Paige Woodall

2-10-16
Item Analysis 1
Student 1:
After analyzing the formative assessment of student 1, I
recognize several errors that were made by the student and built
assumptions as to where the student is lacking in comprehension
based on the data provided. The overlying problem with student 1 is
that he seems to be switching operations and adding when he should
be subtracting (and vice versa). In the first problem, the student
underlined the key term how much MORE, and took that to mean
that he should use addition to add the two variables together instead
of using subtraction to determine the difference between the two. In
the second problem, the student recognized key terms such as total
and the two variables, however he did not understand the meaning
behind the problem. When the problem gave him the number of yards
in the first half and the total number of yards rushed in the second
half, the student added the two numbers together instead of using
subtraction to determine the number of yards rushed in the second
half. In the third problem, the student recognized misunderstood terms
such as he HAS$31 in his wallet, his mother GIVES him 5 and how
much does he have LEFT and took this to mean that Bill was losing $5,
so he subtracted the variables instead of adding them. Overall, student
1s main error is that he does not understand the meaning of
vocabulary terms that are identified with addition and subtraction
problems.
To help remediate for student 1s errors, I would begin by using
precise language to remind the student of terms such as subtraction
and addition, and to build his comprehension of these concepts. I
would then move on to modeling for the student examples of addition
and subtraction word problems, using repeated language to repeat
those terms throughout the lesson, and build connections between the
operation of addition with terms such as how much total, together,
gains, adds, etc., and the operation of subtraction with terms such
as how much more, less than, loses, etc. While modeling, I
would use manipulatives such as blocks to represent variables in word
problems so that we could act out the word problems, allowing the
student to visualize what is going on in the problem and to determine
the correct operation to use. I would then move on to guided practice
where I would monitor the student working the problems, providing
them with corrective feedback. After this has been done, I would
continue to monitor the students progress to determine if more
intensive intervention is needed, or if we can begin fading the
intervention.
In order to be able to complete these mathematic computations,
the student needs to have full comprehension of operations such as

Paige Woodall
2-10-16
addition and subtraction, and be able to demonstrate how to carry out
these operations. Another critical prerequisite skill for these problems
is that students are able to acknowledge terms such as how many
more, receives___ more, gives away ____, and relate them to the
correct operation that they fall under in word problems.
Based on the students current performance, the objective for
remediating this lesson will be altered to better fit the students present
level of understanding. In this lesson, the student will be expected to
be able to complete addition and subtraction word problems using
manipulatives and identifying key terms with fluency and accuracy.
Student 2:
After analyzing the data gathered from the formative assessment
of student 2, I propose that the student is lacking in foundational skills
of addition and subtraction computations. The student understands the
meaning of addition and subtraction and when each operation should
occur, however he does not fully comprehend the properties of
operations or the concept of place value. On the first problem, the
student new that he needed to subtract the variables, however he
forgot his place value rules and did not carry out the computation
correctly. On the second problem, the student again demonstrated his
understanding of how to choose the correct operation, however he
again did not correctly add the two numbers together. Specifically, the
student forgot to carry his 1 over after adding (9+4), so he got an
answer of 63 instead of the correct answer 73. On the final problem,
the student once again proved that he knows when to add/subtract,
yet he again subtracted the numbers incorrectly. When subtracting
47-28, the student forgot to borrow from the 4 since 7 cannot be
taken from 8, but instead he subtracted 8-7 and 4-2 and got a answer
of 21 instead of the correct answer 19. Overall, the main error that
student number two made was forgetting his foundational skills on
operations and forgot to apply his properties and place value rules
when adding and subtraction.
To remediate for student 2s errors, I would begin by having the
student complete a warm-up problem with my instruction. I would then
use explicit instruction to teach the student about the concepts of
addition and subtraction, and the operational properties and place
value factors that contribute to solving these problems. I would use
precise language to remind the student of key words and terms that
are used in subtraction and addition such as borrowing and carry
over, and continue to repeat these words throughout the lesson. After
explicit instruction I would model for the student how to carry out
addition and subtraction problems where place value is a factor as well
as borrowing and carrying over numbers, engaging the student in
dialogue and questioning while modeling the problems. While

Paige Woodall
2-10-16
modeling, I would teach the student how to CHECK THEIR ANSWER,
requiring them to do so when completing each problem. After modeling
these operations, we would continue with guided practice so that I
could gage where the student is in understanding place value and
properties, providing error correction when necessary. I would continue
to monitor the students progress as time goes on, determining when
to increase/ decrease intensive intervention.
In order to complete these operations, the student must
understand the concept of place value, and be able to add and
subtract using the place value strategies to get the correct answers.
The second prerequisite skill that students must be able to apply is
properties of operations, being able to articulate when to borrow or
carry over numbers when adding and subtracting.
Based on the students current performance, the objective for
intensive intervention for this lesson is slightly different. In this lesson,
the student will be able to apply place value strategies and rules for
operations to compute subtraction and addition problems, using the
CHECK strategy to check their answers.