EDU330-NAEYC Elementary Mathematics Tutoring Project

Jennifer Saloio

December 9, 2018
Introduction

For this tutoring project, I was placed with a third-grade student from East Garfield

Elementary school named Alissa. East Garfield is an inner-city school with high rate of poverty

among its students. For our tutoring sessions, we worked in Ms. Carducci’s tutoring room. This

was a challenge at times because there were often other students being tutored in there at the

same time and people were always going in and out. However, Alissa’s excitement to be there

really helped me to stay on task and focused during our sessions. Alissa has a lot of energy and

often told me that she loved to do math and that she was excited to be there. Her sweet and

bubbly personality made our time together very enjoyable.

Unfortunately, I was unable to meet with Alissa often enough due to her poor attendance

to school. For this reason, I was placed with a fourth-grade student named Ziare for my final

three sessions. Ziare is much quieter and more reserved than Alissa, he always had a polite and

hardworking attitude. Ziare was extremely mature for his age and I often felt like I was working

with a seventh or eighth grader rather than a fourth grader. He always accepted the challenge of

the material presented and did it with a smile.

Diagnostic Screening Test Outcomes

Before administrating the diagnostic screening test to the students, I first took some time

to get to know them and for them to get to know me. I asked about their favorite subjects in

school, favorite things to do and things like that (Cook et al., 2018). Both students were shy at

first, but they eventually opened up to tell me more about themselves. Alissa in particular was

very chatty and told me all about how excited she was for the upcoming holiday of Halloween.
Ziare, on the other hand was much more reserved and would answer politely but not really open

up any more than this.

Once I got to know the students a little bit and helped them to feel more comfortable, I

presented the test to them. I told them that some questions might be very easy, and others a little

more challenging, but that I wanted them to do their very best and answer each question as best

they could. For Alissa, I read each question aloud to her as she was having some trouble

understanding the questions. It was evident by her demeanor whether she knew how to complete

the answer or if she was guessing. If she knew the answer she usually would say “this is too

easy!” where as if she did not know the answer, she would shrug her shoulders saying “this is so

silly” and then proceed to write down seemingly random numbers. Ziare, on the other hand, was

much more reserved while taking his test. I asked if he would like me to read the questions to

him, but he told me that he would rather read it on his own. Since Ziare is a grade above Alissa,

there were many more problems that he was able to complete. One thing that stood out to me

while Ziare was taking his test, is that he often knew the procedures for certain problems, but had

trouble doing the actual math operations.

Something that was particularly interesting to me was seeing the difference in scores

between the two students. Just by being one grade apart, Ziare was much more mature and able

to complete, even if not accurately, a much higher portion of the test than Alissa. Ziare

completed the test with an overall score of 3.8 where as Alissa completed the test with an overall

score of 2.3. Although this does not seem to be that large of a gap, what these scores do not show

are the equations that Ziare showed procedural fluency but made mistakes in the math problems

within the procedure (Burns et al., 2015). This procedural fluency was not evident in many

equations for Alissa, as it was obvious that there were many answers that she was guessing.
 When looking at the sub scores of each of the students, multiplication and division were

easily the largest problem areas for the two students. Alissa had a final score of 0 for

multiplication and 3.2 for division, and Ziare finished with a final score of 4.0 in multiplication

and 3.2 in division. This problem seemed especially evident in problems involving multi-digit

numbers. The last couple of pages involving fractions and decimals were also an area of

difficulty for the students. Alissa was not able to correctly answer any problems on these pages

and Ziare was only able to correctly answer 2 problems. When asked, neither of the students said

that they remember dealing with numbers in this way. One thing that I found interesting with

Alissa, was that she had a particularly hard time with subtraction. Even simple one-digit

subtraction problems seemed to be a problem for her. For this reason, I decided to start with the

basics when working with her and try to help her gain a better understanding of subtraction. My

goal with Alissa was to work on gaining a conceptual understanding of subtraction before

moving on to the bigger issues like multiplication (Burns et al., 2015). As for Ziare, I noticed

that he had most difficulty when dealing with double digit multiplication problems. Although he

understood that you are supposed to carry numbers over, he often got the numbers mixed up or

multiplied the wrong numbers. For this reason, I set the goal with him, to understand how to

multiply two-digit numbers.

When planning for these tutoring sessions, I decided to first start with the basics for each

student. I created review sheets of subtraction and addition problems for Alissa to try and gain a

better understanding of her needs. I decided to use some of the subtraction strategies discussed in

class to help her to see subtraction in different ways that might help her to understand it better.

After first reviewing the standard methods for subtraction, I would then teach a new strategy for

subtraction during the following two sessions. As for Ziare, I also decided to start our sessions
with a review of some problems. I found this to be a very helpful process when tutoring Alissa,

and so decided to do this again with Ziare. I created a worksheet of mostly addition and

multiplication problems of varying difficulty. This was I was able to see more specifically the

areas in which he struggled. After reviewing both his diagnostic screening test and the review

sheet, I decided to employ some teaching strategies discussed in class for two-digit

multiplication. I first used manipulatives to show multi-digit multiplication with ones, tens, and

hundreds pieces to help him to gain a better understanding of the process of multiplication. Then,

I moved on to show the open array and the lattice methods so that he could have alternative

strategies for multiplication.

Reflection 2 (11/14)

For my first session with Alissa after her diagnostic screening test, we worked on

common core state standard 1: Making sense of problems and persevering in solving them. We

began with a review sheet of addition and subtraction. These problems were varying in difficulty,

but it was clear that although she seemed fairly fluent in addition, when it came to subtraction,

she had trouble completing even simple, one-digit subtraction problems. She often became

restless and would stall when she was faced with a problem that was difficult for her to complete.

It was clear to me when she was guessing an answer because she would look up at me

questioningly or shrug her shoulders before writing something down. She would also write very

small for answers that she was unsure of or guessing.

After completing the review work together, I decided to use the number-line method for

subtraction. After drawing out a number line on a small white board, I first created an example of

a subtraction problem and modeled it for her, explaining as I went along. After doing so, I drew

out another number line and asked Alissa to subtract 9-3. Instead of beginning at the number

nine and moving back three spaces, Alissa started at the three and moved back nine spaces.

Instead of correcting her, I asked her to explain her answer and whether or not she felt it made

sense. She told me that she did not think it was the right answer, but she did not know why. At

this time, I explained to her that you cannot take a number that is larger away from a smaller

number. I then modeled the operation for her again. This time, I made sure to emphasize that you

have to start on the larger number and work your way down. Even after explaining this, Alissa

seemed to have trouble understanding the use of the number line for subtraction. She continually

asked if we could do multiplication problems instead. I believe this may have been due to an

embarrassment that we were working on subtraction while the rest of her class was doing
multiplication. This embarrassment was likely furthered by the fact that she was unable to do

these subtraction problems that her class had already moved on from. For this reason, I closed

out the session with a couple of simple multiplication problems. She specifically asked for five

tables, so I wrote out some problems for her to complete. This was to help boost her morale after

a difficult session that I did not feel made very much progress in the area of subtraction.
Reflection 3 (11/19)

For my second session with Alissa we worked on common core state standard 2:

Reasoning abstractly and quantitatively. I decided to start off with some multiplication problems

so that she would begin the session on a good note and feel as though she had success early on.

After completing these problems, I decided to move on to the “think addition” strategy for

subtraction. Alissa had shown fluency in addition and even seemed to enjoy the process. For this

reason, I felt that the “think addition” strategy would resonate in a more meaningful way for her

then the number line strategy did (Baroody, et.al., 2016).

Once again, when I introduced the strategy to her, I began by modeling the process. I first

wrote out the subtraction problem: 10-7. I then re-wrote the problem so that it looked like

7+?=10. From there I counted up from seven on my fingers until I got to ten. I modeled this

several times for her and then asked her to give it a try. I walked through the problem with her a

couple of times and guided her at times when she was having trouble with the process. At first,

she was unsure of which numbers went where in the equation. Sometimes she would place the

first number as the sum of the addition problem. At this time, I explained to her the largest

number of the equation was always going to go after the equals sign. Once she understood this,

she was able to do subtraction problems with ease using “think addition”. By the end of our

session, she was even able to do multidigit subtraction, as long as the difference was no more

than the amount of fingers that she had to count on. This session was very rewarding to me,

because I was able to see how simply using a different strategy made such a huge difference for

the student.
Reflection 4 (11/30)

Unfortunately, for my fourth session I was assigned a new tutee due to the lack of

attendance of Alissa. This had been the fourth time that I had come in and Alissa was not in

school for her session. At this time, I was assigned Ziare. For our first session together, we got to

know each other a little bit and talked about his favorite classes and activities. He was very shy

at first, but remained polite and mature throughout our sessions. I then gave Ziare the diagnostic

screening test and walked him through the process of the test. He was able to finish the test fairly

quickly, so for the sake of time I went on to give him a few multiplication and division problems

to review so that I could target any specific areas that he may need help with.

During this time, Ziare was very reserved. It was strange for me to go from working with

a very energetic little girl to a quieter and more reserved boy. Although it was much easier to

keep him on task, it was much harder to see the areas in which he struggled because he did not

show as much emotion. For this reason, I had to look a little bit deeper to see the areas in which

he struggled. After looking through his diagnostic screening test and after working with him on

the review problems, I decided that it would be best to work on gaining a better understanding of

multiplication with him.

Reflection 5 (12/3)

For this next session, We worked on common core state standard 4: Modeling with

Mathematics. I brought a whiteboard that doubled as a bulletin board. I also brought the paper

ones, tens, and hundreds blocks that we used in class. Using the whiteboard I wrote out a

multiplication problem and then used the bulletin board to pin up the visual representation of the

numbers being multiplied. I first walked through the standard algorithm with Ziare. Since he is a

little older, instead of strictly modeling the process on my own and having him watch, I asked

him questions as I went along so that he had a part in the process. For example, if we were

multiplying 23x15 in the standard algorithm, although I was writing it, I would ask: “what is

5x3?” and so on. This way Ziare was able to participate in the process and internalize it more.

After using the standers algorithm a few times, I used the paper pieces to model

multiplication in a visual way. As we did in class, I asked Ziare to create the numbers 25 and 13

using the paper place values. After doing this, I drew a line on the white board so that I could

arrange the place value papers in a way that could model multiplication. I then asked Ziare to do

the problems with me such as 10x10 or 10x1 so that he could visually see the multiplication of

the numbers. After doing this, we added together all of the numbers that we came up with in the

center of the two groups of numbers. After doing this process together twice, I asked Ziare to try

it on his own. There were a few times that he seemed unsure of what to do, and so I would guide

him through or as a question that helped him to finish the problem. After a few tries through, he

was able to do it on his own with fluency. He told me that he had worked with place value blocks

before, I think that helped greatly in his understanding of this process.

Reflection 6 (12/5)

During our final session together, we focused on common core state standard 5: Using

appropriate tools strategically. I gave Ziare the Desmos lesson which focused on another strategy

for multiplying double digit numbers. Ziare was excited at first to see that we would be using a

laptop for our session that day. I believe this helped him to be more open to the lesson, because

we were using a medium that got him excited to learn. During the lesson, I read aloud to him the

notes and questions embedded into the lesson. One aspect of the lesson that Ziare seemed to

enjoy particularly was that he could draw out the problem for himself on some of the slides. As I

was guiding him through and showed him how to do it he exclaimed “That is so cool!” when I

showed him that he could draw out him answer. The Lesson used the open array strategy for

multiplication. This seemed to resonate with him particularly well because it did not use as much

drawing and pieces as the place value papers did. However, I feel that starting with the place

value papers did aid him in gaining better understanding of this process.

Once we finished the Desmos lesson, I gave him a couple more problems to try on his

own. Before long, he was fluent in this process. Since we still had some time before the end of

our session, I decided it may be beneficial to quickly demonstrate the lattice method for

multiplication as well. I had to distinguish the set up of this method from the array method that

we just did to avoid confusion. The lattice method was a great way to finish up the session

because it incorporated everything that we had worked on together. After demonstrating the

method with him a couple of times, and allowing him to help me with the set up and

multiplication, Ziare was able to complete the process on his own. The only thing that seemed to

be an issue for him using these methods, was that there were some multiplication facts that he

did not know off the top of his head. This caused him to become a little bit frustrated, however I
was able to guide him to the correct answer by starting with something that he knew and adding

from there. Once he was able to get through these problems, he could do the different methods

with fluency.
 Lesson Planning Template
Lesson Title: Multiplication Madness Grade: 4

Learning Target: The student will be able to complete a double- digit multiplication problem using the
open array strategy.
Grade Level Guide: Content Standards

Content Curriculum Focal Points Common Core State Interdisciplinary Connections (if
(ie: NCTM, IRA,…) Standards applicable)
4.NBT.5 Multiply a whole 5. Use appropriate tools
number of up to four digits by a strategically.
one-digit whole number, and
multiply two two-digit numbers,
using strategies based on place
value and the properties of
operations. Illustrate and explain
the calculation by using
equations, rectangular arrays,
and/or area models.

Academic Language: Multiply, arrange, equation, intersect, place value,

Students’ Needs: Students must be able to multiply two-digit numbers ending in zero and be able to add
up to triple digit numbers. They also must be familiar with using technology and be able to read the
lesson to themselves.

English Language Learners Special Needs (can be a

Provide translations within
the Desmos Lesson
group such as “struggling
readers” or individuals)
Teacher will read the
lesson aloud to the student
instead of having them do
it on their own.

Materials: Both the student and the teacher will need a laptop, computer or tablet to complete the
lesson on.
Language Function: In order to move students beyond lower level thinking I will ask them to think about
how they typically would solve a multiplication problem. I would then ask them to explain and model
how they typically do a multi-digit multiplication problem. During the desmos lesson, the students will
often be asked to make predictions on what steps might come next based on the information they are
given.

Lesson Plan
 Before: I will introduce the lesson by explaining that the students will be exploring a different
technique to solving a double-digit multiplication problem. Students will be asked to take out
a laptop and will be reminded of the rules and proper usage of the technology. Instructions
for getting to the Desmos lesson along with the class code will be written on the bo

During: The students will complete the Desmos lesson provided which goes through the
process for solving a double-digit multiplication problem using the open array strategy. As I
walk around the room and observe students work from my computer, I will monitor
student’s behavior and ability to stay on task. I will also guide any students who seem
confused by the material based on what is shown on my screen. A common misconception
for this strategy is mixing up the place value of certain numbers. If it seems as though any
student is struggling in this area, I will point out the columns for each place value and ask
them which numbers belong where.
After: Once students finish their Desmos lesson, they will be asked to quickly and quietly put
away the laptops and turn their attention to the board. At this time I will ask for student
volunteers to come up in front of the class and model the open array strategy. The class will
be able to participate in this presentation by raising their hand to agree, disagree or add to
what the student is putting on the board.
Assessment:

Type of Description of Modifications to Evaluation Criteria- How good is

assessment assessment the assessment so good enough to meet standards?
(formal or What will students do that all students (related to the learning objectives)
informal; to show what they may demonstrate Include scoring guide, rubric or
formative or have learned? learning other criteria
summative)
Informal Students will be called While walking To meet the standards, students
formative to the board to display around the room must complete the Desmos activity
assessment what they have and observing, the and show some understanding of
learned. Students in teacher will assess the topic.
the class can add to any students who
and help the student are known to have
at the board by difficulties. This
agreeing, disagreeing, way, even if they do
or adding to what is not participate in
being presented. the class evaluation,
the teacher will
know the depth of
their understanding.

Resources: https://teacher.desmos.com/activitybuilder/custom/5c06a21084b1990cf19f490e
 Bibliography

Baroody, A. J., Purpura, D. J., Eiland, M. D., Reid, E. E., & Paliwal, V. (2016). Does Fostering
Reasoning Strategies for Relatively Difficult Basic Combinations Promote Transfer by
K-3 Students? Journal of Educational Psychology, 108(4), 576–591. Retrieved from
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Burns, M. K., Walick, C., Simonson, G. R., Dominguez, L., Harelstad, L., Kincaid, A., &
Nelson, G. S. (2015). Using a Conceptual Understanding and Procedural Fluency
Heuristic to Target Math Interventions with Students in Early Elementary. Learning
Disabilities Research & Practice, 30(2), 52–60. Retrieved from
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Cook, C. R., Coco, S., Zhang, Y., Fiat, A. E., Duong, M. T., Renshaw, T. L., … Frank, S. (2018).
Cultivating Positive Teacher-Student Relationships: Preliminary Evaluation of the
Establish-Maintain-Restore (EMR) Method. School Psychology Review, 47(3), 226–243.
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