Kaitlyn Coirazza

EDUC 5904
Data Analysis and Action Plan
June 8th, 2017

4th Grade Math

District Wide:
Before looking through the district wide math data for fourth grade, I predicted that students
would struggle more with constructed response than multiple choice as many elementary students have
more difficulty explaining their mathematical thinking. As someone who does not currently teach any
math, this is as far as my predictions went since I dont have any background knowledge on what
mathematical concepts students usually struggle with the most. When I looked at the data, I
immediately noticed the many strengths. Students have an excellent understanding of operations and
algebraic thinking (including the four operations, whole numbers, factors, multiples, and patterns) as the
majority of these questions were in the green, with 65% or more students receiving full credit.
Additionally, students seem to have good understanding of number and operations in base ten and
place value. Finally, I observed that this district is incredibly strong in math, as the district is
outperforming the region in the majority of standards and questions.
However, there were a few standards that proved difficult for students in this district. First,
while students seem to understand equivalent fractions and how to order fractions from least to
greatest, it is clear from the data that the districts weakest domain is in fractions. Students do not
understand how to build fractions by applying and extending previous understandings of operations on
whole numbers. Specifically, the district struggled the most with NF.3D, in which students are asked to
Solve word problems involving addition and subtraction of fractions referring to the whole and having
like denominators by using visual fraction models and equations to represent the problem. The district
scored a 40% in this question with a -5% gap to the region. Standard NBT.5, where students are asked
to multiply numbers using equations, rectangular arrays, and/or area models, was also in the red,
scoring a 38% with a -9% gap to the region. Students also need to improve their knowledge of
geometry, focusing on standards G.1, Draw points, lines, line segments, rays, angles (right, acute,
obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures, and G.3,
Recognize lines of symmetry. Finally, the district also scored in the red for MD.3, Apply the area and
perimeter formulas for rectangles in real world and mathematical problems, and MD.7, Recognize
angle measure as additivesolve addition and subtraction problems to find unknown angles on a
diagram in real world and mathematical problems.
Based on these observations, I noticed a connection between the types of problems students
were missing. First, it seems that students may have difficulty applying their mathematical knowledge
to real world, word problems as all the lowest standards involved solving word problems. Additionally, I
wonder if students in this district may have been taught a lot of mental math, as all the lowest standards
involve solving using a variety of models including fraction models, arrays, area models, and equations.
Or, I wonder if teachers only taught one way to solve each kind of problem, instead of teaching a variety
of methods? Of course, these are all speculations, but these speculations helped me come up with next
steps for instruction.
District Wide Instructional Focus:
1. Reteach Fractions (Standards NF.3D, NF.4B, NF.4C)
Day 1: Day 2: Day 3:
Addition and Subtraction Addition and Subtraction Addition and Subtraction
of Mixed Numbers (with of Fractions using of Fractions using
like denominators) Fraction Models Equations

o I Do o Clear, Explicit o Clear, Explicit

o We Do Modeling Modeling
o You Do o You Do Practice o You Do Practice
*Pull small *Pull small
Exit Ticket group to provide group to provide
extra support as extra support as
needed needed

Exit Ticket Exit Ticket (Fraction

Models and Equations)
*Submit to Grade Level
Chair

Day 4: Day 5: Day 6:

Addition and Subtraction Addition and Subtraction *TBD
of Fractions: Real World, of Fractions: Real World, (Grade Level Chair will
Word Problems Word Problems determine based on Exit
Ticket results)
o Clear, Explicit o We Do
Modeling o You Do
o We Do *Small group as
o You Do needed

Exit Ticket
 Exit Ticket (Submit to
Grade Level Chair)

*Based on Exit Ticket results, teachers should pull a small group in the morning to provide
additional, targeted support

2. Reteach Geometry (Standards G.1 and G.3)

Day 1: Day 2: Day 3:
Identifying Geometric Drawing Geometric Identifying and Drawing
Figures (points, lines, Figures (points, lines, Lines of Symmetry
line segments, rays, line segments, rays,
angles, perpendicular, angles, perpendicular, o Clear, Explicit
and parallel lines) in and parallel lines) in Modeling
Figures/Real Life Figures/Real Life o We Do
Problems Problems o You Do Practice

o Recap o Clear Modeling, Exit Ticket

Definitions of I Do
Figures o We Do
o We Do o You Do
o You Do
Exit Ticket
Exit Ticket

*Based on Exit Ticket results, teachers should pull a small group in the morning to provide
additional, targeted support

3. Reteach Measurement (Standards MD.3 and MD.7)

Day 1: Day 2: Day 3 and 4:
Finding Area and Finding Area and Finding Angles using
Perimeter in Real World, Perimeter in Real World, Addition and Subtraction
Word Problems Word Problems
o Clear, Explicit
o Modeling with o We Do Modeling
Think Alouds o You Do o Think Alouds
o We Do *Pull small o We Do
o You Do group to support o You Do Practice
as needed
Exit Ticket Exit Ticket
Exit Ticket

*Based on Exit Ticket results, teachers should pull a small group in the morning to provide
additional, targeted support
 4. Recap Multi Digit Arithmetic
Day 1: Day 2: Day 3 and 4 (as needed):
Multiplication using Multiplication using Area Multiplication using
Arrays- Word Problems Models- Word Problems Equations- Word
Problems
o Quick Model o Quick Model
o We Do o We Do o Quick Model
o You Do o You Do o We Do
o You Do
Exit Ticket Exit Ticket
Exit Ticket

*Based on Exit Ticket results, teachers should pull a small group in the morning to provide
additional, targeted support

Classroom:
After analyzing Lesson 36 Exit Tickets, I observed that 12/13 students understand how to solve
multiplication problems using the area model. However, 10/13 students have not mastered solving
multiplication problems using the standard algorithm. While many of these students correctly set up
the problem, they simply transferred over their calculations from the area model, showing that they did
not understand how to solve using the standard algorithm. To address this misunderstanding, I would
recommend re-teaching how to solve multiplication using the standard algorithm.
Day 1: Reteach Standard Day 2: Reteach Standard Day 3: Reteach Standard
Algorithm Algorithm Algorithm

o Commend students for o I Do with clear, explicit o I Do (only if needed

using area models well
o Explain the classs grow-
solving using standard
algorithm
o I Do, with clear,
explicit modeling
o We Do
o You Do with teacher
support
Exit Ticket
modeling based on exit ticket
o We Do results)
o You Do with targeted o We Do
teacher support in a o You Do with targeted
small group based on teacher support in a
exit ticket results from small group based on
yesterday exit ticket results from
yesterday
Exit Ticket
Exit Ticket

*If there are students still struggling with the standard algorithm after giving the Day 3 Exit Ticket, it is
recommended to pull that small group of scholars 3x15 until mastery.
 Additionally, after looking at Lesson 27 Exit Tickets, I observed that the majority of students
have an excellent understanding of division! 11/13 scholars seemed to understand most of the division
process: divide, multiply, subtract, and bring down. However, there were 4 students who did not repeat
this process after completing their first divide, multiply, subtract, and bring down. They divided and
multiplied the second time, but did not complete the division process all the way to 0. However, they
still got the correct answer, which makes me infer these students may have rushed to finish when they
knew the correct answer. However, I would recommend that these four scholars (Guiliana, Racquel,
Ana, and Euna) be pulled in a small group for 20 minutes in the morning one day to address this error.
Morning Group: Guiliana, Racquel, Ana, and Euna
(1 Day, 20 Minute Division Process Recap)

o Give Glow- students understood the division process

o State the Error- didnt complete the entire division process on exit ticket
o I Do- show students their error and model how to complete the division process all the way to
0
o You Do- teacher will observe and provide support as needed

After looking over the same exit tickets, I observed that there are two students who were
unable to solve using standard division. These two scholars drew the total number in dots and then
divided them up into groups. Based on their exit tickets, I can infer that these students significantly
struggle with division and need more targeted and intensive teacher support to learn how to solve
division problems more efficiently. Therefore, I recommend pulling these two students (Cody and
Isabella) in a small group, 3x20 minutes.
Morning Group: Cody and Isabella
Reteach Division (3x20 until mastery)
o Give Glow- students understand what division means
o State the Change- we need to use standard division to solve most efficiently
o I Do, clear and explicit modeling
o We Do, using white boards (teacher leads, asks students what to do next)
o I Do, with intensive teacher support

Finally, I looked at Lesson 19 Exit Tickets. Based on student work, I observed that 12/13
students did not mark up the question. These students did not circle important numbers or key words
in the question. Additionally, I noticed that 10/13 scholars were able to complete the division process
correctly, but were unable to provide the full, correct answer in writing. This made me infer that these
scholars did not fully understand what the word problem was asking them, especially as these students
did not mark up the question. Therefore, because 10/13 students are the majority of the class, I would
recommend a whole class reteach on solving division word problems, specifically focused on
understanding what a word problem is asking.
Day 1: Reteach Division Word Day 2: Reteach Division Word Day 3: Reteach Division Word
Problems Problems Problems

o Model Marking Up Word o Recap Word Problem o We Do

Problems Strategy o You Do with targeted
o Give Strategy for Word o Model 1 Time teacher support based
Problems o We Do on exit ticket results
-Read it once o You Do with teacher from yesterday
-Read it again, marking support
up important numbers
and key words Exit Ticket Exit Ticket
-Read it a third time (Based on results, teacher may
thinking about what it is need to provide intensive
asking me support to a small group of
-Write an answer students in the morning until
statement (i.e. She can improvement is shown)
make ____ pages with
____ pictures left over)
-Solve the problem
-Fill in your answer
statement
-Check your answer
o Explicit Model of
Strategy
o We Do (teacher leads,
asks students what to do
next)