Reflection: Unit Exams Division Unit Assessment - Section 1: Concept Development


I read somewhere once that a problem is only a problem when you can't do it. Based off my preliminary correcting and analyzing, my students still need more time to tackle division problems. As you can see in my reflection video, at times during this assessment, it was frustrating watching some of my students.  I'm trying to also balance in the positive comments and behaviors seen from some students who "totally" got it, but that is hard.  When my students don't do well, I always sit back and reflect about why. I take it very seriously and personally.  When my student's don't perform well, it is in many cases a direct correlation back to me.  They needed more time, guidance, clarification.  So, as I type this, I'm sort of in a pondering and grumpy mood because I really want my students to do well and have a solid understanding of division concepts and problem solving moving forward. 



You can see here how I've begun to organize my data. This is not finished, but a sample. This excel data sheet is something I do when analyzing students assessment scores. I like using excel spreadsheets because it's easy to color code items and students and then sort the fields.  This allows me to make groups for reteaching and review. 

The highlighted red rows are students that missed word problems and some problems on the last page. These students are my top priority in re-teaching.  These students have inconsistencies in their division strategies and thus sometimes get the correct quotient, but sometimes do not. These students are also students that get their basic multiplication and division facts mixed up and are still working to memorize the facts.  It is cleat that impacts procedures and concepts like division. The green bars are students that missed only a few points on the word problems. These students are coded green because I am not as concerned about them, they simply need more exposure and practice with division situations and interpreting remainders. The purple rows are students that scored very well missing little to no points for the entire assessment.  The white rows are still unfinished.  (I've removed student names)

  More Teaching To Do!
  Unit Exams: More Teaching To Do!
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Division Unit Assessment

Unit 7: Division with Whole Numbers
Lesson 16 of 16

Objective: SWBAT use division skills to divide and show proficiency in CCSS 4.NBT.6

Big Idea: Students will show what they know through a division assessment.

  Print Lesson
Math, Number Sense and Operations, problem solving, assessment, division, interpretting remainders, area model for division, expanded notation division, Operations
  60 minutes
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