*Note: These anecdotal records were based on the math lesson that I taught, so I have reposted

my math lesson which specifies the grade level, content, objectives and assessment. I have

reposted my rubric for the lesson below. All other information needed is also listed below.

Math Lesson:

3.) Assessment tool/rubric:

Above the Standard

3

Pre-assessment

worksheet:

Student completed

pre-assessment

worksheet, and

answered 3/3

problems correctly

During Lesson

Worksheet:

Student answered all

problems on the

worksheet correctly

Performance

during lesson:

Student remains on

task consistently

throughout lesson,

demonstrates an

understanding of

content material,

answers questions

asked in class and

answers them

correctly

Meets the Standard

2

Student answered 2/3

problems correctly on

pre-assessment

worksheet

Student answered

3/4 problems on the

worksheet correctly

Student remains on

task for the majority

of the lesson,

demonstrates

understanding of

material, may or

may not answer

questions asked in

class, if the student

does volunteer

information it is

mostly accurate

Approaching Standard

1

Student answered 0-1

problems correctly on

the worksheet

Student answered 0-

2 problems correctly

on the worksheet

Student is not

focused on lesson

Anecdotal Records/Samples of student work

Chris:

Chris worked really hard on the lesson. On the

pre-assessment, Chris seemed to be having

some trouble with the concept of solving

subtraction world problems. He wrote out the

answer to the problems without recording the

equation, or his work, and this seemed to cause

some confusion. However, he got the correct

answer for 2 out of the 3 word problems on the

pre-assessment. Chris was somewhat confused

by the concepts on the worksheet during the

lesson and asked me for help on one of the

problems. However, once I explained the

problem to him again, and worked through the

problem with him, he understood the concept

right away and was able to finish the worksheet

with very little trouble. Chris finished all of the

problems on the worksheet correctly and

remained on task throughout the lesson. He

understands the correct order to write a

subtraction equation in and that a smaller

Rugen:

Rugen was somewhat distracted during the

lesson. He was distracted by the cubes, and

instead of using the cubes to measure the

different parts of his body to solve the

subtraction word problems, he began to build

towers and play with the cubes. However, once

prompted to stay on task, Rugen demonstrated

that he had a good understanding of the lesson

and subtraction word problems. Rugen

answered every problem correctly on both the

pre-assessment worksheet, and during lesson

worksheet. Rugen also solved all problems on

the pre-assessment worksheet in his head, but

did so correctly, without needing to draw a

picture or see the equation in front of him. He

understands the correct order to write a

subtraction equation in, and solved all

subtraction problems correctly. However,

Rugen needs to work on his ability to write

numbers, many numbers are drawn backwards

number must be subtracted from a bigger

number and not the reverse. Despite some

initial trouble with the lesson, Chris learned

very quickly. Chris attempted to work with his

partner during the lesson, but his partner did

not work well with him and finished the

worksheet on her own without helping him.

and facing in the wrong direction.

Melissa:

On the pre-assessment worksheet, Melissa used

diagrams and pictures to help her solve the

subtraction word problems. This helped her a

lot and she solved all of the problems correctly.

During the lesson, however, Melissa had more

trouble. While she remained on task

throughout the lesson, and solved 2 out of the 4

word problems correctly, she had some trouble

with the last 2 problems. On the third problem,

Melissa wrote the equation she was solving in

the correct order, but answered the problem

incorrectly, saying 15-8=5. On the last

problem, Melissa did not write the equation in

the right order or answer the equation

correctly. Melissa would benefit from a review

of how to write subtraction equations and

being prompted to always use diagrams to help

her solve subtraction problems, since she

solved all of her pre-assessment problems

correctly by using diagrams. Melissa worked

very well with her partner during the lesson

and was one of the few students who actually

Keianna:

Keianna had some difficulty with the lesson.

On the pre-assessment, she answered one of

the word problems correctly, and attempted to

copy answers off of her fellow classmates. She

did not use diagrams or pictures to help her.

During the lesson, Keianna put in a great deal

of effort, however she had some difficulty with

the lesson. Keianna was able to write out all of

the equations correctly, however she was

unable to solve the subtraction problems she

had written correctly. Keinna wrote that 31-

5=5, 5-3=3, and 10-8=8. Keianna would

benefit from reviewing subtraction.

worked as a team on assignment.

Note: in my math lesson I had intended to take anecdotal records of all students, but was only

able to complete these four students.

4.) Analysis of Data:

Chris has a pretty good understand of subtraction and the lesson taught, he is able to write

equations in the correct order and solve subtraction problems correctly. Chris really only has

problems with subtraction when he does not approach the problems in a step-by-step method

and attempts to do all the math in his head. Rugen demonstrates a good understanding of

subtraction and the lesson. He is able to write subtraction word problems, and write them in the

correct order and solve them correctly. He does not need to use diagrams to solve subtraction

problems. However, Rugen needs to work on staying on task through lessons and not becoming

distracted by other materials. Rugen also needs to work on his ability to draw numbers facing in

the correct direction. Melissa seems to have a good understanding of solving subtraction

problems, but just needs to be sure that she uses diagrams to help her do so. She solved all

problems on the pre-assessment worksheet with the help of pictures and diagrams. She needs

some help with writing equations in the correct order. Keianna needs a lot of help with

subtraction and subtraction problems, she would benefit from reviewing how to write equations,

and a comprehensive review of subtraction.

5.) Sample of student work posted above

6.) Recommendations for future instruction for the entire class:

With the entire class, I would review the basic process of writing out a subtraction

equation: bigger number-smaller number=answer. I would emphasize that a bigger number

cannot be subtracted from a smaller number. I would not go into detail about negative numbers,

but I would tell students that the result of subtracting a bigger number from a smaller number

would give them a negative number, which is something they will learn about more in later

grades. I would give students a demonstration showing that it is not possible to subtract a bigger

number from a smaller number. I would have 8 manipulatives of some sort, and ask students to

try to help me take away 10 (a bigger number) to show them that it is not possible.

7.) Recommendations for future instruction for students sampled:

With Chris, I would work on making sure to approach solving subtraction problems in a

step-by-step method and not attempting to do all math in his head. With Rugen, I would work

with him on writing numbers correctly. With Melissa, I would review basic subtraction problems

and encourage her to always use diagrams to help her solve problems, because she seems to

really benefit from this. I would also work with helping her write equations in the correct order. I

would help review basic subtraction principles with Keianna, since she seems to be struggling

with subtraction. I would also help her with writing equations in the correct order.