Beruflich Dokumente
Kultur Dokumente
Template
You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part I
After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).
You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part II
After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).
Learning Goal
Students will be able to demonstrate knowledge of place value to illustrate and solve
multiplication problems using whole numbers.
Measurable Objectives
Students will master the following objectives to a minimum proficiency of 85%
• Multiply whole numbers in tens, hundreds and thousands place by a one-digit number
• Multiple whole, rounded numbers in the tens place by a two-digit number
• Demonstrate how to use models and arrays to represent multiplication
Post-Assessment Name_______________
1. 247 2. 46 3. 8,312 4. 90 5. 40
x 2 x 3 x 6 x 50 x 30
6. Draw an area array or rectangle model that represents the problem 4x3.
7. A jacket costs $32. If 2 jackets are purchased, what is the total cost?
__________________________________________________________________
8. Ben earns $88 each month mowing lawns. He will go camping in 4 months.
How much will he earn before his camping trip?
Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.
Number of Students
Exceeds 0
Meets 1
Approaches 5
Based on the data above, what changes, if any, will you make to your selection of national or state
academic content standards, the learning goal, or measurable objectives?
It is believed the goals for this unit are attainable and realistically align with the national and state
standards. The only changes, based on the pretest, may come in the organization of lesson delivery.
Teaching the objective in small groups instead of the whole class, based on the students that are
approaching proficiency may be explored.
Based on the data above, describe in 1-3 paragraphs the effect this data could have on the planning,
delivery, and assessment of your unit.
This data helps understand the potential for growth within the class. Many of the students have been
exposed to multiplication, and there was only one who knew how to multiply the value rather than the
digit. All other students multiplied the ones place, then just brought down the tens and hundreds
place. They also added the numbers in the story problems instead of multiplying them. As results were
considered, it was realized, teaching the whole group may be difficult since there are quite a few
students who not only fall far below proficiency, as expected, but that still do not grasp general single
digit multiplication. The lesson delivery in degrees or groups will be explored in response to this pre-
assessment and according to how well the students performed, and their performance in a prior lesson.
Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the
learning goal and measurable objectives.
Post-Assessment Name_______________
2. 326 2. 52 3. 2,719 4. 80 5. 50
x 3 x 2 x 5 x 20 x 30
6. Draw an area array or rectangle model that represents the problem 3x5.
7. A hat costs $23. If 3 hats are purchased, what is the total cost?
__________________________________________________________________
8. Ben earns $54 each month mowing lawns. He will go camping in 3 months.
How much will he earn before his camping trip?
__________________________________________________________________
Summa Distribute pre- Show Flocabulary Go outside with Show Factors Show Flocabulary
ry of assessment, have from yesterday to measuring tape and Flocabulary:
Instruct students take then turn increase whiteboards/markers https://www.flocabular Show students how
ion and in. (Practice math understanding and (one per student). y.com/unit/factors/ to do double digit
Activiti facts until everyone is hook the students times single digit
es for done) into the topic. Before beginning, Play, “Math Facts Face multiplication, then
the Introduction activity: ask students to define Off” with whiteboards. three digits times one
Lesson “Math Facts Face Off” Write problem on academic vocabulary. implement larger digit, then four digits
game. (I show board that was taught numbers (20x40) times one digit.
flashcard, students in in previous lesson. Measure dry patch (50x300) Write problems on
front respond) Larger Ask students to (that kids always board for students to
problem is inserted consider the answer complain about) Have students define try (draw names)
(20x40) and students and what steps were (about 20x60 feet) academic vocabulary
are stumped. After a necessary to get the Distribute
minute of students answer. Draw Ask students to work Discuss previous day’s whiteboards/markers
trying, have them sit names to share. in groups to come up activity from outside, and have students try
down and look closely with a story problem asking what students on their own boards
at the problem. Ask, Ask students to they could present to learned. as their peers do it on
“What do you notice define academic the principal asking the large classroom
and what do you vocabulary to replace the sod on Ask what other kinds board.
wonder?” (Some the field. ways this lesson could
students will notice Practice factoring a (use only one board be applied. Create Have students partner
how the answer couple problems for the problem) brainstorm map on up and create similar
reminds them of Discuss area models board. problems for each
6. Draw an area array or rectangle model that represents the problem 30x50.
7. A hat costs $23. If 3 hats are purchased, what is the total cost?
__________________________________________________________________
8. Ben earns $54 each month mowing lawns. He will go camping in 3 months. How much will he earn
before his camping trip?
__________________________________________________________________
Throughout the unit, students with various learning styles were able to internalize the lesson. By
implementing visual, auditory, and kinesthetic activities, all learning styles were accommodated.
Engagement was also emphasized continuously as students were selected at random to
participate, grouped with peers to apply and practice, and attended to one-on-one by the teacher
during independent work time.
Various instructional changes were made throughout the unit to encourage students to respond
and interact. During instruction when the same few students continued to volunteer responses,
engagement strategies were switched to encourage more students to participate. During the third
lesson, the main activity required an outside class presentation and activity, but the weather
turned and prevented a predictable outcome. Instead, modifications included a change of plans
that redirected the students to the cafeteria for a quickly modified version of the planned activity.
In this environment, students were easily distracted and struggled to engage. Students who ended
up further away from the instruction point struggled to hear, and allowed themselves to be
preoccupied by the inevitable diversions.
Because of these students, the collaborative portion of the pre-planned lesson was disposed of and
after the real-life application introduction, the class returned to the classroom to follow up. This
ended up being a positive decision since students were able to re-focus when back in their seats
and better engage in the discussion and follow-up activity.
An initial perception of learning at the conclusion of the unit leads one to believe students,
overall, understood the intended standards and were well prepared for the summative assessment.
This insight is based on the continuous increase in engagement, interaction, and response to
questioning throughout the unit.
Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 14
Proficient
(80%-89%) 1 3
Partially
Proficient
5 4
(70%-79%)
Minimally
Proficient
23 8
(69% and below)
Based on the post test, a little more than 50% of the class performed at the anticipated 80% or
above. Considering recent comprehension assessments, about half of the class is comprehending
below grade level. Since there were two story problems on the 8 question assessment, it could be
concluded that many students that struggle with literacy did not understand the operation being
requested in the story problems. Another commonality with the incorrect answers were numbers
4-5, with the double-digit whole number multiplied by a second double-digit whole number.
During formative assessments, students were highly proficient with this skill when the numbers
were side-by-side. Aligning them vertically seems to be an unrecognizable format and will need
more explicit instruction.
Comparing the results of the summative assessment, it is clear students with lower reading
comprehension scored at partial or minimally proficient. When grouped in two sections,
proficient, or highly proficient, vs. partially or minimally proficient, the commonality with those
who underperformed was a unanimous low literacy score in comprehension. With only one
student as an anomaly, who is one of the higher readers and did not miss the story problems, but
numbers 1, 3-5, all others who underperformed missed the two story problems.
Post-Assessment Data: Subgroup (Remedial Readers)
Exceeds
Meets
Approaches 4
Based on the results of the sub-group learning, 11 out of 12 students who fell below expectations
were considered remedial readers. Comparing each of their pre-tests, where they missed 7 or 8
questions (out of 8), with the pots-test where they missed 3-6, it is clear they are beginning to
understand the concepts but could use some further instruction. A deeper understanding of place
value will help with the students who missed questions 1-5, and some story problem solving
strategies could be an intervention option for students who missed problems 7-8. A surprising
result was that 100 percent of the students answered number 6 correctly.
Based on the mentioned subgroup, small-group learning with a focus on place value and it’s
influence on multi-digit multiplication would have been effective and impact learning. In the
future, to aid with unit objectives, it will be effective to provide more in-depth instruction of the
place-value strategy of multi-digit multiplication. A common thread with the subgroup, and the
students who missed problems 1-3 multiplied the digit in the ones place, but failed to consider
place value when multiplying numbers in ten’s, hundred’s or thousand’s place. The place-value
Meets 1 3
Approaches
Comparing the subgroup of 12 with the rest of the class, it is believed the instruction was
marginally effective. 17 students understood the new concepts and were able to prove
understanding by getting 100% or missing one question. It would have been effective to
implement small group classroom RTI and implement other strategies to extend knowledge for
the remainder of the class while a deepening of concepts was introduced to the 12 that struggled.
Going forward with instruction, based on student learning outcomes, it would be effective to
incorporate a learning objective that would allow the subgroup to spend more time learning
alternative methods and reinforcing taught strategies to practice the unit standards. Attainable
objectives for the subgroup could state: Students understand and incorporate place value when
multiplying 2, 3, & 4 digit numbers by a single digit. Students will establish story problem
strategies when solving word problems. This objective will build upon prior learning and deepen
current understanding of multiplication concepts.