Karalyn Olsen

2nd Grade Mathematics

Two-digit Addition with Regrouping

Adding Two-Digit Numbers with Regrouping

Initial Data and Post-Test Data

Student Pre-test Target Score Student Post-test Met Target

Score?
Student 1 0 70 Student 1 100 Met
Student 2 0 70 Student 2 95 Met
Student 3 0 70 Student 3 97 Met
Student 4 0 70 Student 4 91 Met
Student 5 0 70 Student 5 95 Met
Student 6 0 70 Student 6 100 Met
Student 7 0 70 Student 7 91 Met
Student 8 0 70 Student 8 70 Not Met
Student 9 0 70 Student 9 77 Not Met
Student 10 5 70 Student 10 91 Met
Student 11 5 70 Student 11 95 Met
Student 12 5 70 Student 12 95 Met
Student 13 5 70 Student 13 100 Met
Student 14 5 70 Student 14 95 Met
Student 15 10 70 Student 15 95 Met
Student 16 15 80 Student 16 91 Met
Student 17 15 80 Student 17 100 Met
Student 18 20 80 Student 18 100 Met
Student 19 25 80 Student 19 100 Met
Student 20 85 90 Student 20 86 Not Met
Student 21 90 90 Student 21 91 Met
Student 22 90 90 Student 22 100 Met
Student 23 100 90 Student 23 100 Met
Data Analysis

The table above illuminates students’ initial performance regarding the mathematical

skill: adding two-digit numbers with regrouping. A total of 15 students scored within 0-10% (tier

1), 4 students scored between 15-25% (tier 2), and 4 students scored between 85-100% (tier 3).

Overall, most of the class was placed in the bottom group (tier 1), since this was a new skill.

However, since 4 students received a score between 85-100, it is evident that some students

had prior knowledge regarding the math skill. To challenge these students, and ultimately

scaffold instruction, 2 problems will be added to the original pre-assessment. These problems
will assess students’ proficiency regarding procedural fluency, problem solving, and conceptual

understanding.
Miss Olsen
Swift-Slaybaugh Complex, Egg Harbor Township
SGO: Two-digit addition with regrouping

If Terry has 38 pieces of candy from Halloween, but her

friend gave her another 25 pieces of candy, how much candy
does Terry have in all? Please show your work. You may use
the t-chart to write or draw your work.

tens ones

+
Miss Olsen
Swift-Slaybaugh Complex, Egg Harbor Township
SGO: Two-digit addition with regrouping

Use the hundreds chart to show the sum of 32+28.

32+28=
 Final SGO Assessment Rubric

Evaluation Criteria Full Credit (2 Points) Partial Credit (1 Point) No Credit (0 Points)
Question 1 54+57=111 N/A Student does not answer, or
their answer is incorrect
Question 2 45+27=74 N/A Student does not answer, or
their answer is incorrect
Question 3 36+85=121 N/A Student does not answer, or
their answer is incorrect
Question 4 29+73=102 N/A Student does not answer, or
their answer is incorrect
Question 5 47+87=134 N/A Student does not answer, or
their answer is incorrect
Question 6 63+28=91 N/A Student does not answer, or
their answer is incorrect
Question 7 89+49=138 N/A Student does not answer, or
their answer is incorrect
Question 8 51+68=119 N/A Student does not answer, or
their answer is incorrect
Question 9 56+74=124 N/A Student does not answer, or
their answer is incorrect
Question 10 73+18=91 N/A Student does not answer, or
their answer is incorrect
Question 11 72+59=131 N/A Student does not answer, or
their answer is incorrect
Question 12 38+68=106 N/A Student does not answer, or
their answer is incorrect
Question 13 48+71=119 N/A Student does not answer, or
their answer is incorrect
Question 14 96+56=152 N/A Student does not answer, or
their answer is incorrect
Question 15 89+62=151 N/A Student does not answer, or
their answer is incorrect
Question 16 16+25=41 N/A Student does not answer, or
their answer is incorrect
 Final SGO Assessment Rubric
Question 17 82+88=170 N/A Student does not answer, or
their answer is incorrect
Question 18 74+69=143 N/A Student does not answer, or
their answer is incorrect
Question 19 55+77=132 N/A Student does not answer, or
their answer is incorrect
Question 20 77+54=131 N/A Student does not answer, or
their answer is incorrect
Question 21 Student either draws place Student uses a different Student does not answer, or
value blocks to represent strategy to find 38+25=63 their answer is incorrect
38+25, or they use the
standard algorithm for
regrouping to find 38+25=63
Question 22 Student uses the hundreds Student does not use the Student does not answer, or
chart to find 32+28= 60 hundreds chart correctly, or their answer is incorrect.
they do not use the chart at all.

However, they use a different

strategy to find the answer.

Total_____/44
Karalyn Olsen
2nd Grade Mathematics
Two-digit Addition with Regrouping

Final Narrative: Post-Test Analysis

Students in this classroom are currently in second grade, and the course of study correlating

to the SGO included the math skill of adding and regrouping. This SGO was aligned with the

standard 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value,

properties of operations, and/or the relationship between addition and subtraction. Students

were asked to add two-digit numbers. Certain problems required students to apply their

knowledge of place value to help them regroup and solve. I chose this standard because it is

important for students’ future success. It is important that students understand adding with

regrouping, so they can build off this knowledge when it is time for them to learn multiplication.

As a result, the SGO aimed to assess two skills students need to excel in the future. The SGO

assessed students’ ability to add, but due to regrouping, it also assessed students’ knowledge

of place value.

For the initial pre-assessment, I used my mentor teacher’s SGO to assess students’ prior

knowledge in terms of the math skill. This assessment consisted of 20 addition problems. For

each problem, students needed to add two-digit numbers together to find the sum. 18 out of 20

problems required students to regroup to find the sum. While students’ performance on this

initial assessment depicted their minimal prior knowledge concerning the math skill, the

benchmark assessment showed that most students made significant progress. A total of 4

students met the target score of 90% for the pre-assessment. However, after analyzing

students’ performance on the 12-question benchmark assessment, 18 students met the target

score of 90 %. The post-assessment consisted of the same 20 questions used for the pre-

assessment. However, two questions were added to assess students’ conceptual understanding

concerning the math skill. Question 21 required students to problem solve, as they were asked

to apply their knowledge of addition, and the correlating terminology to add. Question 22 asked
students to use a hundreds chart to solve 32+28. As an outcome, students had to show a

different way to solve an addition problem by drawing on a hundreds chart. Therefore, students

displayed their proficiency concerning procedural fluency. While the initial assessment was

created or supplied by my mentor teacher, I customized the final assessment by adding

problems to grasp students’ overall conceptual understanding in reference to the math skill.

After analyzing students’ post-assessment, I was pleasantly surprised to see how well

students did on question 22. Students spent a long time learning how to solve addition problems

using the standard method: stacking numbers and regrouping. Students spent days learning

how to carry the number in the tens place when the two numbers in the ones place added to a

two-digit number. Be that as it may, students spent very little time using their hundreds charts to

help them solve addition problems. After calculating students’ grades, I found that only 6

students got question 22 incorrect. Students needed to draw on their hundreds chart to show

the sum for 32+28. This problem required students to use their knowledge of place value to help

them count by tens, as they used their pencil to skip count from 32 to 52. Then, they needed to

take their pencil across, counting 8 ones to reach 60. While 2 students received partial credit for

solving using another method, the remaining 17 students solved by skip counting by tens. They

then used the number in the ones place (8) to move across the hundreds chart.

Furthermore, 13 students who initially received a score of 0 for the pre-assessment met the

target score of 90% for the post-assessment. Be that as it may, not all students were

successful. 2 students who received a 0 on the pre-assessment did not meet the target score of

90%. One student received a 70%, while another student received a 77%. Since these students’

scores went up a substantial amount, I am confident with additional practice, they will be

proficient in their ability to add and regroup two-digit numbers. Even though most students

depicted exceptional progress, I plan to make changes for future instruction. For example, I will

address the importance of adding the numbers in the tens place. After analyzing students’ work,
the most common mistake I observed concerned the numbers in the tens place. Most students

were able to carry over and regroup. However, some students forgot to include that number in

the tens place when they added, or they had trouble adding 3 numbers. Therefore, I think I

might attempt to have students circle their numbers in the tens place to remind them that they

must add every single number, even the number they carried over. This seemed to be the

number one mistake students made on the post-assessment.

Overall, through completing this project, I learned that students could make great progress

in a very short amount of time. I also learned that students’ may surprise you if you provide

them a chance to apply their knowledge of math to a relatively new context. I think we often

have students practice similar math problems because we think it is the only way for students to

really grasp a math skill. After looking at students’ performance on the post-assessment, I am

glad that I gave students a chance to show they understand how to solve addition problems

using the standard algorithm. Nevertheless, I am also proud that 17 students used a hundreds

chart to solve for an addition problem.