Jennifer Lahr

ELM-490
December 1, 2018
Instructor Millenbaugh

Student Teaching Evaluation of Performance (STEP)

Template

© 2018. Grand Canyon University. All Rights Reserved. Page 1 of 21

Table of Contents

Student Teaching Evaluation of Performance (STEP) Template 1

Table of Contents 2
STEP Standard 1 - Contextual Factors: Knowing Your School and Community 3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal 5
STEP Standard 3 - Assessment and Data Literacy 6
STEP Standard 4 - Unit and Lesson Planning 7
STEP Standard 5 - Implementation of Instructional Unit 10
STEP Standard 6 - Analysis of Student Learning 11
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress 13

© 2018. Grand Canyon University. All Rights Reserved. Page 2 of 21

 STEP Standard 1 - Contextual Factors: Knowing Your School and
Community

Part I: Community, District, School, and Classroom Factors

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).

STEP Part I: GCU STEP 1 Part 1

© 2018. Grand Canyon University. All Rights Reserved. Page 3 of 21

STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part II: Demographic, Environment, and Academic Factors

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).

STEP Part II: GCU STEP 1, part 2

© 2018. Grand Canyon University. All Rights Reserved. Page 4 of 21

STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal

Unit Topic: Mathematics

Unit Title: Number Order

National or State Academic Content Standards

CCSS.MATH.CONTENT.2.NBT.A.1
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and
ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

CCSS.MATH.CONTENT.2.NBT.A.1.A
100 can be thought of as a bundle of ten tens — called a "hundred."

CCSS.MATH.CONTENT.2.NBT.A.1.B
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six,
seven, eight, or nine hundreds (and 0 tens and 0 ones).

CCSS.MATH.CONTENT.2.NBT.A.4
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits,
using >, =, and < symbols to record the results of comparisons.

Learning Goal
By the end of this unit students will be able to identify that the same number can be represented
in different ways using hundreds, tens, and ones. Additionally, they will be able to compare
given numbers by using the correct symbol, <,=, >.

Measurable Objectives
Given specific numbers and math problems, student will be able to:
a. identify model numbers more than 9 or 90 in expanded, unit, standard, and word form to an
accuracy of 80% on an exit ticket.
b. work effectively comparing numbers using <,=,> symbols and using the proper vocabulary in
sentences to go along with their answers to an accuracy of 80% on a worksheet.
c. use place value disks and charts to understand that the same number can be viewed in different
ways by switching out the tens for hundreds, and ones for tens (such as 230 =23 tens, and 3 tens
and 4 ones =34 ones) to an accuracy of 80% on an exit ticket.
d. work in collaborative groups to order numbers from least to greatest based on their value and
independently complete an exit ticket to an accuracy of 80%.

© 2018. Grand Canyon University. All Rights Reserved. Page 5 of 21

e. complete their post assessment to an accuracy of 80%.

© 2018. Grand Canyon University. All Rights Reserved. Page 6 of 21

STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning
goal and measurable objectives.
https://docs.google.com/document/d/1q7M3tXVwtLMK8T9uQYDaecu8HJ9_rBY-
L2boYGXRDBY/edit?usp=sharing

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

Highly Proficient (90%-100%) 0

Proficient
(80%-89%) 2

Partially Proficient
(70%-79%) 6

Minimally Proficient
(69% and below) 13

Pre-Assessment Analysis: Whole Class

The class consists of 21 students. All of the students were present for the pre-assessment. Two of
the students made a proficient. These two students are part of the group of students who are
generally the highest scoring in math. The students who scored in the partially proficient range are
made up of the mid to high group in mathematics. Those in the lowest range, minimally proficient,
scored lower due to a wide variety of reasons, including careless mistakes and an overall minimal
understanding of the concepts.

There is not much that will be changed in the objectives and standards based on the testing because they
are part of the math program our school follow.
Based on the information obtained from the pre-assessment there are many different insights to consider.
Most of the students did well on regular place value structure of numbers when they have a hundred, tens,
and ones place and the answers are limited to only one number per place. However, the students
struggled when these placements were altered, such as using place values with only tens and ones to write
numbers higher than 100 in unit form. They would become confused between making that number and
simply stating what is in the tens and ones place. Students also really struggled with the situations where
packets of 10 are addressed to total items needed. If it had been a round number students would have
gotten it easily, but without it fitting evenly into ten, students wanted to leave out the ones rather than
rounding up to the next ten. This means greater emphasis to real world situations and some hands on

© 2018. Grand Canyon University. All Rights Reserved. Page 7 of 21

math activities will need to be included in the implementation of this lesson. Additionally, the pre-
assessment indicated that many students have a good grasp of the terminology greater than, less than, and
equal to along with the symbols <,>, =. This means that the lessons at the latter part of the week will use
less direct instruction time, and we might be able to include a team activity, such as one team mate using
number tiles to come up with the numbers while another one has to figure out which symbol will go
between them.

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.
https://docs.google.com/document/d/14f5ixldpxCm1dG3lzSa5jc_RlWSInKRrnc4Iy6cTv2w/edit?
usp=sharing

The grading scale will be the same as the pre-assessment:

90-100% (Highly proficient)
80-89% (Proficient)
70-79% (Partially Proficient)
69% and below (Minimally Proficient)

© 2018. Grand Canyon University. All Rights Reserved. Page 8 of 21

 STEP Standard 4 - Unit and Lesson Planning
Note: When implementing the unit of study, you will be choosing one of these activities to video record,
review, and reflect on your teaching later in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Essential Question: Essential Question: Essential Question: Essential Question: Essential
Lesson or How do I model How do I solve a How can I compare How do I compare Question:
Activity numbers with more situation problem two three-digit numbers greater than 9 How can I put
(named than 9 ones or 9 with more than 9 numbers using the ones or 9 tens using <, numbers in order
tens in standard and groups of ten? symbols <, >, and =? >, and =? that are in
with the
unit forms?
essential different forms?
question)
Standards CCSS.MATH.CO CCSS.MATH.CON CCSS.MATH.CON CCSS.MATH.CON CCSS.MATH.C
and NTENT.2.NBT.A TENT.2.NBT.A.1 TENT.2.NBT.A.4 TENT.2.NBT.A.4 ONTENT.2.NB
Objectives .1 Understand that the Compare two three- Compare two three- T.A.4
What do Understand that three digits of a digit numbers based digit numbers based Compare two
students the three digits of three-digit number on meanings of the on meanings of the three-digit
need to a three-digit represent amounts hundreds, tens, and hundreds, tens, and numbers based
know and number represent of hundreds, tens, ones digits, using >, ones digits, using >, on meanings of
be able to amounts of and ones; e.g., 706 =, and < symbols to =, and < symbols to the hundreds,
do for each hundreds, tens, equals 7 hundreds, record the results of record the results of tens, and ones
day of the and ones; e.g., 0 tens, and 6 ones. comparisons. comparisons. digits, using >,
unit? 706 equals 7 Understand the CCSS.MATH.CON CCSS.MATH.CON =, and < symbols
hundreds, 0 tens, following as special TENT.2.NBT.A.1 TENT.2.NBT.A.1 to record the
and 6 ones. cases: Understand that the Understand that the results of
Understand the CCSS.MATH.CON three digits of a three digits of a comparisons.
following as TENT.2.NBT.A.1. three-digit number three-digit number CCSS.MATH.C
special cases: A represent amounts of represent amounts of ONTENT.2.NB
CCSS.MATH.CO 100 can be thought hundreds, tens, and hundreds, tens, and T.A.1
NTENT.2.NBT.A of as a bundle of ones; e.g., 706 ones; e.g., 706 Understand that
.1.A ten tens — called a equals 7 hundreds, 0 equals 7 hundreds, 0 the three digits
100 can be "hundred." tens, and 6 ones. tens, and 6 ones. of a three-digit
thought of as a CCSS.MATH.CON Understand the Understand the number represent
bundle of ten tens TENT.2.NBT.A.1. following as special following as special amounts of
— called a B cases: cases: hundreds, tens,
"hundred." The numbers 100, CCSS.MATH.CON CCSS.MATH.CON and ones; e.g.,
CCSS.MATH.CO 200, 300, 400, 500, TENT.2.NBT.A.1.B TENT.2.NBT.A.1.B 706 equals 7
NTENT.2.NBT.A 600, 700, 800, 900 The numbers 100, The numbers 100, hundreds, 0 tens,
.1.B refer to one, two, 200, 300, 400, 500, 200, 300, 400, 500, and 6 ones.
The numbers 100, three, four, five, 600, 700, 800, 900 600, 700, 800, 900 Understand the
200, 300, 400, six, seven, eight, or refer to one, two, refer to one, two, following as
500, 600, 700, nine hundreds (and three, four, five, six, three, four, five, six, special cases:
800, 900 refer to 0 tens and 0 ones). seven, eight, or nine seven, eight, or nine CCSS.MATH.C
one, two, three, hundreds (and 0 tens hundreds (and 0 tens ONTENT.2.NB
four, five, six, Given specific and 0 ones). and 0 ones). T.A.1.B

© 2018. Grand Canyon University. All Rights Reserved. Page 9 of 21

 seven, eight, or numbers and math Given specific The numbers
nine hundreds problems, student Given specific numbers and math 100, 200, 300,
(and 0 tens and 0 will be able to use numbers and math problems, student 400, 500, 600,
ones). place value disks problems, student will be able to work 700, 800, 900
and charts to will be able to work in collaborative refer to one, two,
Given specific understand that the effectively groups to order three, four, five,
numbers and same number can comparing numbers numbers from least six, seven, eight,
math problems, be viewed in using <,=,> symbols to greatest based on or nine hundreds
student will be different ways by and using the proper their value and (and 0 tens and 0
able to identify switching out the vocabulary in independently ones).
model numbers of tens for hundreds, sentences to go complete an exit
more than 9 or 90 and ones for tens along with their ticket to an accuracy Given specific
in expanded, unit, (such as 230 =23 answers to an of 80%. numbers and
standard, and tens, and 3 tens and accuracy of 80% on math problems,
word form to an 4 ones =34 ones) to a worksheet. student will be
accuracy of 80% an accuracy of 80% able to complete
on an exit ticket. on an exit ticket. their post
assessment to an
accuracy of 80%.
Academic place value situations Compare Compare Greatest
Language standard form extension (the Greater than Greatest Least
and unit form problems on the Less than Least Comparison
Vocabular pre-assessment problem set Equal to Convert
y worksheet are
What extensions of one
another).
academic
language
will you
emphasize
and teach
each day
during this
unit?
Summary 1) Teacher will 1) Students will 1) Students are paired 1) Student will work 1) Teacher will
of explain what a come to carpet. to complete the in pairs solving the randomly pair
Instruction pre-assessment is 2) Teacher will application problem application problem. students and
and to the class. (A project the problem randomly “At PE, “Walking on the beach introduce their
small test given set worksheet. Alexa skipped rope 65 on Tuesday, Faith application
Activities
3) Teacher and times without collected 35 shells.
for the before a lesson in problem.
students will work stopping. Bryson The day before, she
Lesson order to know skipped rope twenty collected 28 shells. 2)Students work
through the first two
How will where how all the times without How many fewer together on
problems on the
the students are doing worksheet (10 min.). stopping. How many shells did she collect application
instruction with their math 4) Student will be more times did Alexa on Monday than on problem. “For a
and lessons so far). paired randomly to Skip rope than Tuesday?” fall project,
activities 2) Students will complete the last two Bryson?” 2) Students come to Michael
flow? complete their problems. 2) Students come to carpet and go over collected 15
carpet and the teacher problem.
© 2018. Grand Canyon University. All Rights Reserved. Page 10 of 21
Consider pre-assessments 5) Teacher and will go over problem. 3) Teacher will model fewer maple
how the independently at students will meet Discuss the meaning numbers 124 and 824 leaves than oak
students their seats (8-10 back on the carpet to of comparing two on the place value leaves. He
will minutes). discuss the last two numbers chart and have collected 60 oak
efficiently 3) Students will problems (10 min.). 3) Teacher will model students tell what leaves. How
6) Students will then problem showing 74 symbol to use and how
transition come to their many more
go to groups (40 on one place value to put it in a sentence.
from one to spots on the min.) chart, then 174 on 4) The teacher will maple leaves did
the next. carpet. 7. Students will another. have two students he collect?”
4) (Whole Group complete their exit 4) Students will work come up and give 3) Students
Instruction, 10 ticket (8-10 min.) to identify which one them a number. gather on the
minutes) Teacher is greater and put it 5) Teacher will carpet and
will introduce into a sentence 174 is rephrase these in unit discuss the
place value chart greater than 74. form and call another problem.
with projector and 5) Teacher will work student to decide what 4) Teacher
model what 18 with students to put symbol to use. Then writes the
would look like, 105 on a place value another to put the numbers in
chart. Then students problem in a sentence.
drawing 1 ten and different word
will work to put 135 6) Student will go to
8 ones into the on a place value chart. Centers: Technology, forms: 2 hundred
chart. 6) Students will turn Task Cards 3.17, 12 ones,
5) Teacher will and talk time to decide Interactive notebook, 5+300+30, 154
write 1 ten 8 ones which number is less. Problem set. 5) Teacher will
= 18 at the bottom 7) Teacher will call on 7) Students will ask students for
of the chart. students who come up complete exit ticket help in
6) Teacher will and add symbol. Then independently. converting these
ask students what call on someone else to standard form:
the number 18 to put it in a sentence. 212, 335, 154.
would look like in 105 is less than 135. 6) Then students
8) Students will go to
the place value will decide what
Centers: Technology,
chart using only Task Cards 3.16, the smallest
ones. Teacher Interactive journal, number is, what
will model 18 and Independent the next number
ones, then write Problem Set. will be, and what
18 ones = 18 at 9) Students will the largest will
the bottom of complete independent be.
chart. exit ticket 7) Students are
7) Teacher will putting theirs in
pick the number the order from
140 and ask for least to greatest.
students to come 8) Teacher will
up and draw this hand three
in a place value students different
chart using numbers in
hundreds and different forms:
tens. 62 tens 4 ones,
8) Teacher will 400+20+4, three
ask for students to hundred twenty

© 2018. Grand Canyon University. All Rights Reserved. Page 11 of 21

 state the number one.
in unit form (1 These students
hundred 4 tens). will go to their
9) Then teacher seats and change
will ask them to each of the
display the same problems to
number using standard form
only tens. (14 (624, 424, 321)
circles in the tens 9) The class will
place) and to state then decide
this in unit form. which is largest,
10) Teacher will next and least.
then ask students This is greatest
whether these to least.
numbers, stated in 10) Students will
unit form are complete post
equal (1 hundred assessment
4 tens = 14 tens).
11) Student will
turn and talk with
their neighbors
for a minute, then
respond.
12) Students will
then go to Guided
Math centers (40
min.) including
technology
(Zearn), task
cards, problem set
worksheet work
with teacher, and
interactive
notebook).
13) Students will
then complete
their exit ticket
independently (8-
10 minutes).
Differentia Teacher will Teacher will Teacher will visually Teacher will visually Teacher will
tion visually model visually model model problems on model problems on visually model
What are two of the problems on the the board. the board. problems on the
the problems on the board. board.
adaptations board. Teacher will be Teacher will be
or Teacher will be present for the small present for the small
modificatio Teacher will be present for the small group center of group center of
present for the group center of problem set so that problem set so that

© 2018. Grand Canyon University. All Rights Reserved. Page 12 of 21

ns to the small group center problem set so that students will be students will be
instruction/ of problem set so students will be supported through supported through
activities as that students will supported through their practice of the their practice of the
determined be supported their practice of the tasks. tasks.
by the through their tasks.
practice of the
student
tasks.
factors or
individual
learning
needs?
Required For lesson: For lesson: For lesson: For lesson: For lesson:
Materials, Pre-assessment Problem set Problem set worksheet Problem set worksheet Problem set
Handouts, worksheet worksheet Smartboard Smartboard worksheet
Text, https://docs.googl Smartboard Document projector to Document projector to Smartboard
Slides, and e.com/document/ Document projector project work on board project work on board Document
d/1q7M3tXVwtL to project work on for students for students projector to
Technolog
board for students Dry erase marker Dry erase marker project work on
y MK8T9uQYDaec
Dry erase marker Exit ticket Exit ticket board for students
u8HJ9_rBY- Exit ticket For centers: For centers: Dry erase marker
L2boYGXRDBY/ For centers: 6 laptops 6 laptops Post-assessment
edit?usp=sharing 6 laptops Problem set worksheet Problem set worksheet
Smartboard Problem set Task cards (Eureka Task cards (Eureka
Document worksheet 3.16) 3.17)
projector to project Task cards (Eureka Math journal Math journal
work on board for 3.15)
students Math journal
Dry erase marker
Exit ticket
For centers:
6 laptops
Problem set
worksheet
Task cards (Eureka
3.14)
Math journal

Instruction  Whole group  Whole group  Whole group  Whole group  Whole group
al and engagement engagement with engagement with engagement with engagement
Engageme with active active student active student active student with active
nt student participation. participation. participation. student
Strategies participation. participation.
What  Guided math  Turn and talk  Guided math centers
strategies  Turn and talk centers allow for allow for small
are you small group  Guided math centers group collaboration
going to use  Guided math collaboration and allow for small and interventions as
centers allow for interventions as group collaboration groups are divided
with your
small group groups are divided and interventions as by math levels.
students to by math levels.
collaboration and groups are divided
keep them by math levels.  Students will be
interventions as
engaged
© 2018. Grand Canyon University. All Rights Reserved. Page 13 of 21
throughout groups are  Students will be working in
the unit of divided by math working in  Students will be collaborative pairs.
study? levels. collaborative pairs. working in
collaborative pairs.  Technology usage
 Technology  Technology usage increases
usage increases increases  Technology usage engagement
engagement engagement increases
engagement
Formative  Pre-assessment  Observation  Observation during  Observation during  Observation
Assessment https://docs.goo during group group work and group work and during group
s gle.com/docume work and whole whole group whole group work and
How are nt/d/1q7M3tXV group instruction instruction instruction whole group
you going wtLMK8T9uQ instruction
to measure YDaecu8HJ9_r  Exit ticket  Exit ticket  Exit ticket
the learning BY-  Post assessment
of your L2boYGXRDB  Problem set  Problem set  Problem set
students Y/edit?usp=shar worksheet worksheet worksheet
throughout ing
the lesson?  Observation and
participation
during whole
group instruction
 Observation and
performance
during guided
center problem
set
Summative Post Assessment worksheet:
, Post-
Assessment https://docs.google.com/document/d/14f5ixldpxCm1dG3lzSa5jc_RlWSInKRrnc4Iy6cTv2w/edit?usp=sharing
What post-
assessment
will
measure the
learning
progress?
Note: This
can be the
same as the
pre-
assessment
or a
modified
version of
it.

© 2018. Grand Canyon University. All Rights Reserved. Page 14 of 21

STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed. You have already implemented and analyzed the pre-
assessment. In this topic, you will implement all lesson activities, correlating formative
assessments and the summative post-assessment. Choose one of the lesson activities to video
record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating
teacher/mentor review the recording and provide feedback, if possible.

Video Recording Link:

https://drive.google.com/file/d/1MmsA_DK8oiFZURrp3RQXfB7Xpi6M_9_L/view?usp=sharin
g

Summary of Unit Implementation:

The lessons within my unit included different mathematics activities. During most of the
lessons, I began with a mini-lesson where I would begin with direct instruction and model the
tasks, then get the students to participate in the lesson before beginning guided math centers.
Some of the lessons involved turn and talks and some cooperative activities. For the most part,
the lessons worked well though I did modify them because of the students’ performances on the
problem set in the teacher led center and my coordinating teacher’s feedback. The first lesson
went as planned mainly due to the fact that students had some prior knowledge with this concept.
The students were able to participate with the question prompts and the only students that had
complications with the problem set was the lowest math group.

For the second lesson, I began with the exit ticket from the previous day as an activating
strategy as the students ran out of time the day before and did not get a chance to complete it. I
had not planned on going over it, but my coordinating teacher stated that I should, so I ended up
running short on time for the whole class lesson. Looking back, this lesson should have probably
been a whole group lesson during the entire math period rather than condensed into a mini-lesson
of ten minutes. The next three lessons went pretty much as planned, though I brought in some
manipulatives, such as number tiles and <,>, and = pieces for students to use in their math center
and had them work in pairs. For the last lesson with putting numbers from greatest to least and
vice versa, I modified the lesson to give students grouped in teams of three numbers in various
forms to convert to standard form and put in order from least to greatest.

Summary of Student Learning:

My initial perception of the overall student learning was that the students would not have
much difficulty on the greater than or less than concept, but that they would struggle with the
understanding of concepts based on ideas like 1 ten and 8 ones is equal to 18 ones. The pre-test I
administered, a formal assessment by the school that was given after my first two lessons, and
the homework supported these perceptions. Students had difficulty understanding that a numbers
placement in a place value chart could be modified and still represent the same number. I thought
that once I modeled this and walked students through it explicitly, the students would begin to
understand it better after the first few lessons.

© 2018. Grand Canyon University. All Rights Reserved. Page 15 of 21

 However, I noticed one student who continued to struggle with this. I decided to go over this
during the activating problem in the morning, highlighting that the students answer had to equal
the number they were trying to make and that they should check the answer they come up with.
For instance, if the students had to put 154 in hundreds, tens, and ones, they would put 1 hundred
5 tens 4 ones, then they would be asked to put the number using only tens and ones, 15 tens 4
ones. However, the student would put 1 ten and 4 ones. This is why checking their number that
they came up with really helps because this would give the 14 instead of 154. It did help the
student with some of the problems, but occasionally they still struggled to make a number in this
form when they removed on place value.

Reflection of Video Recording:

The footage on the video was of myself going over the exit ticket on the projector. This is
what is typically done in the classroom. I like going over the exit ticket, but dislike using the
projector for this as it limits the space, we have available to write and show our work. I think I
did an okay job but have need to explicitly tell the students when I am thinking aloud about
problems versus looking for participation. I have gotten better about this in my last few lessons,
as I tell the students I am going to model talking through some problems then ask them to help
me complete some. I also believed I spend too much time looking down at my writing, so I do
not engage the students as much as I need to when they are on the carpet. Turning the chair more
towards them, while I take more pauses before I write more down would probably help this.

© 2018. Grand Canyon University. All Rights Reserved. Page 16 of 21

STEP Standard 6 - Analysis of Student Learning

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 7

Proficient
(80%-89%) 2 3

Partially
Proficient
6 5
(70%-79%)

Minimally
Proficient
13 6
(69% and below)

Post-Test Analysis: Whole Class

On the pre-test no one had a highly proficient score, very few had a proficient score, and over half
the class scored 69% and below. However, on the post-test nearly half the class scored proficient
or highly proficient. This tells me that certain parts of the lessons such as, the comparison using
symbols of <, >, = and putting numbers in different unit forms, went well. Students were engaged
during the lessons and they enjoyed the reference to alligators eating the larger numbers to depict
the symbols. The ones that are minimally proficient include: one who is below grade level by
over one year in math and reading and does not attempt work on her own (scoring 0%) , one ELL
student who had difficulties with understanding the written/verbal portions of the test (scoring
67%), one student who ran out of time and completed only half the assignment (scoring 42%),
and three students who are still struggling with some of the concepts (ranging from 58% to 67%).

Overall many aspects of the lessons were successful. The students liked the emphasis on the
alligator eating the larger of the numbers, then this was linked to the terminology of less than and
greater than. There was only one portion that of the instruction and post-test that gave over half
the class difficulty. This was the lesson that covered situations which featured groups of ten with
numbers of more than 9 ones and 9 tens. The students struggled with the idea that products come
in bundles of ten and the number of those items required cannot fit into tens. An example of this
is that cookies come in boxes of ten; Seth needs 156 cookies for a party; how many boxes does he
need to buy? Students knew that he needed 15 boxes but were confused as to what to do next. A
much greater emphasis on real-world scenarios that cover this concept would have been a needed
inclusion to this lesson. Additional problems that occurred in this lesson, was the struggling to put
© 2018. Grand Canyon University. All Rights Reserved. Page 17 of 21
numbers into different forms when a place value unit was omitted. An example of this was 145 =
_______ hundreds _____tens _______ones, 145 = _______tens, ______ones. The students just
wanted to list what numbers were in the certain place values rather than thinking through the fact
that the hundreds in the number would have to be included in the tens place if there was no
hundreds to place these in. To correct this, going back into the lesson and teaching the student to
check their answers for accuracy and concentrating on more modeling on theses types of
problems in necessary to build a better understanding.

Post-Assessment Analysis: Subgroup Selection

The subgroup I chose to concentrate on is females within the classroom. Our classroom is roughly
divided by females and males, as there are 11 females and 10 males. Looking at these scores will
give me a general idea of where the class scores stand in terms of gender in math instruction.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 4

Proficient
(80%-89%) 1 1

Partially
Proficient
2 4
(70%-79%)

Minimally
Proficient
8 2
(69% and below)

Post-Assessment Analysis: Subgroup

The students grew tremendously in this assessment. One of the minimally proficient students was
the one who is on an IEP and attempted none of the problems on either assignment even though
they were read aloud verbally during the assessment. The other student at minimally proficient
has significant difficulties with math and assessments because it takes her longer to complete the
problems. The overall growth of these students averaged 21.4 points between the pre-test and
post-test, which was more than the growth of the rest of the class, or males, who averaged only 15
points.

© 2018. Grand Canyon University. All Rights Reserved. Page 18 of 21

The instruction was effective for this subgroup, though I had to modify my lesson plans from
their original form to add additional modeling and hands-on activities. I also needed to assess
each exit ticket and the students work on the problem set in the center, to adjust the direct
instruction and student debrief to address misconceptions that the students were experiencing.
Through this I learned that the students sometimes had trouble figuring out what the instructions
were asking of them. I also had another student who ended up pointing the symbols in the wrong
way for every response. To address these, I made sure to clarify the objectives of each sections
and to emphasize the meaning of the greater than and less than symbols. The students who did
not master the objectives had a great deal of trouble with the wording in the written aspects of
this assessment and tried to work parts of the problems out in their heads. I believe more practice
with additional examples and requiring them to write out their work would help this.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 3

Proficient
(80%-89%) 1 2

Partially
Proficient
4 1
(70%-79%)

Minimally
Proficient
5 4
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

With respect to the males in the classroom, their growth was not as significant as the females.
They only averaged a 15-point growth in their scores and a few of them actually fared worse on
the post-assessment even though the problems covered the same material. During instruction, the
engagement of the males in class was also noticeably less but the participation was about the
same as the females. Part of the struggle on the post-test came from the fact that the students
simply did not try some of the questions. This was odd seeing as these were questions of the same
type that they did correctly in the pre-test. It leads me to believe they may not be putting as much
effort into the assessments as the female group did, or they are suffering from assessment fatigue
as we complete exit tickets almost daily. Additionally, the group did not perform as well as I had
© 2018. Grand Canyon University. All Rights Reserved. Page 19 of 21
expected them to given their small group work with the problem sets each day and the
understanding they show during this.

Through the implementation of this lesson plan I have gained some knew knowledge. Overall, the
students really enjoy math, but they need more modeling and more examples that they can work
out on their own. It is difficult to approach some of these lessons in a mini-lesson style because it
does not give much time for students to work on the concepts. Moving forward, certain lessons
need a whole group lesson and the entire math block, such as the lesson about situation with
groups of ten, due to the fact that almost all the student struggled with this. Students also need
some kind of movement and collaboration to be included with the instruction to increase
participation and engagement, especially among the males in the class. One of the future
objectives in the class is: Students will be able to identify 1 more, 1 less, 10 more, 10 less, and
100 more, 100 less from a given number by stating this in a verbal sentence (such as “10 more
than 120 is 130” ) to an accuracy of 4 out of 5 times while using a sentence frame.

STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.

Plan to Reach the Goal (i.e., professional

Short-Term Goal
1. My first goal is to improve my
teaching of mathematics by including
more techniques and strategies to
assist students. I struggle with the
Eureka math curriculum as it is much
different than the math I grew up
learning and, even though it walks you well.
through different strategies to teach
students, these do not reach every
student.
development, research on the Internet,
observation of a veteran teacher, etc.)
To achieve this goal, I have started
researching videos available to teach student
using the Eureka curriculum and methods
outside of these. I also hope to add more
kinesthetic activities to go along with these
lessons and have been researching these as

2. The second goal I need to set is being
consistent with my classroom
management techniques. I still
occasionally try to talk over the
students to get their attention instead
of using the doorbell system my CT
uses. This is because the doorbell is
I need to find a system that works and one
that the students respond to readily. I was
using the ‘clap once if you can hear me, clap
twice if you can hear me, and clap three times
if you hear me’ call but when I just want to
get their attention this seems like it was
lengthy for a call out. The school usually uses

© 2018. Grand Canyon University. All Rights Reserved. Page 20 of 21

 occasionally covered by paper and not
readily available and when I start to
talk, I assume the students will get
quieter when they try to listen, but this
is not always the case.
3. My third goal is to incorporate more
movement and increase engagement in
the lessons. I often have trouble
adding my own spin to lesson plans
that are part of a set curriculum. I find
myself thinking that the lessons are
boring and that it is always the same
students that are participating all the
time. I have tried calling random
students to participate, so that the
students do not know who will be
called on but that has not seemed
increase engagement or understanding
of the material.
© 2018. Grand Canyon University. All Rights Reserved.
‘give me five’ for assemblies, but I have yet
to try this in the classroom. I believe I need to
expand on this and find a method that works
for me.
My plan to move towards this goal is to
research one movement-based element that I
can add during a lesson. It cannot be too long
or take up too much space but needs to be just
enough to add something to the lesson that the
students can tie into their learning and ability
to retain knowledge.
Page 21 of 21