When it was time to begin this assignment, my mentor and I discussed the best strategies for continued success with mathematics instruction. Our students have been performing quite well on their chapter tests with an eighty-eight percent on their chapter one test and ninety-one percent on their chapters two and three tests. As a part of Florida's second grade curriculum, chapter four is double digit addition with regrouping which was the focal point of this mathematics assessment. I administered the pre-test to all seventeen students on October 23, 2017. The test was administered in a whole group setting with erected privacy folders to ensure the confidentiality of each students' individual work. There were fifteen questions on the test. The test contained questions written in standard form that needed to be solved by regrouping. Only one set of addends yielded a sum greater than one hundred. Later that day, I graded each test, analyzed the data, and looked for common mistakes. The class average on the pre-test was an eighteen percent. I knew prior to the start of this unit that many students initially struggle with the proper execution of double digit addition with regrouping. After grading the pre-tests, I saw quite a few common mistakes. I saw students who were adding from left to right which resulted in three digit answers. I also saw examples of students who were not "carrying the one." Finally, several students were so overwhelmed by the test itself that they were only able to even attempt a few of the problems. Nine of the seventeen students did not get any of the questions correct and received a zero on their pre-test. Two students' scores did stand out (Zayden and Noelia). These two students scored eighty percent or higher with Zayden achieving a one hundred percent. I was curious about this so I pulled these two students aside the next day to gather more information. Zayden informed me that he attends a clinic in the afternoons to improve his Mathematics skills, and Noelia stated that her older sister had been teaching her advanced mathematics (all the way up to long division). Having gathered this additional information, I began to design lessons that would improve my students' skills with double digit addition. The first strategy I employed when teaching my students double digit addition may seem very simplistic, but it was highly effective. Before beginning each problem, I drew an arrow (<-------) that started in the ones column and pointed to the left. At least half of my students had been approaching their equations from left to right which resulted in the wrong answers. I reiterated that we read from left to right, but we add and subtract from right to left. I drew this arrow and stated this phrase at least fifty times over the course of this unit. Some of my students caught on rather quickly, but others desperately needed that reminder and repetition. The next strategy I chose to use was breaking the numbers apart. This activity was highly beneficial to my students with an increased number sense. For example, the equation 26 plus 49 would become 20 + 40 and 6 + 9 or 60 +15. It was much easier for my students to visualize the regrouping while using this strategy. Finally, to rectify the common error of not "carrying the one," I taught my students to always draw a box above the tens place. This is a visual cue that helps them determine if they are done with the problem or if they have forgotten something. My students always had to put something in that box (even if it was just a zero). These strategies, coupled with my enthusiasm and love for mathematics, yielded very positive results. I administered the post-test on November 3, 2017. The class average was a seventy-one percent. This was a substantial improvement from the pre-test results of eighteen percent. Only three students achieved a one hundred percent, but all except two students showed significant growth. Ironically, the two students with the highest pre-test scores (Zayden and Noelia) were the two who did not show improvement. Zayden had already achieved a one hundred, but I was surprised Noelia did not show any progress. Four students went from scoring a zero to an A (93-100). When analyzing the post-test data, I was pleased to see that the errors the students made were not the result of starting from the left or forgetting to "carrying the one." Their errors were those of carelessness and simple addition mistakes. I appreciated the opportunity to administer a pre-test for this unit. It is often an extremely challenging one, and the addition of this data made it easier to plan for. Mathematics can difficult to differentiate due to it rapid execution pace and the rigidity of the curriculum. In the future when I teach about double digit addition with regrouping, I will employ the strategies I used in this unit, but I will also incorporate hands-on, interactive activities. I would like to give my students the opportunity to make mathematics more applicable to the real world and more accessible to visual and tactile learners. Despite changes I might make in the future, I truly believe my current students' abilities improved greatly over the course of this unit.