CELDT Level 3

Currently, my students have been working on the relationship between multiplication and division, where they can use multiplication to solve division problems. Through quick checks and by giving an end of unit assessment test, I can break up my class into three sections. Nine of my students are struggling learners who have difficulties seeing the correlation between division and multiplication. My struggling learners do not have their multiplication facts memorized and they often struggle to explain how they got their answers. However, they are adequate in their procedural understanding. In this section, I have one student who is a CELDT level 3. In the next section, there are eleven students who are okay, but they have a couple of “holes”
in their procedural calculation when it comes to solving two-step word problems. These students are able to fill out the first part of a two-step word problem, but then forget the second half of the question. However, this group adeptly adds multiple digit numbers and the majority have passed their multiplication tables. In this section, I have one student who is a CELDT level 4. The last section, there are eight students who don’t need any special support because they have passed all of their multiplications facts and they demonstrate having a procedural and conceptual understanding of division and multiplication. In this section, I have the remaining of my CELDT levels that are in level 2, 4, and 5.