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Evangelia Stathopoulos
Cristina Gomez
Curriculum and Instruction in Elementary School Mathematics
December 10, 2015
Analysis of Student Work Assignment
The formative assessment chosen to assess whole class learning provided opportunities
for students to demonstrate conceptual understanding, procedural fluency and mathematical
reasoning. This task was planned within the math lesson that incorporated a whole-class
discussion. There were three learning objectives within the lesson. First, students will be able to
relate subtraction facts within ten to number bonds. Second, students will be able to write a
family of four addition and subtraction facts for given number bonds. Third, students will be able
to create and orally dictate as an adult transcribes a number story which includes having a
specific number of objects, a change (signaling an operation), as well as a question referencing
the unknown. The task administered is aligned with the objectives of the lesson as students are
asked to write a number sentence given the choice between addition and subtraction. The task
also asks students to complete a number bond using the numbers given. The task also asks
students to write a number story using the numbers within the number bond, telling the story
following the way the student already complete the number sentence. This task allows students to
demonstrate conceptual understanding of numbers and their values within ten; allows students to
show procedural understanding or their ability to complete skill based procedures like solving a
number sentence and number bond. This task also allows students to demonstrate mathematical
reasoning skills which includes their ability to apply previous knowledge of number sense as
well as fluency to create a number story that includes a number of objects, change (signifying
addition/ subtraction), and a question about the unknown. Asking students to create a number
story asks students to make connections between the number sentence and number bond done
previously in order to make an appropriate story that aligns with the number sentence. The goal

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of the task is for students to begin to understand that number families are made out of addition
and subtraction facts. This task asks students to represent their knowledge of addition or
subtraction facts using different strategies which aides student conceptual understanding of
number facts.
To appropriately assess student learning a rubric was used and the three levels are
beginner, transitional, and sophisticated. In the beginner level students were able to correctly use
the numbers given throughout at least one problem which is part of conceptual understanding.
Students in the beginner level were also able to correctly solve a number sentence and/or a
number bond. Although student is able to use and apply knowledge from the solved problem the
visual representations do not align with the written number sentence. For example, student 13
was able to complete a correct number sentence and number bond as well as orally dictate three
sentences for a number story but the students visual representation does not correlate with the
number sentence 7 3 = 4 as there seem to be eleven dots. In the transitional level students are
able to identify numbers correctly and create an appropriate number sentence. Students are also
able to solve the number sentence correctly regardless of operation chosen. Students write
complete sentences describing objects, a change, and the correct answer with an accurate visual
representation. For example, student 6 was able to complete a correct number sentence and
number bond. When looking at the number story student 6 was able to draw an accurate visual
representation which included seven circles and a line showing one part being four apples and
the other part being three apples. The student wrote, I had four apples. I picked 3. Now I have
7. These sentences accurately compliment the number sentence 4 + 3 = 7 but it fails to end with
a question about the unknown; marking student 6 transitional. There were two students, student 4
and student 5, who received five points. These students were able to receive full points on one

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side of the worksheet but both omitted the third element of a number story which is a question
about the unknown. Creating number stories is a new concept for the students as math discussion
lesson was the first time students had been introduced to the format and because of this I chose to
categorize student 4 and student 5 as transitional and more practice would prove beneficial in
mastering the format of a written number story. Students marked within the sophisticated level
were able to correctly identify the given numbers and order them correctly to create an accurate
number sentence regardless of operation. Students were able to solve the number sentences and
complete number bonds appropriately. Students were also able to apply knowledge this previous
knowledge to create a number story with the following components, a specific number of starting
objects, a change, and a question leading to the unknown. This number story also had an
appropriate visual representation. For example, student 2 correctly wrote an addition number
sentence 3 + 4 = 7 as well as filled the number bond correctly. The number story written by
student 2 matches the number sentence. The story reads as follows I had three Pokmon cards. I
got four more Pokmon cards. How many Pokmon cards do I have? this story is followed by a
visual representation of three and then four cards in a row that totaled seven cards. After
identifying the following characteristics the distribution included two students to be considered
at the beginner level, sixteen students to be considered at the transitional level, and three students
to be considered at the sophisticated level. In total 21/ 23 students completed the assignment, two
students were absent the day the assessment was administered.
The information gathered from this assessment proves to be useful in determining
whether or not students met the learning objectives associated with this task. This information
can be used to design a re-engagement lesson. If I were to teach the following lesson, I would
make the parts of a number story more explicit using visual representations. For example, an

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anchor chart would be created and titled, how to write a number story. The chart will include the
following bullets: the total number of objects (use a visual representation of an objecte.g.
cupcakes, a change (number symbols +, -, =), and a question about the unknown part (using a
question mark within an open number sentencee.g. 5 + 4 = ? ), along with an accurate visual
representation of five and four more cupcakes, or nine cupcakes. This modification would give
the beginner and transitional students more explicit information of what really makes a number
story. This modification will also allow for number talks to be used within the discussion part
of the lesson. Jacobs & Kusiak (2011) mention number talks as a way for students to slow
down their thinking, giving them a chance to look at their work and ask themselves, Does it
make sense? Allowing for students to gather their thoughts will minimize opportunities for math
anxiety while addressing the misconception that the visual representation can be independent of
the number sentence, number bond, and/ or number story. These four things needs to be accurate
when compared alongside each other and hopefully taking the time to talk numbers will resonate
with students. The elements of a number story seemed to be the most consistent misconception
throughout the assessment. Overall, this assessment provided valuable information in assessing
students developing conceptual understanding, procedural fluency and mathematical reasoning
with addition and subtraction number facts.

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Number Sentence, Number Bond and Number Story Assessment Rubric
Beginner
(0-3 points)

Transitional
(4 or 5 points)

Sophisticated
(6 points)

Conceptual
Understanding

-Student identifies the

given numbers
correctly and uses
-Student understanding them consistently
of the numbers within throughout at least one
ten and what they
problem.
represent in terms of
quantity

-Student identifies the

given numbers
correctly and created
an appropriate number
sentence.

Procedural Fluency

-Student is able to
correctly solve a
-Student understanding number sentence
of using numbers to
AND/ OR a number
solve for an unknown
bond.
using symbols like +, and =.

-Student is able to
solve the number
sentence and correctly
complete the number
bond regardless of
operation (addition or
subtraction) chosen.

Mathematical
Reasoning

-Student is able to use

and apply their
knowledge from
completing a correct
number sentence and
number bond.

-Student is able to use

and apply their
knowledge from
completing a correct
number sentence and
number bond.

-Students visual
representations do not
compliment number
sentence.

-Student is able to
write sentences for
how many original
objects, a change, and
the answer along with
an accurate visual
representation.

-Student identifies
the given numbers
and created a
number sentence
that made
mathematical sense
regardless of
addition or
subtraction.
-Student is able to
solve a number
sentence and
correctly complete a
number bond
regardless of
operation chosen
(addition or
subtraction).
-Student is able to
use and apply their
knowledge from
completing a correct
number sentence
and number bond to
create an original
number story with
an accurate visual
representation.

-Students ability to
apply knowledge of
numbers and create a
number story that
compliments the
number sentence. The
number story should
follow this format:
object, change, and
question for the
unknown.

-Student is unable to
complete three
sentences with an
accurate visual
representation.

-The number story

needs to have:
object, change, and
a question for the
unknown.

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*It is okay if the

number story is
transcribed.

*It is okay if the

number story is
transcribed.

*It is okay if the

number story is
transcribed.