Paige Woodall

SPED 314
Item Analysis #2
Student 2:
After analyzing the formative assessment of student 2, I identified 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 this student is that he
often uses the wrong operation and schema to solve problems, and adds when he should subtract
and subtracts when he should add. In the first problem, the student most likely saw the word
give and thought that meant he needed to add the two variable together, so he used the partpart-whole schema to do so. However, the problem was saying Chase had to give away $4, so the
student should have used the change schema to show that Chase had $22 and after giving away
$4 (subtracting), he was left with $18. On the second problem, the student used the wrong
schema, however they picked the right operation and ended up with the correct answer. This
problem shows Cherokees weight at 6 months and then shares how much weight she gained
over the next 6 months, asking how much she weighs now. Instead of using the change schema
to show her weight at the start and then adding her weight change after the next 6 months, the
student used the part-part-whole schema and placed 40 Lbs. as the first part and 22 lbs. as the
second part, added them together, and got 62 pounds as the total weight because a change in
weight occurred. On question 3, the student used the wrong schema and operation, which caused
him to get the wrong answer. This problem provided him with a total number of hats and two
types of those hats, giving him the number of hats that were the first type and asking how many
were the second type. Instead of using the part-part-whole schema to fill in the boxes with the
whole and parts which would show you that subtraction is needed to find the second part, the
student used the change schema and added the total number of hats with how many hats are the

Paige Woodall
SPED 314
first type (15 +13) getting an answer of 28 instead of the correct answer which is 2. Question
number 4 gives the number of rushing and passing yards that the aggies have and asks how many
total yards. The student used the change schema and added 52 + 45 yards, yielding an answer of
97 total yards. Although they got the right answer, the part-part-whole schema should have been
used to show the two parts (amounts of yards) that together make up the whole amount of yards,
because there was no change in the amount of yards that occurred. On the last problem, the
student used the part-part-whole schema and added up the dollar amounts given, yielding the
correct answer of $42. Although the answer was correct, the student should have used the change
schema to solve this multi-step problem because the scenario provides a start amount and shows
a change in the amount of money that he is given, asking for his total amount of money that he
ends up with. Overall, student 2s main error is that he does not understand when to use each
schema when solving a word problem, which causes him to choose the wrong operation, yielding
incorrect answers.
To help remediate for student 2s errors, I would begin by using precise language to
prompt the student to remember terms such as addition and subtraction to build his
understanding of these operations. Next, I would use direct instruction to re-teach the schemas
and when to use them, modeling the schemas and example word problems step-by-step in the
Concrete, Representational, and Abstract stages to make sure the student gets a full
understanding of when to use each schema. While modeling, I would use manipulatives to work
out word problems in order to give the student a visual of what this word problem looks like in
real life as well as why teach operation and schema is used. I would then move into guided
practice where the student would begin to lead in working through the problems while I
prompted them using repeated language ( to repeat terms such as give back, puts on, total

Paige Woodall
SPED 314
of, etc. ) to remind them of key terms that reflect which operation is being used in order to
guide them towards applying the correct schema and operations when solving word problems.
During guided practice, I would monitor the students work, providing corrective feedback when
necessary. After doing this, I would provide an independent activity in order to see the student
progress, monitoring their work 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 addition and subtraction, and be able to show how to
carry out these operations. Another prerequisite skill that goes along with these problems is that
students are able to recognize and apply schemas correctly when solving 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. Given 5 word problems
involving the application of operations such as addition and subtraction, the student will be able
to determine and use the correct operation and schema to solve the word problems correctly, with
100% accuracy on 3 trails.