Session Date
Lesson Topic
Math
Lesson Outline
This morning, Jonathan took an end-of-first-grade math assessment. This assessment covered the general curriculum of first grade math. Jonathan demonstrated ready knowledge of his addition and subtraction facts of 0 – 20. He was assessed on time to the hour and half hour and showed 90% accuracy with verbal knowledge that he can tell time to the minute as well. He was able to answer missing addends for single-digit addition problems (2 + ___ = 10). He was readily able to add and subtract two-digit numbers with tens (i.e. 20 + 7 and 80-30). He was able to add and subtract two-digit numbers in a vertical format without regrouping. He was provided drawings to help with horizontal presentations of two-digit by two-digit addition and he used this to help him with the one of three problems that needed regrouping. He did well with word problems requiring one – three steps involving addition and subtraction. He is able to visualize a square with 4 dots presented, but needed prompting to tell me how many sides it has and could not derive that it has 4 equal sides independently when asked to tell me about the sides. There are several skill areas that he has not quite achieved which involve comparing numbers and expressions, fact families, place value, money, geometry, and mixed addition and subtraction. These areas will continue to be addressed in his math programming with the anticipation that he will readily accomplish these tasks prior to the end of the school year. For enrichment, he should begin to work more on two-digit by two-digit addition with regrouping as well as word problems with increasing steps and difficulty. We wrapped up our session with a fun, educational Brain Pop Jr. on place value. We learned the ones, tens, hundreds, and thousands. Jonathan scored a 4/5 on the follow-up easy quiz.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Areas identified to address: 1. Jonathan shows good understanding with increasing values and sequential order (such as 16, 26, 61), however he was not familiar with the symbols and terminology of less than and greater than. No prompting was given. This would be practiced in expression form as well (i.e. insert <, >, or = for 40 + 8 ____ 4 + 80). 2. Jonathan did not show understanding of fact families. I assisted him by providing the first addition problem (2 + 7 = 9), he was then able to produce the second addition problem (7 + 2 = 9), but he could not produce the two related subtraction problems. In a word problem task, he was asked to provide a subtraction sentence that matches with the addition sentence and he did not know how to do that. He will readily pick up the skill of related facts once he is familiar with the language and process. 3. Jonathan quickly stated that he’s not good with money. He does not know all of his coin values and was unable to complete the four money tasks (all coins) presented. 4. Jonathan displayed difficulties with the concept of place value. He knows his two-digit numbers, however has trouble identifying which number is in which place. Even after watching the Brain Pop Jr. video, he said "I think I heard of it before". 5. He is ready to begin two-digit by two-digit addition with regrouping. He will need to work on working right to left in the vertical presentation as he is currently adding his tens first, then his ones. 6. Jonathan needs to practice mixed addition and subtraction problems in a fun presentation. He knows his answers rapidly, but even when prompted multiple times, he is not “watching” his signs and therefore will make errors in execution (adding when supposed to subtract). This is very common in children his age. The assessment I used did not address any reading of data or 3-d shapes.
Session Hours
1.00
Hours Attended
1.00
Entry Status
Review Status
Student Name(s)
Subject
School