This week one of my students received 100% on her addition test and a 99% on her subtraction test. She is the first student to score this high and she has already cut 30 seconds off of her test time. This task is done up to 5 times per week in my classroom. The students are given the addition test first and they are given 5 minutes to complete what they can. After finishing the addition test they practice out loud a few subtraction problems then they are given the subtraction test. Like the addition test they are given 5 minutes to complete what they can. These tests allow the my mentor teacher and myself to see if the students are starting to know these facts by sight. We have moved on to regrouping and many students are struggling because the do not know the single digit addition. This activity falls under the common core standard: "2.NBT.5- Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction."
This task is pretty straight forward and is often times done the same. Some students will use a strategy of doing all of the _+1= or _+0= The actual process of addition can be done in a few different ways. Some students choose to count up on their number line, while others have the facts memorized. Some students will use doubles and add or subtract one (ex. 8+8=16 so 8+9=17) This student has most of the facts memorized. There are a few she still counts up in her head. Every week she has cut 5-10 seconds off of her time. I anticipate that by the end of February she will be finishing this task in 3mins-3.5mins.
This student is able to complete regrouping into the hundreds place with no problem. I am anticipating she will not struggle to regroup into the thousands place. This student seems to understand how math "works." She looks for patterns, and she applies current and past knowledge to the problems she is trying to solve. I am also anticipating for her to do well when we begin learning multiplication. One way to improve the students knowledge is to work with flashcards pertaining to addition and subtraction. This will force the student to think on her toes and it will show if she really does have many of these facts memorized.
Try to be a little more specific in your analysis, specifically, try to reference your mathematical content knowledge a little more precisely. E.g., saying that "this student seems to understand how math works," might be true, but that is really something that anyone can say looking at this worksheet...but what do you know about the student's understanding of the big idea? What is the big idea of this task? (how addition and subtraction are related perhaps?) What do you still not know about the student's understanding of these big ideas as a result of this task? How might you increase the cognitive demand of this task?
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