## Analysis

Complete the task. Look at the rubric. How does this task assess the big ideas about understanding the operation of multiplication and division?

• How many students understood that this was a multiplication problem?

• How many multiplied each by 16 based on Angie starting with 16 dogs?

What other types of errors did you notice?

• How many students understood that this was a multiplication problem?

• How many students could solve this problem correctly?

• What strategies did students use to solve the problem?

·

o

• How many students understood that this was a division problem?

• How many students could solve this problem correctly?

• What strategies did students use to solve the problem?

4) 7 0

3 7

1

• How many students understood they could use remainders to show results? 5 students.

• How many students understood that this was a division problem

• How many students could solve this problem correctly?

This revision is better suited to a fourth grade class than the original assessment.

*Several students in this class have a grasp on multiplication.***Look at student work on Question 1. 21 students took the REVISED test**• How many students understood that this was a multiplication problem?

*20 students*• How many multiplied each by 16 based on Angie starting with 16 dogs?

*None. Students were able to decipher the number of dogs at each checkpoint as stated in the word problem*.What other types of errors did you notice?

*Multiplication errors. 15X4 = 70. 5X4=20. Carried the 2 added 4+1+2=7.***Look at student work on Question 2.**• How many students understood that this was a multiplication problem?

*19 students*• How many students could solve this problem correctly?

*16 students*• What strategies did students use to solve the problem?

*1 9*__X 6__*Circled the 6, drew an arrow up to the 9. When carrying the five wrote +5.*·

*What types of errors were made?*o

*Multiplication errors. 19X6 = 123; 9X6 = 63; 19X6 = 304 multiply 9X6=64, carried 5 multiplied 6X5=30.***Look at student work on Question 3.**• How many students understood that this was a division problem?

*19 students*• How many students could solve this problem correctly?

*2 students all three parts; 3 students two parts and 14 students 1 part.*• What strategies did students use to solve the problem?

__x 1 9__4) 7 0

__- 4 0__3 7

__- 3 6__1

• How many students understood they could use remainders to show results? 5 students.

*Many of them did not show any remainder or decimal. Many did not show their work.***Look at student work on Question 4.**• How many students understood that this was a division problem

*? 21 students*• How many students could solve this problem correctly?

*We worked this problem together***Summary:**This revision is better suited to a fourth grade class than the original assessment.

**Angie the Iditarod Musher - Pre-Test**

The original pre-test was given to a class of fifth graders.

*Most students in the two classes have a grasp on multiplication.*

*Division was more difficult for the fifth grade students, but did better than the fourth grade students did on this same assessment.*

**Look at student work on Question 1. 18 fifth grade students and 20 sixth grade students took the pre-test**

• How many students understood that this was a multiplication problem?

*18 fifth grade students and 20 sixth grade students. All students were able to create multiplication problems from the word problem.*

• How many multiplied each by 16 based on Angie starting with 16 dogs?

*Four fifth grade students.*

**Look at student work on Question 2.**

• How many students understood that this was a multiplication problem?

*18 fifth grade students and 20 sixth grade students.*

• How many students could solve this problem correctly?

*13 fifth grade students and 16 sixth grade students.*

**Look at student work on Question 3.**

• How many students understood that this was a division problem?

*18 fifth grade students and 19 sixth grade students.*

• How many students could solve this problem correctly?

*4 fifth grade students could solve all three parts correctly. 9 could solve two parts correctly. 5 could solve one part correctly. 11 sixth graders could solve all three parts correctly, 7 could solve two parts correctly, and 1 student could only solve one part correctly.*

**Look at student work on Question 4.**

• How many students understood that this was a division problem?

*18 fifth grade students and 19 sixth grade students.*

• How many students could solve this problem correctly?

*11 fifth grade students and 16 sixth grade students were able to solve the problem correctly.*

**Summary:**

The original test created is better suited toward a sixth grade level class than a fourth grade level class.