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Emily Siler
For these six sessions I was placed with a fourth grade boy from East Garfield Elementary
school. He is a very quiet student, and was always attentive and respectful during our sessions. During
our time together he slowly became more talkative. I discovered he comes from a large family where he
is one of five children. His hobbies include playing video games with his older brother and exploring in
the woods. I met with this student 1 to 2 times a week. Each session was thirty minutes long. According
to Public School Review (2019), East Garfield has a population of 390 students, with a studentteacher
ratio of 19:1. The school is highly diverse with a population that is 61% African American and 39%
white. This is much higher than the state average for diversity. East Garfield is currently using the
Success For All (SFA) model within their school. This model places an emphasis on individual student
support and early intervention.
Diagnostic Screening Test Outcomes, Goals, and Strategies
When administering the mathematics diagnostic screening test, I tried to avoid the words
assessment and test. Instead, I explained to the student that he would be completing a few worksheets
that would help me determine what we should practice during our time together. I wanted to create a
relaxed environment for the student to complete the test. Bye avoiding these words I hoped to receive
accurate scores that would not be affected by potential test anxiety. I provided him with a pencil and
additional scratch paper. The student was attentive as I gave him instructions. There were no behavior
problems when administering the test. He was very focused, and worked quietly to complete the test.
During the assessment, he only ran into two questions. After completing the first column assessing
operation, the student was confused by the scoring boxes at the bottom of the page. I told him that these
boxes were not part of the worksheet and could be skipped. His second question came when he reached
decimals. He was unfamiliar with these, and wanted to know what they meant. I told him that I could not
tell him the answer, but to try his best and make his best guess if he doesn’t know what something is.
After the assessment I let the student pick out a piece of candy for his hard work.
The results of the diagnostic test showed that the student was on a 3.4 grade level, meaning his
math skills were equivalent to a third grade student in the fourth month. According to results, the tutee is
strongest in working with simple numbers, receiving a score of 3.4. He also shows strength in addition,
receiving a 3.0. He is weakest areas were those including fractions and decimals. After talking with the
student, I believe this is because they have yet to be covered in class. The student also shows a weakness
in key operations including subtraction (2.5), multiplication (3.3), and division (3.2). I believe these
struggles contributed to his lower scores in the sections on procedures, sequences, complex numbers,
and zero. Looking further into the results, it seems as though the student struggles most with using
correct procedures to carry out operations with complex numbers. After reviewing his work, it seems he
struggles to know when to borrow in subtraction. It also seems that he is forgetting to carry numbers in
long multiplication, though seems to know basic facts. Lastly, I believe he lacks a foundational
knowledge of division, causing him to struggle with basic procedures.
Based on the data collected from the diagnostic performance test my goals for the tutoring
sessions include helping the student become proficient in subtraction and multiplication. Subtraction and
multiplication are two operations that will be pivotal to the student’s future mathematical understanding
and success. From the assessment, it is clear that the student has an understanding of subtracting a single
number by a single number. However, the student shows confusion when subtracting with larger
numbers, especially those including borrowing. It is my goal to help the student be able to complete
subtraction of three and two digit numbers that include borrowing. The assessment also suggested that
the student is capable of multiplying single digit, but struggles when it comes to long division. It is my
goal to first ensure that the student understands the concept of multiplication as repeated addition, and
further assess his knowledge of multiplication math facts. I then hope to help the student achieve
proficiency when multiplying two and three digit numbers by a single digit, and then two and three digit
numbers by a two digit number. Depending on the students rate of growth, I also hope to address
division, however this is not the initial concern.
During our sessions I hope to use manipulatives, review, and motivational tools such as games
and technology. According to Larbi and Mavis (2016) manipulatives can increase student understanding
by allowing “students to construct their own cognitive models for abstract mathematical ideas and
processes.” Through the use of manipulatives, I hope to increase the students conceptual understanding
in the operations of subtraction and multiplication. I also believe review of the previous session is
important. Reviewing material will not only be beneficial to the student, but to me as well. According to
Suydum (1984) reviewing previously learned material can promote retention, help students strengthen
what has been learned, add to confidence, and can even serve as a diagnostic tool. Lastly, I hope to
encourage engagement and an interest in math through motivational skills. Strategies such as active
learning (games) and technology can be used to engage students, increasing their attention and focus
(University of Washington, 2019).
Tutoring Session Reflections
Session1:
During the first session with my student I decided to focus on common core state standards
CCSS.Math.Content.4.NBT.B.4: "Fluently add and subtract multidigit whole numbers using the
standard algorithm" and CSS.Math.Content.4.NBT.A.1: "Recognize that in a multidigit whole number,
a digit in one place represents ten times what it represents in the place to its right." The goal was to help
the student fluently solve subtraction problems including borrowing by using place value and
manipulatives to construct a concrete understanding of subtraction. In this session we used base ten
materials including hundreds, tens, and ones blocks to model subtraction problems. This was done
through the context of a game. According to the University of Washington (2019) hands on activities is
a form of active learning that promotes engagement and motivation. I felt using a game to practice the
material would help create a relaxed environment that would allow the student to develop a positive
view of math.
For this activity, both the student and I took on the roles of pirates. We each received a place
value chart (divided into the hundreds, tens, and ones place) along with 9 hundreds squares that
represented treasure. I created a "board" for this activity that included a picture of a pirates map. The
map had a starting place and finish. In between was a path containing negative numbers and X's that
could be landed on. My tutee and I took turns rolling the dice, and moving a token along this map. When
squares with negative numbers (such as 231) were landed on, these numbers were subtracted from our
"treasure" by writing out the corresponding subtraction algorithm and using the base ten manipulatives.
When an X was landed on, an additional 100 was received, and the addition problem was completed.
During my turns I modeled appropriate strategies for my student. During my students turn, I allowed
him to practice these problems, and asked him guiding questions when he needed help.
The tutee was attentive throughout the whole lesson, and seemed to enjoy the activity. Through
this lesson, I discovered that he had the misconception that he should borrow when the bottom number is
small rather than larger. I the activity was a success. By the end of our session, he seemed to have
corrected this problem. I would like to continue to review this in future lessons, and begin transitioning
him to multiplication problems.
Session 2:
During the second session I reviewed the common core state standards from the previous
session, and began introducing the standard CCSS.Math.Content.4.NBT.B.5; "Multiply a whole number
of up to four digits by a onedigit whole number, and multiply two twodigit numbers, using strategies
based on place value and the properties of operations. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.” The first goal of this lesson was to assess retention of
subtraction including borrowing. The second goal was to test my tutee’s knowledge of common math
facts and help him understand multiplication as repeated addition.
The lesson began with a brief worksheet reviewing subtraction with borrowing. This worksheet
incorporated both regular subtraction problems and subtraction problems in the context of a word
problem. I felt it was important to incorporate word problems because they encourage connections to
real world applications, but also because they are commonly used in the classroom. Many student can
find word problems to be intimidating, so I wanted to provide my tutee with extra exposure and practice.
When completing the first problem on the worksheet, he once again struggled to determine when he
should borrow. I first asked the student which number showed how many he had, reminding him to
think back to our pirate game. He responded with the number on top. I then drew 6 dots on a white
board representing the quantity in the ones place of the top number. I handed him the eraser and asked
him to erase 9 dots. He erased as many as he could then stopped. “why aren’t you erasing more dots?” I
asked. He told me that there were not enough. I showed him how whenever there is not enough to take
away, then we know we need to get more by borrowing. This seemed to help, however he was still
showing confusion on some of the remaining questions.
After the review sheet we spent the remaining time on multiplication. For this part of the session
I used flashcards and blank paper. We briefly reviewed some multiplication facts using the flash cards. I
discovered that he knows 7, 8, and 9’s, however, he needs continued practice with these to reach full
fluency. I used the 7, 8, and 9 flashcards to play a version of war. I dealt the cards to each of us. We then
would draw the top card from each of our decks, and he would say the answer to each. The person with
the highest number received the cards, and the person with the most cards won the game. We played this
game for five minutes. I then used the remaining amount of time to discuss what multiplication is. I
explained it as repeated addition, and drew pictures for different problems to illustrate this concept. I
then had him illustrate different problems as well. I feel the lesson was successful in revealing my
students areas for improvement, as well as clearing up misconceptions. For future lessons I feel he
should once again use manipulatives to practice subtraction, as he still struggles to grasp borrowing. I
would also like to use manipulatives to further his conceptual understanding of multiplication.
Session 3:
In this tutoring session I continued to address common core state standards
CCSS.Math.Content.4.NBT.B.4, CSS.Math.Content.4.NBT.A.1, and CCSS.Math.Content.4.NBT.B.5.
The goal was to further develop his conceptual understanding of subtraction and multiplication, and to
help him become proficient in subtraction including borrowing. For this session I decided to do an
activity using skittles as the manipulative. For the activity he was given a worksheet with word
problems, a place value mat with a one's with a ten frame and a ten's place, a bag of skittles, and small
plastic cups. The worksheet included word problems related to the candy and incorporating his name.
For example: "J*** received 32 skittles. If he eats 8, how many does he have left?" These questions
aimed to make math relevant, visual, and fun. The student was asked to model the problem by counting
out the appropriate number of skittles. Ones were placed in the ten frame on the place value mat, and
tens were placed in plastic cups representing the group, and then set in the ten's place of the mat. He was
asked to both model and write each problem. I asked him to describe his steps as he went. The work
sheet also incorporated basic multiplication problems. He modeled these using the cups as groups, and
the skittles as the objects in each group. At the end of the lesson I allowed him to have the skittles he
had been working with.
I feel this lesson was a complete success. The student was attentive the whole time, and seemed
to enjoy the activity. At one point he even exclaimed "this is the first time I've used candy in school
before!" Not only did this activity motivate and engage the student, but I feel he finally grasped these
concepts. For future lessons, we will continue to review these concepts at the start of each lesson, and
begin practicing long multiplication.
Session 4:
This tutoring session continued focusing on CCSS.Math.Content.4.NBT.B.5. The goal of this
session was to multiply twodigit numbers by onedigit and to multiply two twodigit numbers using the
standard algorithm. From the students diagnostic test, it appeared he was struggling to complete
multiplication with carries. It also revealed that he could accurately complete addition problems using
carries. For this session I first reviewed material from the previous lesson, and then focused on drawing
connections between these two processes.
For this session I used two different worksheets. The first one reviewed subtraction problems in
the context of word problems. Today he was able to solve each problem without assistance. After the
review, we began working on a new worksheet that first asked him to solve an addition problem. As he
solved the problem I had him explain the process he was using. I then had him attempt to solve a
multiplication problem multiplying two digits by one digit. I had him explain each step as he went.
When it got to the point when he was ready to carry I related this back to the addition problem he had
completed. His first instinct was write the whole number under the ones place, without carrying. I
showed him how, just like in the addition problem, when the number is 10 or larger, then we need to
carry. To further his understanding, I had him draw lines between the numbers separating the place
values. I helped him see how each digit must stay in its place value when he writes a number. I had him
practice several more of these problems. We had a few extra minutes at the end of the lesson. This time
was used to once again review multiplication facts. The student did very well with this lesson. Though
his proficiency continues to grow, I believe he is still developing in this area.
Session 5: Desmos Session
Our final lesson focused on CCSS.Math.Content.4.NBT.B.5. as well as
CCSS.Math.Content.4.OA.A.2: "Multiply or divide to solve word problems involving multiplicative
comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent
the problem, distinguishing multiplicative comparison from additive comparison." The goals for this
session were to help the student reach proficiency in multiplying twodigit and onedigit numbers, as
well as solve multiplication problems in the context of word problems.
The materials for this activity included a review worksheet, and a laptop to access desmos. The
review worksheet included a review of subtraction, as well as multiplication problems covered in the
previous lesson. The student was once again able to solve the subtraction problems with borrowing,
including problems in the context of word problems. I believe he has mastered this skill. When
reviewing the multiplication problems he needed assistance on the first problem, but was able to solve
those remaining. After the review, I helped the student access the desmos lesson. I feel using this
technology helped to engage the student. My tutee enjoys playing video games, so using the online
lesson was a great way to differentiate instruction and provide motivation. The student was able to
answer most questions with little assistance. He was able to easily determine the needed equation for
each word problem. When it came to multiplying twodigit numbers by onedigit numbers, the student
was able to complete the problems with some guidance. We were not able to complete the summative
assessment at the end of the lesson due to time constraints. Overall I feel this session was a success. The
student shows more confidence in completing multiplication problems.
Lesson Planning Template
Lesson Title:___Snow Day Multiplication__________ Grade:__4th _
Learning Target: The student will be able to analyze and solve word problems containing
multiplication, complete drawings illustrating these problems, and accurately solve multiplication
problems including a onedigit number by a two digitnumber and two twodigit numbers.
Grade Level Guide: Content Standards
Content Curriculum Common Core State Standards Interdisciplinary Connections
Focal Points (ie: NCTM, (if applicable)
IRA,…)
CCSS.Math.Content.4.OA.A.2
Multiply or divide to solve word
problems involving multiplicative
comparison, e.g., by using drawings and
equations with a symbol for the unknown
number to represent the problem,
distinguishing multiplicative comparison
from additive comparison.
CCSS.Math.Content.4.NBT.B.5
Multiply a whole number of up to four
digits by a onedigit whole number, and
multiply two twodigit numbers, using
strategies based on place value and the
properties of operations. Illustrate and
explain the calculation by using
equations, rectangular arrays, and/or area
models.
Academic Language: equation, group, multiply, operations
Students’ Needs: The student needs to be proficient in multiplication facts and addition. The student
needs past experience with addition and subtraction word problems. The student needs exposure to the
multiplication algorithm.
English Language Learners Special Needs (can be a
group such as “struggling
readers” or individuals)
N/A Struggling individual: I will
be available to answer
questions and provide
further assistance as
required.
Materials: Laptop, pencil, paper, review sheet.
Language Function: The student will be evaluate word problems, and apply knowledge to solve these
problems. He will explain his answers to select questions, and justify answers. Through discussion the
student will synthesize the material.
Lesson Plan
Before:
Before the lesson the student will be provided with a worksheet. This work sheet will serve as a review
of subtraction and multiplication of a twodigit number by a onedigit number. After the review, the
student will be told that he will be completing an activity online to further practice his multiplication
skills. He will be given the access code (279N6E), and will receive assistance with the login process.
During:
This time will be spent completing the online Desmos lesson.
https://teacher.desmos.com/activitybuilder/custom/5dedc3cb084f9904fa1d8f9d
The student will complete the tasks found on each slide. In this lesson they will be expected to identify
word problems that require multiplication to solve them. They will also be required to complete
drawings illustrating multiplication problems, and use these illustrations to derive the appropriate
equations. They will solve word problems, and be asked to explain their thinking.
After:
After the lesson, the student will be given time to review and discuss their answers. He will share his
reasoning for each answer. This time will also be used to answer questions and correct misconceptions.
Before the end of the session, the student will then complete the summative questions on an exit slip.
Assessment: How will you determine who knows which objectives? Describe the tools and techniques
you will use.
Type of Description of Modifications to Evaluation Criteria How good is
assessment assessment the assessment so good enough to meet standards?
(formal or informal; What will students do that all students (related to the learning objectives)
formative or to show what they may demonstrate Include scoring guide, rubric or other
summative) have learned? learning criteria
Informal/formative The student will The student may The student will be able to answer over
answer questions receive additional 80% of questions.
embedded within the assistance and
desmos lesson, and direction as
engage in a followup required.
discussion.
Resources:
https://teacher.desmos.com/activitybuilder/custom/5dedc3cb084f9904fa1d8f9d
Review
You have 738 Legos. If you give 239 to a friend so they can build a house, how many
Legos will you have left?
Exit Slip
There are 9 apples in each box. How many apples are in 6
boxes?
a) How many groups are there? ________
_________________________________
Each child has 4 tickets. If there are 16 children, how many tickets
are there in total?
Solve:
References
Public School Review. (2019). East Garfield Elementary School Profile (201920): Steubenville, OH.
Retrieved from https://www.publicschoolreview.com/eastgarfieldelementaryschoolprofile.
Suydam, M. N. (1984). The Role of Review in Mathematics Instruction. ERIC/SMEAC Mathematics
Education Digest. Retrieved from https://www.ericdigests.org/pre922/role.htm.
Mavis, O. (2016). The Use of Manipulatives in Mathematics Education. Journal of Education and
Practice, 7(36), 1–9. Retrieved from https://files.eric.ed.gov/fulltext/EJ1126428.pdf
University of Washington. (2019). Engaging students in learning. Retrieved from
https://www.washington.edu/teaching/topics/engagingstudentsinlearning/.