Analysis of Student Learning

From analyzing the pre and post assesments, I can observe that the students gained a
greater understanding of decimals and the decimal fraction relationship. I administered a both a
pre and post assessment for this math chapter and taught every lesson, including any and all
interventions and small groups. I chose three students to analyze in depth; these three students
are student #8, student #11, and student #9. From these observations and observation of the
entire class, I have come to many conclusions as to successful teaching methods and areas in
which I need improvement.
The pretest contained 12 questions similar to those on the post test, but not exactly the
same. All 12 questions on the pretest were fill in the blank. There were 2 word problems
(numbers written out in word form) and 2 story problems. Chart 2a below shows the different
types of questions on the pre test and the number of students who missed each question. There
were several questions that required a two part answer, such as Write each as a fraction and as a
decimal. For students who wrote only the decimal, or the fraction, half points were assigned.
Pretest
____ Indicates majority of students answered incorrectly
_____ Indicates majority of students answered correctly
Chart 2a
1. Identify the
decimal for the
shaded model.
15 Students missed
7 Students answered
correctly
3 Students answered
partially

2. Identify the
decimal for the
shaded model.
15 Students missed
7 Students answered
correctly
3 Students answered
partially

3. Write seven
tenths as a
fraction and a
decimal.
12 Students missed
3 Students answered
correctly
10 Students answered

4. Write one out

of ten as a
fraction and as
a decimal.
11 Students missed
3 Students answered
correctly
11 Students answered

partially

partially

5. Word
problemwriting
numbers as
both fractions
and decimals.
10 Students missed
3 Students answered
correctly
12 Students answered
partially

6. Comparing
decimals using
<,>, or =.
2 Students missed
23 Students answered
correctly
0 Students answered
partially

7. Comparing
decimals using
<,>, or =.
2 Students missed
23 Students answered
correctly
0 Students answered
partially

8. Comparing
decimals using
<,>, or =.
3 Students missed
22 Students answered
correctly
0 Students answered
partially

9. Adding
fractions with
like
denominators.
(written in
decimal form)
5 Students missed
4 Students answered
correctly
16 Students answered
partially

10. Adding
fractions with
unlike
denominators.
25 Students missed
0 Students answered
correctly
0 Students answered
partially

11. Adding
fractions with
unlike
denominators.
25 Students missed
0 Students answered
correctly
0 Students answered
partially

12. Story Problem.

20 Students missed
2 Students answered
correctly
3 Students answered
partially

The students strugled the most with adding fractions with unlike denominators and Story
problems.
These pretest assessments were used to guide further instruction and to place students in
different ability math groups. For the majority of the lessons in this math group, the students
rotated through different roations based upon their abilities. This way, I was able to differentiate
for individual needs.

For this pretest, I analyzed all possible subgroups and compared each subgroup to the
class average of 43.2%. Graph 2b shows the average score for the boys as well as the class
average for the girls in the class.
Graph 2b

Boys and Girls Averages

44.4

Pre-Test Scores
43.2

39.4

Boys Average

Class Average

Girls Average

The girls scored slightly below the class average and the boys scored slightly above.
There is one girl in the class who gets very anxious when taking unfamiliar pretests and put
question marks for every answer. This greatly affected the average of the girls.
Graph 2c shows the pretest scores for the ELL students in the class. The red line indicates
the class average. Three of the five students scored above average on this test. The overall
average score for these English Language Learners was 50.7.

Graph 2c

English Language Learners Pre- Test Scores

80.00%
70.00%
60.00%
50.00%
40.00%
Scores (Percentages)

30.00%
20.00%
10.00%
0.00%

The next graph (graph 2d) is the scores of the students placed in the lowest math group.
The red line represents the average pretest score for the class. These students were placed in this
group based off their pretest scores, as well as a great depth of knowledge concerning each
student and their ability to pick up information. These students all scored below average on the
pretest. The average score for these students is 25.7%. These students received extra scaffolding,
various forms of models, multiple exposures to vocabulary, as well as two to three teachings of
each lesson concept by both me and another pull-out teacher.

Graph 2d

Low-Level Math Group Pre- Test Scores

40%
35%
30%
25%
Scores (percentages)

20%
15%
10%
5%
0%

Student 2 Student 20 Student 9 Student 13 Student 4

Graph 2e shows the scores of the students placed in the highest math group. Once again,
the red line represents the class average. This group recieves extra enriching activities as well as
pull-out time with another teacher and other advanced students. Each of these students scored
well about the class average with a range from 63%- to 83.3%

Graph 2e

Advanced Math Group Pre- Test Scores

90%
80%
70%
60%
50%
Scores (percentages)

40%
30%
20%
10%
0%

Student 8

Student 16

Student 18

Student 24

How Evidence from the Assessments Supports or Contradicts Pre-Assessment Findings

From the pre-assessment I realized that most of the students had little knowledge of
decimal-fraction relationship. Many students were able to identify the fraction for each shaded
model; however, they were not able to convert it into a decimal. The students seemed to have the
same problem when converting word form numbers into decimals. The students were only able
to write the decimal form of the number. The chapter previous was on fractions and fresh on the
students minds. Most of the students were able to add fractions with like denominators, however
they were not able to add the fractions with unlike denominators or convert the answers into

decimals. All of the questions on pre-test were valid and aligned to the fourth grade common
core.
The first lesson I taught was an introduction to decimals through tenths and hundredths.
The students were taught that decimals represented a part of a whole, similar to fractions. The
students had many formative assessments throughout the lesson including, answering questions
on their ipads, participating in small groups, and manipulating money to demonstrate decimals.
The students also worked on two summative assessments, one during math instruction, and one
the following morning for self-start. The summative assessments were the same format for every
lesson. The students have about fifteen minutes to work on each formative assessment. How far
they get is completely dependent upon their understanding and ability to comprehend and
complete the questions quickly. This Lesson was valid and provided the students with a preview
to the chapter. The students as a whole did not do very well on this chapter. It was a very new
concept and even the highest ability students struggled.
The second lesson was focused solely on tenths place. The students were exposed to the
tenths place as a place value position, a decimal, a fraction, a model, and a word. This chapter
served as another basic introduction and multiple exposure to the decimal places. The scores on
this assessment were slightly higher than those of the first lesson, yet still not as high as I would
have hoped.
The third lesson was hundredths place and was very similar to the second lesson. By this
point, the students were getting more and more familiar with decimals and performed much
better on both formative and summative assessments.

The fourth lesson was very hands on and a little bit different from the first three lessons,
instead of rotation groups, the whole lesson was whole group instruction, and the students used
skittle color ratios to chart fractions and decimals. The students charted their own ten skittles
using a base ten chart and line plot, and then got with 9 other students to chart their findings on a
base hundred chart and line plot. The students did very well on their individual charts, but
struggled with combining totals with other students to complete the hundredths chart.
The fifth lesson demonstrated adding fractions with respective denominators 10 and 100.
Most of the students had made this connection prior to the lesson, and the majority of the
students were able to add the fractions proficiently. A few made the mistake of adding the
decimals before converting them to like fractions, however, by the second self-start assessment,
all students showed improvement and seemed to be getting the concept.
The sixth lesson was comparing and ordering decimals. The students struggled with this
concept, especially with decimals such as 0.8 and 0.60. They assumed that 0.60 was a greater
fraction because 60 is greater than 8. After placing the decimals on a number line, the majority of
the students were able to do so. However, there still seemed to be some confusion the next
morning during self-start.
The seventh lesson incorporated what was learned in the previous lessons, but in story
problems. I went over many story problem strategies with the students, however they still
struggled, as they always do, with story problems. The students are required to use reasoning
skills, and no two questions are alike. The students did not score very highly on these
assessments.
Like anticipated after the pre-test, the students struggled with the concept of decimals.
They had a hard time making the connection to fractions. However, they slowly improved after

multiple exposures and practice. Like the pre-test, they also struggled with the word and story
problems. However, the students did much better overall on adding unlike fractions than I
anticipated.

Post- Test
The post test was administered after 7 lessons and a review. It consisted of 16 questions,
7 multiple choice and 9 fill in the blank. It was delivered in the exact same manner as the pretest.
The average score for the final test was 87.6%.
____ Indicates majority of students answered incorrectly
_____ Indicates majority of students answered correctly
Graph 3a
1. Identify the
2. Identify the
3. Identifying
4. Writing a
decimal for
decimal for
which decimal
numbers as
the shaded
the shaded
represents the
both a fraction
model.
model.
coins shown.
and a decimal.
7 Students missed
0 Students missed
5 Students missed
0 Students missed
19 Students answered 26 Students answered 21 Students answered 26 Students answered
correctly
correctly
correctly
correctly
5. Writing a
6. Comparing
7. Adding
8. Story
number as
decimals using
fractions with
Problem.
both a fraction
<,>, or =.
like
Converting
and a decimal 5 Students missed
denominators.
words form
0 Students missed
21 Students answered
(fraction and
number to
26 Students answered correctly
decimal form).
decimal.
correctly
6 Students missed
4 Students missed
20 Students answered 22 Students answered
correctly
correctly

9. Story
Problem.
Converting
words form
number to
decimal.
0 Students missed
26 Students answered
correctly
13. Using a data
table to solve
problems.
0 Students missed
26 Students answered
correctly

10. Identify the

11. Story problem.
12. Comparing
fraction and
Comparing
decimal
the decimal
decimal
values.
for the shaded
values.
9 Students missed
model.
1 Students missed
17 Students answered
4 Students missed
25 Students answered correctly
22 Students answered correctly
correctly
14. Using a data
table to solve
problems.

15. Using a data

table to solve
problems.

1 Students missed
2 Students missed
25 Students answered 24 Students answered
correctly
correctly

16. Story
Problem.
Adding
fractions with
unlike
denominators.
12 Students missed
14 Students answered
correctly

The question missed most was a #12, a story problem that involves adding fractions with unlike
denominators. 9 students also missed a question asking them to order decimals from greatest to
least. Because of confusion with question #1, and conversing with my mentor teacher, we
decided to take it off the test. The test then became worth 15 points instead of 16. The problems
missed are clearly displayed in graph 3b below.
Graph 3b

Final Test- Question Breakdown

Right
26

26

26

21

19

Wrong
26

21

20

22

26

25

25

22

24

17
14
12
9

4
1

#1

#2
0

#3

#4
0

#5
0

#6

#7

#8

#9
0 #10 #11 #12 #13
0 #14 #15 #16

Overall, the scores indicate a great deal of improvement. The class average rose from 43.2% to
87.6%. That is a 44.4% raise. 80% of the students scored 80% or above. Only four students
scored below 80%. The graph below, graph 3c, shows each students pre-test score in comparison
to the post test. Every student scored better on the Post test.
Graph 3c

Pre and Post test score comparison

120%
100%
80%
60%

Pre-test

40%

Post-test

20%
0%

Similar to the analysis of the pre-test, I disaggregated the data from the post-test to analyze each
sub group. The Average of the boys and the girls turned out to be the same for this test. Both the
boys and the girls scored an average of 87.6% (same as the class average). These scores are
shown in graph 3d.
Graph 3d

Boys and Girls Averages

Pre-Test Scores
87.6

87.6

Boys Average

Girls Average

Graph 3e shows the scores of the English Language Learners in comparison to the class average.
The red line show the class average of 87.6%. Unfortunately, all of the English Language
Learners scored slightly below the class average. Their average score was 82.2%. The fact that
the average was still above 80% does not worry me too much, however, the fact that some of
them started above average shows me that the possibly did not have enough exposure to the
vocabulary terms and manipulatives.
Graph 3e

English Language Learners Post- Test Scores

90%
85%
80%
Scores (Percentages)

75%
70%
65%

Graph 3f shows the scores of the low level-math group, in comparison to the average. The red
line represents the average of 87.6%. Every student in this group scored slightly above the
average, and student 9 scored 67%, this was the lowest score in the class. The average score for
this math group was 81%.
Graph 3f

Low-Level Math Group Post- Test Scores

100%
90%
80%
70%
60%
Scores (percentages)

50%
40%
30%
20%
10%
0%

Student 2 Student 20 Student 9 Student 13 Student 4

Graph 3g shows the scores of the highest math group. Three of the four students scored above
average, and one student scored slightly below. The red line represents the class average of
87.6%. The overall average of the advanced math group is 94.7%.

Advanced Math Group Post- Test Scores

105%
100%
95%
Scores (percentages)

90%
85%
80%
75%

Student 8

Student 16

Student 18

Student 24

Analysis of Individual Student Learning

Student 8
Student 8 who is a male who seems to excel in all he does. He is advanced in both
reading and math and takes pride is scoring high. He is very determined and gets very upset if he
does not do well on any assessment or activity. He is very active and involved in many sport
teams. However, he still finds time to complete his homework every night. For this chapter,
Student 8 was placed in the highest math group.
On the pre-test, Student 8 answered 62.5% of the answers correctly. This is higher than
the class average of 43.2%, however, there were students who scored higher than him. Graph 4a
shows Student 8s pre-test score in comparison to scores of the rest of the class.
Graph 4a

Pre-Test : Student 8's score compared to the rest of the class.

90
80
70
60
50
40
30
20
10
0

Class

Student 8

On the pre-test, student 8 was able to find the fraction for models and word problems,
however he struggled converting the fractions to decimals. For the fraction 7/10 he wrote 7.10.
He made similar mistakes throughout the pre-test. He missed both problems requiring him to add
unlike fractions and the story problem.
Throughout the lessons, student 8 struggled at the beginning and showed great
progression as the chapter went on. He scored very well on the self-start pages assigned the
second day. This shows me that he was trying hard and really understood the material after
practice and multiple exposures. This also shows me that he was ready to move on to each new
chapter. Graph 4b shows the scores he received on the formative assessments for each lesson.
Graph 4b
Lesson
Lesson 1
Model Decimals
Lesson 2
Model & Describe Tenths

Worksheet
4/15 Skipped 1

Homework (Self Start)

9/9 Skipped 0

17/17 Skipped 1

11/11 Skipped 0

Lesson 3
14/17 skipped 0
Model & Describe Hundredths
Lesson 4
22/22 Skipped 0
Model Decimals through grids
and number lines
Lesson 5
Adding fractions with unlike
denominators of 10 and 100
Lesson 6
Comparing and ordering
decimals
Lesson 7
Story Problems

7/7 0 skipped
9/9 0 Skipped

On the post-test, Student 8 answered all of the answers correctly, with a score of 100%.
This is 12.4% higher than the class average of 87.6%. His score is shown in graph 4c in
comparison to the class average. He scored 37.5% higher than he did on this pre-test. He
demonstrated complete understanding by answering all of these questions correctly.

Graph 4c

Post-Test : Student 8's score compared to the rest of the class.

120
100
80
60
40
20
0

Class

Student 8

Student 11
Student 11 is a English Language Learner who moved here from Mexico about three
years ago. She is pretty timid, and does not to talk to many people besides her cousin who is also
in the class. Her parents speak only Spanish, and an interpreter is necessary for any parent
meetings. While she was here, she lived with her large family, grandparents, and cousins. Shortly
after this chapter, Student 11 moved to Colorado to live in a trailer that her brother purchased.
This being said, she comes from a very low income family.
Student 11 is a very motivated girl who strives to understand the material. If she does not
get the current math concept, she will ask questions and stay in at recess or before or after to
school to get additional help. She usually does fairly well on the chapter pretests and is placed in
one of the mid-level math rotation groups.
On the pretest, student 11 scored 58%. This was quite a bit higher than the average of 43.2%.
Graph 5a shows her score in comparison to the scores of the rest of the class.

Pre-Test : Student 11's score compared to the rest of the class.

90
80
70
60
50
40
30
20
10
0

Class

Student 11

She did very well in determining the decimals for each shaded fraction, however, she was not
able to convert fractions into decimals. For adding unlike decimals, she simply added the top
and the bottom numbers. She also missed the story problem. This was helpful in determining
what group she should be placed in, and what areas she would need the most help in. Her scores
for each lesson assessments are listed below in graph 5b.
Graph 5b
Lesson
Lesson 1
Model Decimals
Lesson 2
Model & Describe Tenths
Lesson 3
Model & Describe Hundredths
Lesson 4
Model Decimals through grids
and number lines
Lesson 5
Adding fractions with unlike

Worksheet
5/14 Skipped 2

Homework (Self Start)

ABSENT

ABSENT

3/9 Skipped 2

15/16 Skipped 1

5/6 Skipped 1

denominators of 10 and 100

Lesson 6
Comparing and ordering
decimals
Lesson 7
Story Problems
Student 11 received a score of 73% on the post test. This is slightly below the average of 87.6%.
I was disappointed to see this after she scored so highly on the pre-test. However, she still
improved her score by 15%. Graph 5c shows her score in comparison with the other scores in the
class.
Graph 5c

Post-Test : Student 11's score compared to the rest of the class.

120
100
80
60
40
20
0

Class

Student 11

She missed four questions on the test. She missed an addition of two like fractions
problem. I believe this was a simple mistake because she has proven her ability to add like
fractions on the previous test, previous lessons, and on the pretest. She also missed question 10,
that I feel was another hurried mistake. She was asked to write the decimal for the shaded model

(a strategy she had no problem with on the pretest), and instead of the correct answer of 0.82, she
wrote 0.72. She also missed an ordering question, and a story problem involving addition of
unlike fractions.
Student 9
Student 9 is a determined young boy with a supportive mother and family. He has a hard
time picking up and comprehending new concepts, however, he tries very hard and participates
in all of the lessons. He is very involved in sports and has a good group of friends, including his
twin brother who is in another fourth grade class.
On the pre-test, Student nine scored 33%. This is 10.2% lower than the class average of 43.2%.
Graph 6a shows his score compared to the rest of the class.
Graph 6a

Pre-Test : Student 9's score compared to the rest of the class.

90
80
70
60
50
40
30
20
10
0

Class

Student 9

Student 9 missed 8 questions on the pretest. The only questions he answered correctly
were adding two like fractions and comparing two fractions to see which is greater. This shows
me that he is going to need a lot of guided instruction throughout this unit.
Graph 6b shows Student 9s scores on the assessments for each chapter.
Graph 6b

Lesson
Lesson 1
Model Decimals
Lesson 2
Model & Describe Tenths
Lesson 3
Model & Describe Hundredths
Lesson 4
Model Decimals through grids
and number lines
Lesson 5
Adding fractions with unlike
denominators of 10 and 100
Lesson 6
Comparing and ordering
decimals
Lesson 7
Story Problems

Worksheet
6/13 Skipped 3

Homework (Self Start)

ABSENT

4/12 Skipped 5

1/11 Skipped 0

12/17 Skipped 0

7/7 Skipped 0

Graph 6c shows Student 9s post test score in comparison to the class. He scored 66.6%
which is the lowest score in the class. Although this is 33.6% higher than his pretest score, it is
20.1% lower than the class average. He missed 6 questions including adding coins and
determining the decimal, comparing decimals, and story problems.

Graph 6c

Post-Test : Student 9's score compared to the rest of the class.

120
100
80
60
40
20
0

Class

Student 9