Mills Teacher Scholars

Tracking Focal Student Progress

January 2013

My area of Inquiry/Inquiry Question is:

In the past, I haven’t always fully understood the extent to which my students really understand a number.  This year, I am using a series of routine activities to help my students develop stronger number sense and be able to transfer this understanding to understanding place value and the base 10 system.  With the transition to Common Core, it is increasingly important that students can easily manipulate numbers and show them in a variety of ways with automaticity.

My routine data source is:

Every few weeks, I give the students 3 minutes to show a number on a small piece of paper.  I tell them they can show it in as many ways as the want, those are the only instructions.  I have also interviewed my focal students once and intend to do so at least two more times in the next few months.  

Demonstrating Success: Reflect on what evidence you see in the routine data source that tells you how your student is or is not progressing on the indicators.

Indicators	Student Name Ivan	Student Name Nora
I: Students can accurately draw or explain what a number is... For example, 10 circles representing the number 10.	x Met ☐Not met  ☐ Partially Evidence/How can you tell? He draws 10 people when I ask the students to show the number 10 in different ways.	XMet ☐Not met  ☐ Partially Evidence/How can you tell? On each side of the index card, the total number of circle equals 10
II:  When asked to represent a given number, my students can group a number in two different ways	☐Met x Not met  ☐ Partially Evidence/How can you tell? He draws 10 people but it is not clear that they are grouped in any particular way.	XMet ☐Not met  ☐ Partially Evidence/How can you tell? On one side of the card, she shows 7 and 3.  On the other side, 4 and 6. She also uses a line to separate the 2 groups  of circles on each side.
III: Students can use more than one way to explain a number, for example a number sentence and a representational drawing.	☐Met xNot met  ☐ Partially Evidence/How can you tell? He uses a representational drawing but again there is no grouping and he doesn’t use a second way to represent the number.	X Met ☐Not met  ☐ Partially Evidence/How can you tell? She uses circles on both sides.  On on e of the sides she adds a number sentence.

Indicators	Student Name Kamaya	Student Name Anabel
I: Students can accurately draw or explain what a number is... For example, 10 circles representing the number 10.	x Met ☐Not met  ☐ Partially Evidence/How can you tell? She draws  10 circles all together on each side	XMet ☐Not met  ☐ Partially Evidence/How can you tell? She draws a picture that shows 10 balls all together
II: When asked to represent a given number, my students can group a number in two different	☐Met x Not met  ☐ Partially Evidence/How can you tell? She draws the number 10 grouped in two ways.  Both show the circles in clearly separate groups.   4 & 6  and 5 & 5	☐Met ☐Not met  XPartially Evidence/How can you tell? She shows one clear way to show 10: 7 balls on one side, 3 on the other
III: Students can use more than one way to explain a number, for example a number sentence and a representational drawing.	X Met  ☐ Not met  ☐ Partially Evidence/How can you tell? She uses drawings and number sentences on both sides	☐Met XNot met  ☐ Partially Evidence/How can you tell? She just draws circles