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Data Collection Assignment

This document summarizes Hannah St. Clair's data collection project for a 2nd grade math unit on basic fact fluency for addition. It provides details on the classroom makeup, standards covered, pre-assessment used to group students, and weekly lesson plans focusing on different addition strategies. Analysis of pre- and post-assessment data shows most students improved by 10-20 points, demonstrating mastery of addition concepts. While word problems proved most difficult, differentiation and more time on this skill could further support students.

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41 views8 pages

Data Collection Assignment

This document summarizes Hannah St. Clair's data collection project for a 2nd grade math unit on basic fact fluency for addition. It provides details on the classroom makeup, standards covered, pre-assessment used to group students, and weekly lesson plans focusing on different addition strategies. Analysis of pre- and post-assessment data shows most students improved by 10-20 points, demonstrating mastery of addition concepts. While word problems proved most difficult, differentiation and more time on this skill could further support students.

Uploaded by

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Hannah St.

Clair

Data Project

Regent University
Data Collection Assignment – Hannah St. Clair

Part One:
Placement:
Fall 2023, Placement 2
Class Makeup:
22 students, 7 girls, 15 boys, 4 IEP, 4 504s, 1 ELL
Grade:
2nd Grade
Subject:
Math, Addition, fact fluency
My Data-collection assignment was done during Placement Two in the Fall of 2023. I

completed this project with my second-grade classroom which is made up of 22 students, 15

boys, and 7 girls. In this classroom, there are also 4 IEPs, 4, 504s, and 1 ELL student. Three

students were not for both pre and post-assessments and it was not able to be made up in time for

this project.

Unit:
2.5 Basic Fact Fluency
SOLs:
2.5 The student will
a. recognize and use the relationships between addition and subtraction to solve single-step
practical problems, with whole numbers to 20; and
b. demonstrate fluency with addition and subtraction within 20.
2.17 The student will demonstrate an understanding of equality through the use of the equal
symbol and the not equal symbol.
Summary

The part of the unit that I collected data for was specifically covering addition. I could

have collected my data through subtraction. However, I wanted to focus on my students'

foundation of addition and strategies. I created the pre-assessment to connect to each part of the

standard. Each question is aligned to the CPS curriculum and Va SOLS. I made sure that

students would see addition problems in multiple different forms. Such as standard equations,

using tens blocks, missing addends, and word problems. This unit is to solidify students' fact

fluency and knowledge of strategies for addition. I created this assessment in Google forms.
Part Two

Sequence of Teaching and Learning:

This unit took place over a week. After collecting the pre-assessment data many

students were familiar with basic fact fluency. I already had some highflyer students who I began

to differentiate with on Thursday. Our daily math lesson consisted of 30 minutes of whole-group

instruction and an hour of small-group rotations.

Monday: Adding using tens frames.

Tuesday: Adding using a number line.

Wednesday: Adding using part-part whole/Word Problems

Thursday: Review Stations

Friday: Whole group review/Assessment.

Each day began with a whole group introduction of the strategies using the

document camera. After students would rotate into stations which consisted of a math game, a

worksheet, and small group instructions. I used the data collected from the pre-assessment to

create my groups. I had three groups to differentiate with. My first group was those who really

struggled with the concept of addition. With this group, I focused on hands-on and visual

concepts for addition. So, we used blocks and number lines in our small groups. My second

group is the group that was on the level. They had a good understanding of addition and were

doing well learning the new concepts. In small groups with them, we focused mainly on allowing

students to choose which strategies they liked and becoming comfortable with word problems. In

my third group, these students had a firm understanding of addition and was ready to take it
further. So with this group, we began adding 20 and above in word problems. For this week I

kept instruction the same and differentiated in groups. For my highflyer group, I didn’t

differentiate until Thursday because I wanted to make sure they had a firm understanding of

addition.

In this I made sure to have a variety of ways to learn, I used worksheets, card

games, online games, group work, and anchor charts. We always started off with a form of

review. Then the whole group lesson where we would do some hands-on models or anchor

charts. After we would move into centers using worksheets, games, and group work. The

students really enjoyed the hands on portion using different things to add and playing games

together.

Part 3

Overall, I was pleased with the data outcome from this assignment. At the end of

this unit, students had a foundational understanding of addition and it proved helpful when we

began to learn subtraction. Students were able to use all the addition strategies they learned and

find the one that worked the best for them. Most of my students improved by ten to twenty

points. Which is equal to one or two more questions.

If I were to go back and teach this unit again I would try to give more time for word

problems. That seemed to be the hardest for students. Although this was difficult because the

students who struggled with word problems are also those students who struggled with reading.

Another thing I would do differently is add more differentiation earlier on. I feel that my students

would have benefited from more leveled learning. But overall, I feel this was a successful unit.
Collected Assessment Data

This graph shows the data for the pre-and post-assessment. Each student was given

a number, the blue bar is for the pre- and the red is for the post-assessment. The Y-axis shows

how many questions they got correct. Every student improved, except for 19 who was not

present for the pre-assessment and was not able to make it up.
Students work with a partner to complete addition word

problems using pompoms as a visual aid.

A anchor chart made for Part-part whole.

A student practicing addition using all strategies.

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