple ways, which was part of the SMP that my group member and I picked out, which
was SMP 4- model with mathematics to construct visual models using concrete or virtual

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manipulatives, pictures, or drawings to represent problems in multiple ways. It also aligned with
the learning objectives because students needed to understand how to decompose the teen
numbers and then compose then using many different ways as stated above. They also needed to
gain insight in understanding the numbers 11-19 and comprehend the and is adding __more.
The summative assessment was the exact same thing as the formative just on paper and students
needed to apply what they have learned to represent the numbers 11-19 using ten frames, linking
cubes, write the missing number on a number line, and determine which number is greater or
less. It was a little more in depth and covered past content that students should have
remembered. When scoring the summative assessment, I realized that all of the students except
for one was able to understand that there was 1 group on tens and ___ more. The rest of the
class kept saying that there was 10. That wasnt completely wrong, because there is 10 but I was
asking for a group and all the students struggled with that. I would need to reteach the concept of
groups of ten to help them understand more.
Graph Students Results
Names
1
2
3
4
5
6
7
8
9
1
0
1
1
1
2
1

Tri.
Ti.
Nof.
Ay.
Ke.
Li.
Ha.
Al.
Ch.
Em.

Pre-Assessment
Scores
83%
50%
83%
83%
83%
66%
100%
66%
Absent
100%

Post-Assessment
Scores
71%
64%
71%
92%
57%
71%
71%
64%
64%
64%

Vi.

100%

71%

Lu.

100%

71%

Ev.

100%

71%

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3
1
4
1
5
1
6
1
7
1
8

Dez.

Absent

Absent

Gr.

100%

71%

Jai.

Absent

78%

Oli.

66%

64%

Nat.

66%

50%

Reflection Questions
The assessment tool was appropriate to determine student learning needs and aligned with
the learning objective because students needed to compose and decompose numbers from 11-19
into ten ones and some further ones (e.g. by using objects or drawings), and record each
composition or decomposition by a drawing or equation (e.g. 18 = 10 + 8). Students were able to
gain an understanding that the numbers 11-19 are composed of ten ones and one, two, three, four,
five, six, seven, eight, or nine ones. They were also able to explore and represent numbers 11-19
using representations, such as manipulatives or drawings. Using group-able models, linking
cubes to help students to clearly reflect the relationships of ones and tens, and hundreds for
which the ten can actually be made and grouped from ones.
The standards also was appropriate because the students needed to be able to read and write
numbers 0-20 with a written numeral 020 (with 0 representing a count of no objects).Students
also were need to count to answer how many? questions about as many as 20 things arranged
in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration. I
asked, how many are in this tens frame? and the students answered back 13 or they answered
14. This showed that students were able to count and answer correctly. Students know how to
count and see a number and use manipulatives to build those numbers. Students were very

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strong on counting the numbers and using the table centers but they struggled in identifying that
13 is a group of one ten and three more. Some students understood and others needed more
clarification, but this happens with time.
To better differentiate this lesson on my students needs I would have students write and draw
the numbers 11-19 using the ten frames, tally marks, and linking cubes and use money. Students
can also represent the numbers 11-19 with food and I will make a game that I would to explain
before they played. In this game students will have the sentence 10 and 4 more and then
students would need to look around the room for the number. This will go on from 11-19. This
will help students think backwards instead of giving the number first they will find the number
last.
The assessment selected will/could meet the needs of ELLS because the assessment has
mostly numbers and numbers looks the mostly the same. The directions for the assessment
would be given in their first language so all students can feel that they are being represented in
the classroom. I can also pull the ELLs aside for a one-on-one so they can fully understand the
assessment.
I learned that my students need more time to better understand the concept of teen numbers
and have 1 group of tens and ___ones. I would make sure for next time that I would have
students go to all the different centers so they can have a chance to learn.