Andrea Dahlberg

ESL
Part A
West Towson Elementary School was established in 2010 and is located in Towson, MD. The
schools current enrollment is 503 students with a capacity of 451. There are 29 teachers and 27
classrooms, none of which can be relocated. The average class size is 21.9-24.9 students and they
have a computer to student ratio of 1:1.3.

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The classroom I teach is a Math Resource class consisting of four white male students. All of the
students have an Individualized Education Plan (IEP) and require considerable furtherance in
math. The class has one student with Autism Spectrum Disorder (ASD), one student with
Attention Deficit Hyperactivity Disorder (ADHD), and two with Specific Learning Disorder
(SLD). Two of the students in the class comprehend the lessons quicker than the others but still
require a significant amount of assistance. One of the students in the class is an ELL student and
has difficulty with comprehension and expression. There is another student that has difficulty
with expressive language skills and requires extra time to process questions and word problems.

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This unit addressed the following common core standard:
5.NBT.7-Add, subtract, multiply, and divide decimals to hundredths, using concrete models or
drawings and strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written method and explain the
reasoning used.
Objectives:
I can use models to find quotients in problems involving decimals.
I can use the standard algorithm for division to divide decimals by a single digit whole
number.
I can use the standard algorithm for division to divide decimals by a two digit whole number.
The students will demonstrate the knowledge they have gained through a series of formative
assessments designed specifically to align with the common core standard and objectives

specific to the lessons. There will be a pre-assessment and post assessment (summative) that
will measure the result of student learning throughout the three lessons.

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Part B
The students completed a pre-assessment prior to the start of my first lesson. The assessment
consisted of nine questions that were pulled from the three lessons I hoped to teach. I compiled
the questions from Pearsons Quick Check on-line assessments and administered the preassessment to the students in paper form. There were three questions that were connected to each
of the three objectives from the three lessons. The four students did not score above 33%. My
goal is to have the students increase their individual scores by 50% represented by the
summative assessment after the three days.
The summative assessment I used measured the students knowledge of the following objectives:
I can use models to find quotients in problems involving decimals.
I can use the standard algorithm for division to divide decimals by a single digit whole
number.
I can use the standard algorithm for division to divide decimals by a two digit whole number.

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The summative assessment consisted of four questions pulled from the three lessons that were
taught over five days. During the pre-assessment, I noticed my students getting frustrated at the
amount of problems. I adjusted the summative assessment to reflect this knowledge. The
common core standard stayed the same for both lessons. The standard was as follows, 5.NBT.7Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings
and strategies based on place value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method and explain the reasoning used.
I administered the summative assessment in paper form, using the same style of questioning that
I used for formative assessments and the previously given pre-assessment. Two of the questions
had multiple steps that I scored individually. During the first lesson I focused on creating a
model for the division problem and identifying that the divisor was the amount of groups each
model would have and then how we could exchange parts of the model in order to successfully

complete the division model. There are a lot of steps to remember and I wanted to be able to give
the students credit for identifying all or part of the process. The summative assessment also
consisted of two decimal division problems using the standard algorithm. The students
previously spent a large amount of time on the standard algorithm. For this lesson, I focused on
placement of the decimal and maintenance of using the standard algorithm. I gave partial credit
for manipulating the decimal correctly and I gave partial credit for completing the algorithm
correctly.

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I utilized formative assessments during and after each lesson. The formative assessments were
used to identify how I would move forward with my students and the lesson. The most
commonly used formative assessments were guided practice problems, which identified who was
more independent and who needed extra assistance; independent practice in order to identify
how much of the learning objective was obtained; and a Pearson Quick Check assignment. The
guided practice and independent practice portions of each day enabled me to quickly assess how
I could adjust my teaching for the next day. Additionally, my students are vocal and express their
needs appropriately; therefore, I was able to consider their feedback. I used all of these
assessments to ensure that my students were accomplishing each lesson objective.

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Part C
The objectives that were part of each lesson were shared with my students at the beginning and
end of each lesson. I shared the objectives in kid-friendly terms. For example, instead of
stating I can use the standard algorithm for division to divide decimals by a single digit whole
number, instead I wrote on the board and had a student recite I can divide a decimal, such as a
monetary value, by a one digit divisor. This allowed the students to make a real life connection
to dividing decimals. The pre-assessment data I collected gave me the insight on how to develop
and structure my lessons. The students did not score above a 33%. They made simple number
sense errors, they did not check their work, they did not know what to do with a decimal, and
could not answer the modeling questions at all. The data I gathered indicated that I would need to
spend two days on modeling due to the lack of prerequisite skills. My mentor believed that one

day would be sufficient; therefore, I attempted to structure all of the activities into a one-day
lesson. On the first day, my students arrived thirty minutes late and departed fifteen minutes
early due to other events in school. I needed to adjust my lesson plan for approximately forty
minutes of instruction. I skipped calendar math and immediately introduced the objective. I used
base ten blocks to model what a flat, rod, and unit were and handed out an example sheet. While
solving a problem, I asked open-ended questions focusing on how we would solve the problem
drawing a model. The time constraint did not allow for independent practice in class, therefore I
assigned one homework problem. Only one student successfully completed the homework
problem and the lesson went into a second day. The second day of the lesson the students
arrived again thirty minutes late and one student was absent due to a prior commitment with the
band. I reviewed the homework problem for understanding and we continued guided practice.
The students were assigned more homework on models and we continued the lesson into a third
day. On the third day we were able to complete the lesson and through formative assessments
such as homework, the Pearson Quick Check, and independent practice problems, I assessed
the students had learned the objective and were able to move on to the next lesson. The third day
we started the second lesson objective with an engaging scavenger hunt. The four questions in
the scavenger hunt reinforced what they learned prior and introduced the new skill. The lesson,
consisting of dividing decimals with a one digit divisor, was continued on a fourth day and
completed successfully based on formative assessments. The students completed a pre-generated
problem to solve that was linked to the amount of money they found in the treasure box once
they completed the scavenger hunt. Inside of the treasure box was a problem involving money
and division they needed to solve prior to receiving their prize. This activity was very enticing to
the students and they were motivated for instruction. The students completed an independent
practice assignment successfully and we closed the lesson with an open discussion relating back
to our objective. The fifth day we completed the third lesson plan, which resulted in a minilesson and the day the summative assessment was administered. I modeled on the board how to
divide a decimal with a two digit divisor, the students each took a turn as the one minute
teacher and modeled their knowledge on the board. Since the students were doing so well, my
mentor and I decided to give the summative assessment after about forty-five minutes of

instruction. The instruction was planned with all students in mind. The four students in the class
are more or less on the same level with the exception of two students who learn the information
slightly faster than the rest of the group. During the times in which my two students who are
slightly ahead I either have them slow down to ensure understanding of the lesson or give them
an extra problem to tackle independently. During all parts of the lesson I expressed positive and
constructive feedback to ensure mastery of the objective and standard and increase math
confidence.

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Pre-Assessment

Independent Practice

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Quick Check

Independent Practice

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Guided Practice

Independent Practice

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Independent Practice

Post Assessment

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Dividing decimals by 2 digit divisor

andrea brozina-dahlberg
0

Last Updated: 4:52PM Today

About This Lesson

DESCRIPTION
Students will learn how to divide a decimal by a two digit divisor. The students have been working on the standard algorithm for over a
month. They will use their organizer to help them remember to follow the specific algorithm order. The students will follow along as the
teacher models on the board the difference between dividing with a one digit divisor and a two digit divisor. We will continue with guided
practice, then independent practice, and finally a short assessment to measure their learning outcome. The students will take turns utilizing
the white board to display their knowledge.

PREREQUISITES
Number sense
Estimation skills
Use of multiplication chart and hundreds chart
Understand the standard algorithm
Understand how to divide using models

ESTIMATED TIME
1.5 hours

Potential Use
PURPOSE: *
GRADES:
CONTENT AREAS:
COMMON CORE:

5
Math
Mathematics
Number and Operations in Base Ten
Perform operations with multi-digit whole numbers and
with decimals to hundredths.
CCSS.Math.Content.5.NBT.B.7 (grade 5): Add,
subtract, multiply, and divide decimals to
hundredths, using concrete models or drawings and
strategies based on place value, properties of
operations, and/or the relationship between addition
and subtraction; relate the strategy to a written
method and explain the reasoning used.

Goals
INSTRUCTIONAL GOALS *
OBJECTIVES
I can use the standard algorithm for division to divide decimals by a two digit whole number.

VARIABILITY
This small group, pull out, math class consists of four male students. All of the students possess an IEP and have significant difficulty in
math. Three students have a specific learning disabiltiy and one student has autism. The use of place value blocks, drawings, and white
boards for this lesson will allow students to have tangible items to assist them with solving.
In addition to calculators and manipulatives, I will utilize an advanced organizer for the students to stay on track.
The students in this particular math class have great difficulty staying on task and perservering through problems that do not come
automatically to them. They often display self doubt, negative self talk, and hitting themselves in the head. It is very easy for one student to
throw the whole vibe of the class off task. It is imperative to, on occassion, keep the students interactive and give them questions that they
can easily answer to keep the morale up and increase their math self esteem.

Assessments
FORMATIVE ASSESSMENTS
One minute teacher
Class discussion
Guided practice

Independent practice: 2 division problems. Each student will have 2 different problems (no two students will be the same)

SUMMATIVE ASSESSMENTS
A summative assessment has been created to incorporate all three lesson plans and will be administered at the end of this lesson.

Instructional Methods
OPENING
Objective: I can use the standard algorithm for division to divide a decimal by a two digit whole number. (Student will read)
Engage students in a discussion on when we might divide a decimal by a two digit divisor.
Talk specificially about purchasing items and figuring out if one has enough money to purchase a certain quantity.
Show a BrainPop video that describes dividing with decimals and its relevance to everday life.
The students will be given several scenarios to decide if dividing by a two digit divisor would be the correct way to solve the problem.

DURING
Model New Skills and Knowledge
Teacher will model a problem to solve on the white board. The students have extensive background knowledge with the use of the standard
algorithm.
Each student will be given a checklist to complete as they go through the steps of the standard algorithm.
They will also be given a calculator and multiplication grid.

Guided Practice
The students will follow along with 2 problems as we complete them together as a class.
Next students will take turns using the "one minute teacher" card to work as a group to solve problems.
The teacher will assess the students learning through active listening and checking in with each student individually.

Independent Practice
The students will complete two problems individually.
The teacher will walk around the room to check on any struggling students and use the opportunity to work with them one on one.
The teacher will assign each student one problem to complete for a quick assessment to grade. Each student will have a different problem to
complete.

CLOSING
Review
One student will reread the objective from the board again.
I want the students to start expressing the knowledge that they have gained and its importance and relevance to them.
Each student will either draw me a picture, verbally tell me, or actively describe a problem and its reasoning step by step.
Make a connection back to our opening example about having enough money to purchase a certain amount of items.

Materials
MATERIALS AND SUPPLIES
RESOURCES INCLUDED

Comments

Part D
My students demonstrated significant growth in the Common Core Standard: 5.NBT.7-Add,
subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and
strategies based on place value, properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and explain the reasoning used. I have
collected and examined my data and have concluded that my students have met their goals and
have demonstrated knowledge in the CCSS and aligned objectives. The pre-assessment class
average compared to the post assessment class average increased by 66%. Even though the
students had a significant increase in scores, I noticed when they decreased it was when I
administered a quiz or assessment. My students are prone to test anxiety and this data supports
the hypothesis that they do not perform well when they believe they are being tested. One
student did not perform well on the post assessment and I noted on that particular day he was
grappling with extreme anxiety. He was constantly picking his skin, biting his lips, and picking
apart eraser tops. This type of behavior aligns with his disability and even though he did not do
well on the post assessment, he displayed consistent and increased growth on each formative
assessment. Since these lessons have been implemented, I have started to formally assess them
without student awareness. I format the assessments in an informal manner and give them no
indication that it is a test or quiz. This strategy has been extremely successful and over time I will
alert the students they are being formally tested in order to increase their confidence in test
taking. I believe that all of my students have mastered the lesson objectives and are ready to
continue with a new lesson.

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Pre-Assessment

Formative 1

Quick Check

Formative 2

Formative 3

Summative

100

75

50

25

Class Average

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100

Student A

Student B

Formative 1

Quick Check

Student C

Student D

75

50

25

0
Pre-Assessment

Formative 2

Formative 3

Summative

Part E
The instructional strategies and interventions I utilized throughout my overall plan were highly
effective. My students showed concrete growth in all three objectives and the CCSS that were
aligned to each lesson plan. The class averaged a 60% increase from the pre-assessment to the
post assessment. My style of instruction was taken into great consideration when implementing
the lesson for each day. I also took into consideration the students style of learning. I spent two
days on the first lesson and in reflection, using my data graphs, it is clear that my students
needed those two days. Their formative assessments had higher scores yet their quick check was
a bit lower. My students benefit from simple, extended lessons that outline each mathematical
step.
My instruction influenced student learning in several ways. I utilized various strategies of
engagement, expression, and representation to create lessons for them in which they would show
growth and mastery. Two of my students have quite a bit of difficulty in executive functioning
skills and I made sure to provide them with accommodations such as a chart that outlines the
steps of the standard algorithm used for long division. They were placed in plastic pockets, and
the students used dry erase markers to check off each step as they went along. All of my students
utilized calculators, multiplication charts, and a hundreds grid to help them solve each problem.
During the lesson on using models, I engaged the students by using base ten blocks to show how
to exchange for place value. In addition to accommodations, I used my one minute teacher
card to allow my students to come to the board and display their work and guide the students
through each step they took in order to solve the problem. For my ELL student and my student
that has difficulty reading, either I or another student read any word problems and read the
objective at the beginning and end of class each day. All of these instructional strategies and
accommodations were a direct influence on the learning outcomes of each student.
This lesson was not perfect and had its challenges. One change I would make to my future
instruction would be creating formal assessments that are less intimidating to my students. The
pre-assessment I created was too much for them to handle at one time. They were not confident
in the material and having nine multi-step problems was difficult for them to manage. They did
not do well on any of the more formal assessments I administered to them and since these

lessons, I have created a softer approach to formal assessments. I only give a couple of questions
at a time and do it without announcing that it is for a grade. I make sure to collect them and hand
them back the next day with a grade. Since this has started my students quiz grades have
increased. Additionally, in the future I would implement lessons that are more streamlined. I
learned through the implementation of this project that my students benefit from a less is more
approach. I can create fun and engaging activities but they need to be simplified in order for my
students to fully comprehend what they are learning.
I could collaborate with additional faculty members to explore ways to engage my students yet
keep my lesson plans and testing minimized for optimum learning. I believe it would be helpful
to get tips from a social worker with regards to approaching testing with students suffering from
test anxiety and general math anxiety. It would be beneficial to observe other math teachers and
discuss the possibility of co-teaching a lesson or creating a lesson plan together. I would also
utilize additional special educators and get second opinions on my instructional strategies and
methods of accommodations.
I was able to gain great insight and a certain level of mastery during the implementation of this
project. I believe I have gained great effectiveness in CEC Standard 4: Assessment. I used
multiple means of representation when assessing my students and learned a great deal about their
specific needs and future planning when analyzing the data gathered from assessments. I was
able to accurately track their progress and give them valuable feedback determined by the data. I
also gained effectiveness in CEC Standard 3: Curricular Content Knowledge. I now have a more
in-depth knowledge of the mathematics curriculum and use this knowledge to individualize
learning for students with disabilities. I have the knowledge to modify the content and make it
accessible for each student and develop meaningful learning progressions for any student.

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