-Students will use what they know about about place value to interpret and compare two numbers. Students will then compare numbers by starting with the greatest place value. They will then examine the equality and inequality symbols used to write number sentences.
-Students will evaluate the number of hundreds, tens, and ones and complete number sentences comparing two numbers with the same hundreds digits.
-Students will evaluate the number of hundreds, tens, and ones and complete number sentences comparing two numbers.
-Students will solve problems involving the comparison of three-digit numbers and discuss their solutions.]
b. Provide a graphic (chart or table) or narrative that summarizes student learning for the whole class. Be sure to
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As previously mentioned, while watching the student complete the assessment, I observed the student guessing. If the student truly understood the place value of each number then she would have answered all of the other number sentences correctly, however she only chose to complete each number sentence using the “less than,” inequality symbol, which coincidently awarded her with items b and e being correct. This student is yet to understand how three-digit numbers compare to one another based on place value, as well as, the meaning of each inequality symbol. Due to not understanding how three-digit numbers compare to one another based on place value, the student was not able to properly discuss her …show more content…
If a video or audio work sample occurs in a group context (e.g., discussion), provide the name of the clip and clearly describe how the scorer can identify the focus student(s) (e.g., position, physical description) whose work is portrayed.
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3. Developing Students’ Mathematical Understanding
a. Based on your analysis of the focus students’ work samples, write a targeted learning objective/goal for the students related to the area of struggle.
[Students will compare two three-digit numbers by completing the place value model, producing an accurate number sentence with the appropriate inequality symbol, and discussing their solutions.]
b. Describe the re-engagement lesson you designed to develop each focus student’s mathematical knowledge in relation to the targeted learning objective/goal. Your description should include targeted learning objective/goal from prompt 3a state-adopted academic content standards that were the basis of the analysis strategies and learning tasks to re-engage students (including what you and the students will be