Math deficits across multiple grade levels at different schools (circa 2003)

 The sources provide data on math deficits across multiple grade levels at different schools. Here's an analysis of the distribution of these deficits:

Green Bank Elementary-Mid Grade:

• Grade 1: Exhibits significant deficits in math problem-solving, particularly in identifying numbers to 999 (-34), identifying equivalent amounts of money (-17), and computation (-16). Math procedures also show deficits in computation, specifically with two-digit addition (-20), addition (-14), model sums (-14), and subtraction in context (-14).
• Grade 2: Shows deficits in math problem-solving, especially in computation/subtraction (-17), recognizing identity element (-15), identifying numbers from expanded notation (-14), and identifying fractions (-13).
• Grade 3: Demonstrates deficits in math procedures, specifically computation in context with subtraction of decimals with regrouping (-37). There are also deficits in problem-solving strategies in making predictions from a sampling (-47).
• Grade 4: Shows deficits in math problem-solving in computation in context with subtraction of decimals (-27).
• Grade 5: Shows no significant deficits in the provided data for math problem-solving, but deficits in statistics with reading and interpreting line graphs (-4).
• Grade 6: Exhibits considerable deficits in geometry with classifying angles (-16), calculating area of plane figures (-6) and identifying transformations (-4), and in number and number relationships with identifying equivalent fractions (-19) and alternative representations of fractions or mixed numbers (-18). Math procedures show a deficit in computation in context with multiplication of decimals (-15), division of whole numbers (-11), and subtraction of decimals (-10).
• Grade 7: Demonstrates deficits in math problem-solving. Deficits are seen in algebra with identifying equivalent expressions representing the associative property (-12) and in computation in context with addition of decimals (-12) and multiplication of fractions (-14). Measurement deficits include measure length (-25) and determine measurements indirectly from scale drawings (-21).
• Grade 8: Exhibits significant deficits in math problem solving in Geometry with calculating area of plane figures (-22), identifying radius and diameter (-18) and calculating volume (-13). Computation deficits include identifying alternative representations of a fraction or mixed number (-25).

Hillsboro Elementary Grade:

• Grade 1: Shows deficits in math procedures in computation with three-digit subtraction (-24), subtraction in context (-20), and model sums (-9).
• Grade 2: Exhibits deficits in math problem solving, particularly in identifying components of figures (-34), finding a date on a calendar (-23), identifying an appropriate unit (-16), and measuring length (-13).
• Grade 3: Demonstrates significant deficits in math problem-solving in making predictions from a sampling (-40). In math procedures, deficits are seen in computation in context with subtraction of decimals with regrouping (-18). There are also functional reading comprehension deficits.
• Grade 4: Shows deficits in math problem-solving with computation in context/addition of decimals (-6).
• Grade 5: Exhibits significant deficits in measurement, specifically in selecting appropriate customary and metric units (-45), and in determining measurements indirectly from scale drawings (-14), and in number and number relationships with comparing and ordering decimals (-28), comparing and ordering fractions (-27), and identifying alternative representations of a decimal (-21).

Marlinton Elementary Grade:

• Grade 1: Shows no significant deficits in math problem-solving, but deficits in math procedures in computation with model sums (-1).
• Grade 2: Exhibits deficits in math problem-solving, specifically in identifying appropriate units (-20), identifying components of figures (-14), and identifying congruent figures (-10).
• Grade 3: Demonstrates a deficit in math problem-solving in making predictions from a sampling (-46).
• Grade 4: Exhibits deficits in fraction and decimal concepts, specifically in identifying the place value of a digit in a decimal fraction (-34).

Marlinton Middle Grade:

• Grade 5: Exhibits deficits in number systems and number theory with identifying the least common multiple or greatest common factor of two numbers (-14).
• Grade 6: Demonstrates considerable deficits in geometry with calculating the area of plane figures (-22) and identifying symmetry (-18) and in number and number relationships with comparing and ordering fractions (-21).
• Grade 7: Has deficits across multiple areas: algebra with identifying equivalent expressions representing the associative property (-12); number and number relationships with identifying equivalent fractions (-15), and number systems and number theory with distinguishing between prime and composite numbers (-13) and identifying numbers expressed in scientific notation (-13). Measurement also shows a deficit in measuring length (-16).
• Grade 8: Exhibits deficits in math problem solving in algebra with identifying an algebraic expression equivalent to a problem expressed in words (-19), identifying the meaning in words of an algebraic equation (-15), and evaluating linear expressions (-12), and in number and number relationships with identifying equivalent fractions (-17) and with an integer that is greater or less than a negative integer (-15), and in number systems and number theory with distinguishing between prime and composite numbers (-14), and identifying powers and square roots (-12).

Pocahontas County High Grade:

• Grade 9: Exhibits deficits in math with identifying an equation or inequality that represents a problem situation (-2) and solving inequalities (-1).
• Grade 10: Shows deficits in math with using formulas to find the volume of solid figures (-12) and solving linear equations (-8), evaluating polynomials (-7), solving equations with radicals (-5), and solving inequalities (-4), and in geometry with using the Pythagorean Theorem to find the length of an unknown side of a triangle (-19), and in statistics with drawing inferences from tables and graphs (-5) and making a prediction from a statistical sample (-5).
• Grade 11: Exhibits deficits in math with evaluating polynomials (-14), using formulas to find the volume of solid figures (-12), identifying an equation or inequality that represents a problem situation (-7), and solving linear equations (-4), and in geometry with deducting the length of a side of a polygon from given assumptions (-14), using the Pythagorean Theorem to find the length of an unknown side of a triangle (-6).

Summary of Math Deficit Distribution:

• Elementary Grades (1-5): The deficits vary across schools, but generally include areas such as basic computation (addition, subtraction, model sums), problem-solving (identifying appropriate units, reading and interpreting data), measurement, and geometry.
• Middle Grades (6-8): Deficits tend to involve more complex areas of math such as fractions, decimals, geometry (area, perimeter, volume), and number theory. There is also an increase in deficits in algebra.
• High School Grades (9-11): Deficits are more focused on algebra, geometry (Pythagorean theorem, volume, area) and statistics.

Overall, there is a wide distribution of math deficits across the grades, with some patterns of increasing complexity as students progress from elementary to high school. The specific areas of deficit vary across the different schools, indicating that each school has unique challenges.

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 Analyze the distribution of Math deficits across grades.