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Amanda Parks Bradshaw

Instruction Date: November 7th, 2018

Assessment Date: November 8th, 2018

Item Analysis Write-Up

My assessment was given as a short quiz at the beginning of the next class, with a minor review
before. I simply asked my students what were the three steps of multiplying fractions that we learned
yesterday (keep, change, flip). After charting the incorrect answers, my two students of major concern
are Jonathon and Yeneisy because neither of them clearly understood the process of multiplying
fractions. Jonathon attempted to use long division to solve each problem and Yeneisy kept, changed,
then forgot to flip for each one. For day two of instruction (where we covered dividing more
complicated fractions, such as fraction divided by fraction), I asked for my mentor teacher to pull aside
Jonathon and Yeneisy to reteach dividing fractions. These students seemingly caught up quickly with
independent instruction. My secondary concerns were Luigi, Xavier, and Jheremy. These students were
forgetting to flip some of the time. For day two of instruction, we used the same graphic organizer as
the first lesson to discuss more complicated fractions and I made sure to emphasis the flip of each, as
many students forgot to flip at least once. Repeated practice of flipping more complicated fractions
seemed to help these students remember to flip, as I noticed with formative assessment throughout the
lesson. I specifically observed those three during day two of instruction. Kelvin was an interesting
concern because he was following the correct three steps, but his multiplication was not correct. For his
remediation, he will continue working on his multiplication fact fluency to help narrow this gap. For the
rest of my students who scored lower, they all forgot to simplify their final answers. One day two of
instruction, I further pushed remembering to simplify and made them write the word simplify on the top
of their paper. I believe the best way to remediate these students are to remind them frequently to
simplify their answers. The rest of my students scored well, some even getting the extra credit.

For all the five problems, they all were less than 50% of the class getting them incorrect. For the
first three, only a quarter of my students did not get those correct and I believe it was because it was
the easiest type of dividing fractions – whole number divided by 1/ something. We spent a lot of time
with these types in my lesson, just to get the process down. It involved just regular multiplication (not
fraction multiplication) and did not involve simplifying. My mentor teacher was not concerned with
simplifying a whole number over 1 to a whole number, so I did not take off points for that. The last 2
problems were one step more complicated (whole number divided by a fraction with 2 numbers besides
1). Problem 4 was the problem that was scored incorrectly most frequently out of all the problems and
it was because it involved simplifying and a most complicated multiplication problem. I only took half a
point off if students solved it correctly but forgot to simplify. Problem 4 involved the 8s times table (8x3)
that a lot of students answered incorrectly. Problem 5 was more complicated than 1-3, but a little easier
than 4 because the multiplication was 4x4 and it did not involve simplifying. I created the extra credit
question to see if my students could carry over the process of keep, change, flip to a more complicated
problem (that we would be covering that day after the quiz). I was happy to see some of my students
were able to carry over the process to a new type of problem (fraction divided by fraction). For the
students who scored it incorrect, they either flipped both fractions or just flipped the first fraction,
which I assumed would be a common mistake. I made sure to address this in day two of instruction.
Overall, since no problem was over 50% wrong, I see no reason to reteach the concepts covered in this
quiz to the whole class. The keep, change, flip process was reviewed that next day in class as we covered
more complicated dividing fraction problems and I reminded students to simplify. Those two issues
were frequent and easy to address, so I addressed it together as a whole class. As we solved more
complicated problems, students remembered the process and after each problem, I made them tell me
to simplify (after writing an answer, I would just turn around and hold my hand out until students asked
about simplifying) so I could make students remember to say it to themselves and not need to be
reminded by me. Students will be reassessed in a cumulative final assessment (for fraction and decimal
concepts), given on November 30th, 2018.

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