B. Evaluate the effectiveness of the attached "Lesson Plan: Multiplying Tenths" on student outcomes, as measured by the formative assessment data in the "Formative Assessment Results" supporting document.

1. Analyze student learning for the class as a whole based on the data in the attached "Formative Assessment Results."

Given a problem and a 1010 graph, the student will be able to multiply tenths by tenths using concrete and pictorial representations with 80% accuracy.

Student Name	Score for Questions 1-4	Responses for Question 5
Dakota I.	25	I don't know
Bella Y.	75	You count where they cross
Traci C.	75	Because 10 times 10 equals 100.
Daniel B.	25	(blank)
Will S.	100	Multiplying a decimal by a decimal makes a smaller number
Maria E.	50	You shade them.
Landon S.	25	???
Michael P.	75	A tenth times a tenth equals a hundredth
Abby M.	50	You multiply
Owen J.	0	Line up the decimals
Jake C.	100	Decimals times decimals make hundredths
Leo K.	25	They only go half as far
Ben W.	25	(blank)
Lily A.	75	The answer is shaded.
Bryce C.	50	Where they cross over
Jack K.	100	Tenths make tenths smaller so the answer is hundredths
Tina P.	100	I count the number of squares that are shaded where the tenths cross.
Josie I.	75	We use tenths to make hundredths when multiplying.
Marcus L.	75	Multiplying by small numbers makes smaller numbers.
Miguel N.	75	Multiplying by decimals make bigger decimals.
Katy C.	25	The decimal number gets bigger
Jon R.	100	(blank)
Jeremy C.	50	I don't know
Penny B.	100	Anytime you multiply by a decimal the answer is smaller. Hundredths are smaller than tenths.
Joe S.	75	The answer is where they cross.
Jenny B.	75	Count the number of squares that are dark