Mickey Mouse Club Case Study

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Students were also exposed to other division strategies like partial quotients ad traditional long division. They were assessed on this with an exit slip. The students in the “Minions” were able to perform the best on this, as these students are a bit more advanced and have been practicing on Summit as well. Students in the “Mickey Mouse Club” were able do well on this to, but they have shown to be stronger using just one strategy, not at applying both. The students in the “Looney Toons” and “Peanuts” struggled a bit with this, they were only asked to choose one strategy, but they were not able to do it successfully. They either made simply computation errors, or forgot a few essential steps. In order to help with this, a mnemonic device was created as …show more content…

Nine out of 14 students in the “Minions” and “Mickey Mouse Clubs” played this game effectively, demonstrating positive growth. While a few students needed some assistance, and were not able to do it completely independently. Students in the “Looney Toons” and “Peanuts” continue to struggle a bit with this, but they were able to show they could refer back their notes and work with a partner to solve the division problems. Many students in these groups chose to use the partial quotients strategy or the picture model. This may be because they are bit more visual for these concrete learners. These strategies also relate to skills we have been working on in previous units for place value and multiplication. Overall, only about half of the students were able to show full mastery of these concepts, and a majority of them were in the upper level tiered groups which was a bit expected as they are able to grasp concepts a bit quicker. Students in the lower level tiered groups are still continuing to make wonderful positive growth, but have not demonstrated full mastery of the third

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