Table of Contents

1. Pre-Instruction Assessment (Page 1)

2. Results of Pre-Instruction Assessment (Page 6)
3. Reflection on Pre-Instruction Assessment (Page 7)
4. Standards to target (Page 8)
5. Lesson Plan 1 (Page 9)
6. Lesson Plan 1 Feedback (Page 12)
7. Lesson Plan 1 Assessment Data (Page 12)
8. Lesson Plan 1 Reflection (Page 12)
9. Lesson Plan 2 (Page 13)
10. Lesson Plan 2 Reflection and Assessment Data (Page 19)
11. Post Assessment (Page 20)
12. Reflection on Post Assessment (Page 24)
13. Graph and Comparison of Post and Pre Assessment (Page

25)
14. Final Reflection (Page 27)
 Results of Pre-Instruction Assessment

3.5

2.5

2 Student 1 (Max)
Student 2 (Clayton)
1.5 Student 3 (Mason)
Total
1

0.5

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

1 1 1 1 1 1 1 Tot
Column1 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 al
Student 1 (Max) 0 0 1 1 1 1 0 1 0 0 0 1 1 1 1 0 9
Student 2
(Clayton) 1 1 1 1 1 0 1 1 0 0 1 1 1 1 1 0 12
Student 3
(Mason) 1 1 0 1 1 1 0 1 0 0 0 0 1 1 1 0 9
Total 2 2 2 3 3 2 1 3 0 0 1 2 3 3 3 0
 Reflection of Pre- Instruction Assessment

The assessment went pretty well. I started off by asking them

about themselves and then asking them questions about math. I
wanted to understand what they thought about math and what their
likes and dislikes about math. I had a hard time coming up with a pre
assessment at first. It was hard to think of questions that I could ask on
the pre assessment that would really help me grasp what they know. I
also found that while I gave them the assessment to work on that I
messed up on a few of the questions and did not put the right answers
as a choice. I also wish I would have put better instructions so the
children understood exactly what they were supposed to do on the
worksheet. Next time, I will make sure to look at the standards they are
supposed to do and base my questions more off of that. I looked at the
standards but did not refer to them as much as I should have while
making the questions. I would also make sure to put more detailed
instructions so they understand what they are supposed to be doing.
 Standards

3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5

7 as the total number of objects in 5 groups of 7 objects each.

3.OA.A.4 Determine the unknown whole number in a

multiplication or division equation relating three whole numbers.

3.OA.B.5 Apply properties of operations as strategies to multiply

and divide.

3.OA.B.6 Understand division as an unknown-factor problem.

3.OA.D.9 Identify arithmetic patterns (including patterns in the

addition table or multiplication table), and explain them using
properties of operations.
 Lesson Plan 1 Feedback

I showed my roommate my lesson plan and she said that it

looked really good. She is an elementary education major so she has
made many lesson plans before. She liked the way I explained what to
do and she felt that if she had to give the lesson she would be able to
do it just by reading the lesson. She liked the variety of activities I used
as well.

Lesson Plan 1 Assessment

As I taught, I noticed that one of the children could only use the
array model when doing multiplication. I gave the children
manipulatives to use the array model and they all used it but many
were not counting right and would be off by one or two because of
that. I found that my preassesment didnt really preassess that well on
the properties of multiplication. I liked how I used assessed the
properties in my post assessment better. Because of this, I was unable
to really understand how well the children knew these concepts. I
found that the children knew the commutative property pretty well but
did not really understand the rest. I spent a lot of my time with the
manipulatives during this lesson and did not get to go over much of
the properties of multiplication as much as I thought I was going to

Lesson Plan 1 Reflection

I liked my lesson plan that I came up with and I also liked that I
planned a lot of activities. It was hard going into this because I did not
really know what it was going to be like. Even though I had a
preassessment with the children, it was still hard to know the level the
children were at so I felt like I was still pre assessing them during this
lesson. I tried to incorporate a lot of material because of that. I planned
to go over some problems with manipulatives for a little and then jump
right into the properties of multiplication, but that did not go exactly as
planned. Instead I felt like the children needed more time with the
manipulatives so I did that most of the time and at the end I went
through the properties to see where they were at.
I gathered that the children were very good at their multiplication
to 5s and then 6 and up they needed to work on. They understood the
concept when I taught them how to use the manipulatives to show
what is happening with the algorithm. I noticed a lot of the time the
children would rush through the work and not really take the time to do
it and count right. This caused them to get the wrong answer to many
of the problems. This data showed me that I still needed to spend
some time on multiplication so that they would get the basics before I
moved on. I liked the way that the lesson ended up. It helped me get a
better grasp on what the students knew.

Lesson Plan 2 Reflection and Assessment Data

I feel like the second lesson I planned went a lot better. It was
great because I understood what the children knew by this day and I
felt confident in what I had to teach them. This time I started with a
little assessment worksheet. I wanted to see how much they learned
from the previous day and what I needed to teach on that day. I
challenged the children with their multiplication to see what method
they would use to solve the problem. After the assessment I went over
the properties and asked them to write examples and tell me what
each one meant. Some of the properties were harder for the children to
understand, but I feel like in the end they got the concept overall. I also
went over the multiplication more. I challenged the children with
different games. This went well and the children were able to use their
whiteboards if they needed to solve the problem on there. The children
would often get the answers wrong and I would have them solve the
problem on their whiteboard and then show me. The challenge with
these children is they rush through the different models and are off by
a few numbers because they miscount. I tried to get them to slow
down and count each number so they could get the right answer. By
the end of this lesson, I saw that the children slowed down and were
starting to understand the importance of counting slowly and not
rushing through it.
 Reflection on Post-Instruction Assessment

On the day of the post assessment I made sure to review a little

bit about what I taught the children and what they needed a little more
help on. After we reviewed I gave them the worksheet for the post
assessment. I watched as them as they took it so that I could see how
they were solving the problem and the process they went through to
solve the problem. I wish that I had made the instructions more clear.
During the test, each one of them asked me questions about what they
wanted me to do in a certain area of the test. I feel like the questions
that they asked me about they did not really understand because we
did not go over it as much and I did not pose a question like that on
any of the other assessments I gave them. Next time I would make
sure to use clear questions that the children would understand what it
is asking. The children were also confused the way I numbered the
questions. Next time I would make sure to number them differently so
that it would not confuse the children. The data that I found could
 Post Assessment and Pre Assessment Graph and Comparison

3.5

2.5

2 Student 1 (Max)
Student 2 (Clayton)
1.5 Student 3 (Mason)
Total
1

0.5

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Pre Assessment
 14
12
10
Student 1 (Max)
8
Student 2 (Clayton)
6
Student 3 (Mason)
4 Total
2
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Post Assessment

1 1 1 1 1 1 1 1 1 Tot
Column1 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 al
Student 1
(Max) 1 1 1 1 0 0 4 5 1 1 1 1 1 1 1 1 1 1 23
Student 2
(Clayton) 0 0 0 0 0 0 5 5 1 0 1 1 1 1 1 1 1 1 19
Student 3
(Mason) 1 1 1 0 1 1 4 3 1 1 1 1 1 1 1 1 0 0 20
1 1
Total 2 2 2 1 1 1 3 3 3 2 3 3 3 3 3 3 2 2

3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 7 as

the total number of objects in 5 groups of 7 objects each.
Mason:
o Pre Assessment- 6/8
o Post Assessment- 8/10
Max:
o Pre Assessment- 5/8
o Post Assessment- 9/10
Clayton:
o Pre Assessment- 7/8
o Post Assessment- 10/10
3.OA.B.5 Apply properties of operations as strategies to multiply and
divide.
Mason:
o Pre Assessment- 0/2
 o Post Assessment- 3/6
Max:
o Pre Assessment- 0/2
o Post Assessment- 6/6
Clayton:
o Pre Assessment- 0/2
o Post Assessment- 6/6

Final Reflection

Going to Lincoln and assessing these children was such a great

experience. We have learned a lot about assessments in class, but
going out and actually applying what we learned made me learn even
more. It is great to have this experience because I can reflect on it and
change what I need to for next time. While working with the students I
found that it is important to develop a sense of trust with them. They
need to trust you as a teacher to teach them what they need to know.
This will also give them a sense of respect towards you. I also learned
that the students are always learning and growing. I noticed this a lot
as I was continually assessing the children. It was hard at times
because I had children who needed a little bit more help with math. So
I had to find ways to review and try and catch them up to where they
needed to be without going to fast. I wanted them to really understand
what I was trying to teach them.

Even within the students I had, there were times when one
student did not get understand what I was teaching while the others
did. I wanted to make sure that he understood the concept but I also
had two other children I needed to teach too. I found a way that I could
help that child one on one for a little bit while I gave the other children
review or challenge problems to work on. I also learned that I need to
make my post and pre assessment more similar than I did. I made
them pretty similar but it was a little harder to compare the two
because I did not make them similar enough.

In the future I would still make sure to develop a good

relationship with the children so that they trust me to teach them and
they respect me as a teacher. I would also make sure to review the
material each day that I felt like they still needed a little help on. I
would also do what I did with the child who was struggling and make
sure to help them while I give the other children alternative
assignments that they could work on. Something that I would do
differently is make the post and pre assessments more similar for
comparison reasons. I would also make sure that they make sense and
give good instructions that the children will understand. I will also
make sure to number the assessment better since the numbering
confused the children a little. Overall this was a great experience that I
have learned a lot from and will use the knowledge I gained for future
similar experiences.