Pre- Assessment for Math Unit

The pre-assessment for math was given on March 5, 2020. The students had to complete

this pre-assessment on their own in order for the teacher candidate to use data to instruct and

perform the first day of the lesson for this topic. The mentor teacher told the teacher candidate

that the students have went over this topic for the lesson but have not been able to master it

100%. She wanted the teacher candidate to teach from scratch as if the students have never

learned the lesson. The teacher candidate will go over the topic like it was the first time that the

students have learned it. The teacher candidate first read aloud each question that was stated on

the pre-assessment for math. They were to solve two two-digit, three two-digit and four two-digit

math equations. They then were to color the hundreds column blue in order to show their

understanding of how to locate it. Next they were to color the tens column green and the ones

column red when finding the sum of the answer. Then then had to count how many hundreds,

tens and ones are in the sum and place them I the box. Lastly, they had to color in the sum of the

answers to each problem when given a random number of base-ten blocks to show their

understanding of how to use place value to show a sum of the given two-digit numbers.

When gathering data and scores from the pretest, students indicated the place value when

showing hundreds, tens and ones when looking at the sum of the equations with an accuracy of

90%. This shows that the students are almost able to master this area. The students need more

work on getting the correct sum when adding two two-digit numbers, three two-digit numbers

and four two-digit numbers. They went through this section of the pre-assessment scoring a 40%

which shows that the students have a hard time understanding adding 2-4 two-digits numbers and

need more guided, whole group, “I do, We do, You do” instruction. They also have to use the

strategy of place value correctly in order to move on. Some common misconceptions and
common errors are the students who struggle with adding strings of numbers should begin with

three addends with no regrouping. If necessary, the teacher candidate will be giving the students

physical models to help keep track of the sums.

Names Answer to Answer to Answer to # of # of # of Color in Color in Color in SCORE

Equation(1&2 Equation equation hundreds, hundreds,ten hundreds,ten sum sum sum 5&6

) 3&4 5&6 tens, ones s and ones s and ones 1&2 3&4

(2 2-digit) (3 2-digit) 4 2-digit) # 1-2 #3-4 #5-6

2 2 2 2 2 2
MORGAN - - - YES YES YES YES YES NO 10/12
DOM - - - YES YES YES YES NO NO 8/12
JOE - - - YES NO YES NO NO NO 4/12
EARL - - - YES YES YES NO NO NO 6/12
SHELTON - - - YES NO YES YES NO NO 6/12
CHRYSTAL - - - NO YES YES YES NO NO 6/12
L/BRAYLA - - - YES YES YES YES NO NO 8/12
AYDEN - - - YES YES YES NO NO NO 6/12
KEYLYNN - - - YES NO YES NO NO NO 4/12
HARMON - - - YES YES YES NO NO NO 6/12

Y
AMERICA - - - YES YES YES NO NO NO 6/12