Date 1/22/2019 1/23/2019 1/25/2019 1/28/2019

Objective/TEK 7.6 Umbrella- 7.6 Umbrella- 7.6 Umbrella- 7.6- SWBAT solve
Problems involving Problems involving Problems involving problems involving
Probability Probability Probability QUIZ experimental and
theoretical
probability

Stanford 80% 96% 79% 75%

Brown 88% 89% 54% 73%
A&M 67% 89% 58% 42%

Total % Mastered 78.20% 91.33% 63.67% 63.33%

What was the Students did not Students that Students primarily Students that
common setup proportions missed the second struggled with the struggled failed to
misconception? correctly, which question about the probability-ratio differentiate
(Where did thus made the pie chart and question and the between either
students make a multi-step problem percentages found true/false detailed experimental and
mistake?) impossible to solve. the difference statements. For theoretical
between the two the latter, students probability and/or
indicated did not draw a struggled with
percetages versus picture to help them fraction to
that of the actual solve the wheel percentage and
student amount question, thus vice versa
that was being resulting in conversions.
asked to be misinterpreting
calculated detailed statements
(essentially missing and not having a
a final step) visual aid to help
them in their
analysis. For the
former, students
were able to find
the multiplicative
relationship
between the two
indicated bean
flavors; however,
they failed to
answer the actual
question at hand,
asking for the
estimate TOTAL in
the new bag,
versus that of only
one flavor or the
multiplicative
relationship itself.
Why did they Given the high Given the high (see above) Students forgot the
make this error? percentage of percentages, those difference between
students who that missed this experimental and
scored above a part were simply theoretical
passing, the not reading the probability and did
students that made word problem not reference their
the setup error carefully. notes.
primarily did not
annotate the
problem or utilize
the correct
numbers in the
correct placement
for the proportional
setup.

Error is in
computational gap--
explicit practice will
Error is in the word Error is in the word occur for A&M only
problem analysis problem analysis on their MAP Math
Word problem and not in the and not in the Block, reteach plan
deconstruction is a performance of the performance of the will include more
spiraled skill skill itself. Word skill itself. Word problems
throughout ALL problem problem scaffolded to slowly
lessons, additional deconstruction is a deconstruction is a reintroduce today's
practice will take spiraled skill spiraled skill problems in the
How do you plan place through throughout ALL throughout ALL middle portion of
to reteach? following lesons. lessons. lessons. the lesson
 Date 1/30/2019 2/4/2019 2/5/2019 2/6/2019
Objective/TEK 7.6- SWBAT solve 7.9B- SWBAT 7.9B- SWBAT 7.9B- SWBAT
problems involving investigate and investigate and investigate and
experimental and calculate the calculate the area calculate the area
theoretical circumference of a of a circle of a circle
probability (A&M circle
Reteach)

Stanford 96% 66% 100%

Brown 94% 54% 100%
A&M 76% 75% 53% 100%

Total % Mastered 76.00% 88.33% 57.67% 100.00%

What was the Students for the Students Students took the During the lesson,
common most part successfully diameter value and students were still
misconception? annotated reproduced the decided to square confusing diameter
(Where did accurately, formula for the it, versus and radius values;
students make a extracted the circumference of a calculating for the however, for the
mistake?) necessary circle: pi(d) and radius by dividing exit ticket, all
information to were able to the diameter by 2. students were able
solve, and set up annotate word to successfully
equations and problems square the radius
calculated accurately to value to solve for
conversions extract the diameter area.
accurately. value.
Why did they (see previous day N/A Students are not
make this error? for initial error identifying the
thoughts) correct parts of a
circle accurately or
are rushing to solve
with which numbers
are immediately
provided within
pictures or within
the problem.

Some students still There are a handful

have computational of students who are
gaps present, but still unable to Additional practice
are otherwise able multiply with with area and
to distinguish fluency. Extra circumference will
between practice on this skill occur tomorrow,
experimental and takes place through with an extended
How do you plan theoretical M-Th Math quiz checking for
to reteach? probability Intervention. mastery.
 Date 2/7/2019 2/11/2019 2/11/2019 2/12/2019
Objective/TEK Quiz on 7.9B 7.9A- Rectangular 7.9A- Triangular 7.9A- Triangular
Prisms Prisms Prisms

Stanford (see GradeCam) 100% RETEST 100%

Brown (see GradeCam) 100% RETEST 89%
A&M (see GradeCam) 100% RETEST 78%

Total % Mastered #DIV/0! 100.00% #DIV/0! 89.00%

What was the N/A Students who
common struggled did not
misconception? properly identify
(Where did corresponding
students make a values for base
mistake?) area values.
Why did they N/A
make this error?

Students who
made this error did
not follow along
step-by-step during
the INM portion
and/or have
computational
gaps.

Reteach will occur

following pyramid
reteach, to help
students distinguish
features and
formulas between
How do you plan triangular prisms
to reteach? N/A and pyramids.
 Date 2/13/2019 2/14/2019 2/19/2019 2/21/2019
Objective/TEK Volume of Volume of TELPAS Writing Intro to Surface
Pyramids and Pyramids Day Area Lab
Cones (Cones (Pyramids Focus
Focus for ET) for ET)

Stanford 88% 92% 73%

Brown 68% 85% 75%
A&M 41% 60% 60%

Total % Mastered 65.67% 79.00% #DIV/0! 69.33%

What was the Students in Students were able Students were solid
common Stanford and to identify the area in calculating for
misconception? Brown were able to formula for the volume, yet
(Where did process steps and proper base; struggled with net
students make a follow them. however, students to figure
mistake?) Behaviors in Brown that got the conversions for
and a refusal of five question incorrect surface area
students to struggled with specifically,
complete their exit formula especially when not
ticket and show applications related all values were
work resulted in low to fractions and labled.
percentages for dividing by the
Brown. For A&M, proper reciprocal of
Mr. Ivan's small the fraction.
group was unable
to get to the exit
ticket in time and
computational gaps
are still in
existence.
Why did they (see above) Students who Students did not
make this error? made this error label all side
either did not divide lengths based on
the base value corresponding
product by 2 or the information given.
total formula value
by 1/3.

No reteach can
occur at this time,
as the primary
focus needs to now
be on pyramid
volume
calculations.

Review is planned
for next week prior
to EOU
Assessment, More net-picture
intervention problems will be
How do you plan practice is focused integrated into
to reteach? on this current unit. review practice.