Student Teaching Evaluation of Performance (STEP)

Template

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Table of Contents

STEP Standard 1 - Contextual Factors: Knowing Your School and Community.....3

STEP Standard 2 - Writing Standards-Based Measurable Objectives and the
Learning Goal............................................................................................................4
STEP Standard 3 - Assessment and Data Literacy....................................................5
STEP Standard 4 - Unit and Lesson Planning...........................................................7
STEP Standard 5 - Implementation of Instructional Unit.......................................11
STEP Standard 6 - Analysis of Student Learning...................................................12
STEP Standard 7 - Reflecting on Instruction to Improve Student Progress............14

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STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Student Teaching Evaluation of Performance (STEP) is the process for preparing and
implementing a unit of instruction.
By understanding the community, school environment, and the makeup of the classroom, you
will be able to strategically meet the overall needs of your students.
By analyzing the student demographics, environmental factors, and student academic factors,
you will be able to strategically meet the overall needs of your students. In the first two weeks of
student teaching, you should focus on learning about the students you will be working with.

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).

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).

Please note, that in order to submit this assignment, you must:

1. Complete each section of the STEP Standard 1
 Note: Closing your internet browser before the signing process is completed will
result in a loss of your work. If you will be completing this document in multiple
sittings, it is highly recommended to save and back up your work on another
document.  When you are ready to make your final submission, copy and paste your
responses into this document. The data from this electronic document will not be
saved until you complete the signing process.
2. Complete the signing process by entering your name, selecting “Click to Sign,” and
entering your email address. 
 An initial email will be sent to you to confirm your email address. 
 A completed copy of the document will be emailed to you within minutes of
confirming your email address.
3. After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

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STEP Standard 2 - Writing Standards-Based Measurable Objectives
and Learning Goals
Part of the planning process is to identify overall learning goals for a unit or lesson, as well as the
lesson’s specific learning objectives. Goals and objectives should be aligned not only to
standards, but also to student pre-assessment data.
The unit you are planning should be one you are preparing to teach during Weeks 5-7. The
standards and objectives need to align with your pre- and post-assessments and objectives.
Note: You will not teach this unit until you get feedback from both your instructor and your
mentor teaching on this STEP.

Unit Topic: Dividing Whole Numbers Using the Standard Algorithm

Unit Title: Dividing Whole Numbers

National or State Academic Content Standards:

California Common Core State Standards: Mathematics (2013)
5.NBT.6: Find whole-number quotients of whole numbers with up to four-digit dividends and
two-digit divisors, using strategies based on place value, the properties of operations, and/or the
relationship between multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
Learning Goal:
Students will be able to identify the dividend, divisor, and quotient.
Students will be able to divide 3- and 4-digit dividends by 1-digit divisors using the standard
algorithm.
Students will be able to divide 3- and 4-digit dividends by 2-digit divisors using the standard
algorithm.
Students will be able to use multiplication to check their quotient.
Students will be able to interpret a remainder to turn it into a fraction, leave it off the quotient, or
add a whole number to the quotient.
Measurable Objectives:
Students will be able to identify the dividend, divisor, and quotient in a given division problem
with 90% accuracy by the end of the unit.
Students will be able to divide 3- and 4-digit dividends by 1-digit divisors using the standard
algorithm with 80% accuracy by the end of the unit.
Students will be able to divide 3- and 4-digit dividends by 2-digit divisors using the standard
algorithm with 80% accuracy by the end of the unit.

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Students will be able to use multiplication to check their quotient with 80% accuracy by the end
of the unit.
Students will be able to interpret the remainder in a given division word problem with 80%
accuracy by the end of the unit.

If you would like feedback on your pre-assessment for alignment prior to administering, copy it
in here.
Label the dividend, divisor, and quotient.
1. 81÷9=9
2. 342÷6=57
3. Rewrite 342÷6=57 using the division bar symbol.
Divide
4. 622÷2
5. 945÷3
6. 478÷8
7. 1535÷5
8. 639÷14
9. 7183÷36
10. Explain how to use multiplication to check the answer to a division problem.

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STEP Standard 3 - Assessment and Data Literacy
Pre- and post-assessments are used to assess the learning that takes place from participating in a
learning activity. The pre-assessment is given to students before instruction, in order to
determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the
case. After students have participated in the unit, they are given the post-assessment, which can
be the same as the pre-assessment, a modified version, or something comparable that measures
the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to
collect data in your classroom.

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 is Highly Proficient, Proficient, Partially Proficient, Minimally
Proficient when it comes to meeting the learning goal and measurable objectives.

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 The scoring criteria for the pre-assessment is as follows:
Highly Proficient: 9-10 correct, 90-100%,
Proficient: 8 correct, 80%
Partially Proficient: 7 correct, 70%
Minimally Proficient: 0-6 correct, 0-60%

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

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 Proficient
(80%-89%) 0

Partially Proficient
(70%-79%) 1

Minimally Proficient
(69% and below) 25

Pre-Assessment Analysis: Whole Class

The data collected from the pre-assessment data revealed that only one student was partially proficient
with the division standard. There is no need to modify the standard, learning goals, or measurable
objectives for the unit on division and the standard algorithm. Student responses revealed a gap in
vocabulary, application of the standard algorithm steps, multiplication errors, and place value errors. The
pre-assessment data will inform lesson planning and instructional strategies to help meet the needs of all
students. Resources will be collected to offer students tools for success.

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 students are Highly Proficient, Proficient, Partially Proficient,
Minimally Proficient when it comes to meeting the learning goal and measurable objectives.

The scoring criteria for the pre-assessment is as follows:

© 2021. Grand Canyon University. All Rights Reserved. Page 8 of 31

 Highly Proficient: 9-10 correct, 90-100%,
Proficient: 8 correct, 80%
Partially Proficient: 7 correct, 70%
Minimally Proficient: 0-6 correct, 0-60%

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 STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific
disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results,
contextual factors, student learning needs, and management strategies.

Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to
include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in
the STEP process.

Grade Level: 5th

Unit/Subject: Dividing Whole Numbers Using the Standard Algorithm/Math

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning
Standards 5.NBT.6: Find whole- 5.NBT.6: Find whole- 5.NBT.6: Find whole- 5.NBT.6: Find whole- 5.NBT.6: Find whole-
List specific grade-level number quotients of number quotients of number quotients of number quotients of number quotients of
standards that are the focus whole numbers with whole numbers with whole numbers with whole numbers with whole numbers with
of the lesson being presented. up to four-digit up to four-digit up to four-digit up to four-digit up to four-digit
dividends and two- dividends and two- dividends and two- dividends and two- dividends and two-
digit divisors, using digit divisors, using digit divisors, using digit divisors, using digit divisors, using
strategies based on strategies based on strategies based on strategies based on strategies based on
place value, the place value, the place value, the place value, the place value, the
properties of properties of properties of properties of properties of
operations, and/or the operations, and/or the operations, and/or the operations, and/or the operations, and/or the
relationship between relationship between relationship between relationship between relationship between
multiplication and multiplication and multiplication and multiplication and multiplication and

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 division. Illustrate and division. Illustrate and division. Illustrate and division. Illustrate and division. Illustrate and
explain the calculation explain the calculation explain the calculation explain the calculation explain the calculation
by using equations, by using equations, by using equations, by using equations, by using equations,
rectangular arrays, rectangular arrays, rectangular arrays, rectangular arrays, rectangular arrays,
and/or area models. and/or area models. and/or area models. and/or area models. and/or area models.
Specific Learning By the end of the unit: By the end of the unit: By the end of the unit: By the end of the unit: By the end of the unit:
Target(s)/Objectives
Based on state standards, Students will be able Students will be able Students will be able Students will be able Students will be able
identify what is intended to be to identify the to identify where to to verbally repeat the to verbally repeat the to identify the
measured in learning. dividend, divisor, and put the first digit of the steps (divide, multiply, steps (divide, multiply, dividend, divisor, and
quotient in a given quotient with 80% subtract, check, bring subtract, check, bring quotient in a given
division problem with accuracy. down, down, division problem with
90% accuracy. repeat/remainder) of repeat/remainder) of 90% accuracy.
Students will be able the standard algorithm the standard algorithm
Students will be able to verbally repeat the with 80% accuracy. with 80% accuracy. Students will be able
to rewrite a horizontal steps (divide, multiply, to rewrite a horizontal
division problem using subtract, check, bring Students will be able Students will be able division problem using
the division bar with down, to identify where to to identify where to the division bar with
90% accuracy. repeat/remainder) of put the first digit of the put the first digit of the 90% accuracy.
the standard algorithm quotient with 80% quotient with 80%
Students will be able with 80% accuracy. accuracy. accuracy. Students will be able
to verbally repeat the to verbally repeat the
steps (divide, multiply, steps (divide, multiply,
subtract, check, bring Students will be able Students will be able subtract, check, bring
down, repeat) of the Students will be able to divide 3- and 4-digit to divide 3- and 4-digit down,
standard algorithm to divide 3- and 4-digit dividends by 2-digit dividends by 1- and 2- repeat/remainder) of
with 80% accuracy. dividends by 1-digit divisors, without and digit divisors, without the standard algorithm
divisors, with a with remainder, using and with remainder, with 80% accuracy.
Students will be able remainder, using the the standard algorithm using the standard
to identify where to standard algorithm with 80% accuracy. algorithm with 80% Students will be able
put the first digit of the with 80% accuracy. accuracy. to identify where to
quotient with 80% Students will be able put the first digit of the
accuracy. Students will be able to multiply the Students will be able quotient with 80%
to multiply the quotient by the divisor to multiply the accuracy.
quotient by the divisor, and add any quotient by the divisor

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 then add the remainder remainders to check and add any
Students will be able to check their answer their answer with 80% remainders to check Students will be able
to divide 3- and 4-digit with 80% accuracy. accuracy. their answer with 80% to divide 3- and 4-digit
dividends by 1-digit accuracy. dividends by 1- and 2-
divisors, with no digit divisors, without
remainder, using the Students will be able and with remainder,
standard algorithm to rewrite the using the standard
with 80% accuracy. remainder as a fraction algorithm with 80%
with 80% accuracy. accuracy.
Students will be able Students will be able
to interpret the Students will be able
to multiply the to multiply the
quotient by the divisor remainder to
determine if the quotient by the divisor
to check their answer and add any
with 80% accuracy. quotient needs to be
rounded up or if the remainders to check
remainder can be used their answer with 80%
as a fraction with 75% accuracy.
accuracy.
Students will be able
to rewrite the
remainder as a fraction
with 80% accuracy.
Students will be able
to interpret the
remainder to
determine if the
quotient needs to be
rounded up or if the
remainder can be used
as a fraction with 75%
accuracy.
Academic Language divide divide divide divide divide
General academic vocabulary dividend dividend dividend dividend dividend
and content-specific divisor divisor divisor divisor divisor
vocabulary included in the quotient quotient quotient quotient quotient
unit. algorithm remainder remainder remainder remainder
inverse operation algorithm algorithm algorithm algorithm

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 inverse operation inverse operation inverse operation inverse operation
fraction fraction
numerator numerator
denominator denominator
Unit Resources, PowerPoint PowerPoint PowerPoint PowerPoint SMART Board
Materials, Equipment, presentation presentation presentation presentation document camera
and Technology SMART Board SMART Board SMART Board SMART Board unit assessment
List all resources, materials, document camera document camera document camera document camera grid paper/lined paper
equipment, and technology to BrainPOP video Number Rock video Number Rock video math packet pencils
be used in the unit. counters Counters math packet pencils whiteboards
anchor chart math packet white boards grid paper/lined paper dry erase markers
math journals white boards dry erase markers task cards laptops
math packet dry erase markers 10-sided dice answer sheet Flipgrid
white boards pencils pencils
dry erase markers grid paper/lined paper grid paper/lined paper
pencils laptops
grid paper/lined paper iXL
post it notes
Depth of Knowledge What is the dividend, What mnemonic What does DMSCBR What is a fraction? How do you label a
Lesson Questions divisor, and quotient? device can we use to stand for? division problem?
What questions can be posed remember the standard How do we write the
throughout the lesson to What are the steps to algorithm? Can we have more remainder as a How can you apply the
assess all levels of student the standard than one digit in each fraction? standard algorithm to
understanding? algorithm? What is the first step place value? division problems?
 Level 1: Recall in the standard When do we use the
 Level 2: Skill/Concepts How do we know algorithm? If we check our remainder as a fraction How can you apply the
 Level 3: Strategic
where to put the first subtraction and the with our quotient? standard algorithm to
Thinking
digit in the quotient? Why should we check answer is more than real world (word)
 Level 4: Extended
our subtraction against divisor, what should When do we add one problems?
Thinking
Why can we use the divisor? we do? to our quotient and
multiplication to check drop the remainder? Why is multiplication
our quotient? What does the How can we use used to check the
remainder mean? estimation to find the How are fractions and quotient?
numbers in our division related?
quotient?

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Anticipatory Set Students will watch a Students will review Students will watch a Students will be Students will review
How will students’ prior BrainPOP video on the previous lesson on video on Number introduced to the the academic
knowledge be activated as division. whiteboards by Rock that uses the lesson objective, vocabulary for the
well as gain student interest solving 1 digit divisor standard algorithm success criteria, and unit.
in the upcoming content? Students will be given problems using the with 2-digit divisors. vocabulary.
counters to make equal standard algorithm. Students will review
groups. For example, Students will use Students will review A real-world example the standard algorithm.
they will count out 18 counters to create the standard algorithm will be used to
counters and create 3 equal groups, with a steps with whiteboards introduce the concept Students will review
equal groups. remainder. For and partners. of using a remainder when to use the
example, they will as a fraction. remainder as a fraction
Students will be count out 25 counters The lesson objective, with the quotient,
introduced to the and create 4 equal success criteria, and when to leave it off the
lesson objective, groups to see what is vocabulary will be quotient, and when to
success criteria, and left over (the introduced and add a whole number to
vocabulary. remainder). reviewed. the quotient.

Students will watch a

Number Rock video to
reinforce the standard
algorithm steps for 1-
digit divisors.

The lesson objective,

success criteria, and
vocabulary will be
introduced and
reviewed.
Presentation of Content
Multiple Means of Students will be Students will have a Students will have a Students will have a Students will engage
Representation presented information PowerPoint PowerPoint PowerPoint in an oral review
Describe how content will be in a PowerPoint presentation for visual presentation for visual presentation for visual session before the
presented in various ways to presentation to have and verbal and verbal and verbal assessment.
meet the needs of different visual and verbal cues. information. information. information.
learners. Students will complete
Students will be given Students will have a Students will watch Students will use their some review problems

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 an anchor chart to add hands-on activity with another Number Rock math packet during on whiteboards before
to their math journals manipulatives to make music video to explain direct instruction, for the assessment.
for reference the concept concrete. the steps of the guided practice, and
throughout the unit. standard algorithm, independent practice. Students will complete
Students will watch a using 2-digit divisors. a traditional paper and
Students will use Number Rock music Students will work in pencil assessment.
counters video explaining the Students will work in table groups to discuss
(manipulatives) for a steps of the standard partners and use 10- and complete task Students will be able
hands-on activity to algorithm. sided dice to create cards that include to use grid or lined
make the concept their own division remainders. paper to complete the
more concrete. Students will use problems on assessment.
whiteboards and whiteboards.
Students will use a partner talk to review
math packet to follow the standard algorithm. Students will use their
during direct math packet during
instruction, for guided Students will use the direct instruction, for
practice, and math packet during guided practice, and
independent practice. direct instruction, for independent practice.
guided practice, and
Teacher will use independent practice. Students will log on to
different colored pens iXL for independent
to show the steps of practice with the
the standard algorithm. division standard
algorithm.
Students will use
whiteboards for guided
and independent
practice.

The BrainPOP video

will be a visual and
auditory representation
of the division
concept.

Students will use post

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 it notes to create a
mnemonic device to
remember the steps of
the standard algorithm.
Multiple Means of ELL: ELL: ELL: ELL: ELL:
Representation The video will have The video will have The video will have The PowerPoint will Students will have
Differentiation the closed captioning the closed captioning the closed captioning have pictures and visual cues and
Explain how materials will be on for visual on for visual on for visual symbols for visual prompts when
differentiated for each of the understanding. understanding. understanding. cues. reviewing whole
following groups: The PowerPoint will The PowerPoint will The PowerPoint will Instruction with the group.
 English Language have pictures and have pictures and have pictures and math packet will be Instructions will be
Learners (ELL) symbols for visual symbols for visual symbols for visual modeled under the given orally and
 Students with special cues. cues. cues. document camera for written.
needs
Instruction with the Instruction with the Instruction with the visual cues.
 Students with gifted
abilities math packet will be math packet will be math packet will be We will use grid or Special Needs:
Early finishers (those who modeled under the modeled under the modeled under the lined paper to keep Students will have
finish early and may need document camera for document camera for document camera for place values aligned. visual reminders and
additional sources/support) visual cues. visual cues. visual cues. Students will work prompts for oral
The anchor chart will We will use grid or We will use grid or with more proficient discussion.
have symbols and step lined paper to keep lined paper to keep students in group Instructions will be
by step instructions. place values aligned. place values aligned. work. given orally and
An example for the Students will work Students will work written on the
post it note will be with more proficient with more proficient Special Needs: assessment.
modeled. students in partner students in partner The PowerPoint will
We will use grid or work. work. have pictures and Gifted:
lined paper to keep symbols for visual Students will be given
place values aligned. Special Needs: Special Needs: cues. more difficult division
The video will have The video will have Instruction with the problems during the
Special Needs: closed captioning on. closed captioning on. math packet will be review.
The video will have The PowerPoint will The PowerPoint will modeled under the
closed captioning on. have pictures and have pictures and document camera. Early finishers can log
The PowerPoint will symbols for visual symbols for visual Problems will be onto Flipgrid to reflect
have pictures and cues. cues. modified to meet the on what they have
symbols for visual Instruction with the Instruction with the students’ level of learned during the
cues. math packet will be math packet will be understanding. unit.
Instruction with the modeled under the modeled under the We will use grid or

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 math packet will be document camera. document camera. lined paper to keep
modeled under the Problems will be Problems will be place values aligned.
document camera. modified to meet the modified to meet the Students will be given
Problems will be students’ level of students’ level of an algorithm chart,
modified to meet the understanding. understanding. with boxes to fill in, in
students’ level of We will use grid or We will use grid or a protective sleeve.
understanding. lined paper to keep lined paper to keep
The anchor chart will place values aligned. place values aligned. Gifted:
have symbols and step Students will be given Students will be given The PowerPoint
by step instructions. an algorithm chart, an algorithm chart, presentation will have
An example for the with boxes to fill in, in with boxes to fill in, in missing information.
post it note will be a protective sleeve. a protective sleeve. They will be asked to
modeled. think about the
I will use grid or lined Gifted: Gifted: missing information
paper to keep place The PowerPoint The PowerPoint before it is revealed.
values aligned. presentation will have presentation will have The packet will have
Students will be given missing information. missing information. higher level thinking
an algorithm chart, They will be asked to They will be asked to problems to challenge
with boxes to fill in, in think about the think about the students.
a protective sleeve. missing information missing information These students will be
before it is revealed. before it is revealed. given bigger numbers
Gifted: The packet will have The packet will have to divide counters into
The PowerPoint higher level thinking higher level thinking equal groups.
presentation will have problems to challenge problems to challenge
missing information. students. students. Early finishers can
They will be asked to These students will be complete additional
think about the given bigger numbers Early finishers can practice problems in
missing information to divide counters into complete additional the math packet or log
before it is revealed. equal groups. practice problems in into iXL for practice
The packet will have the math packet or log with division.
higher level thinking Early finishers can into iXL for practice They can also check
problems to challenge complete additional with division. their answers with
students. practice problems in They can also check division.
These students will be the math packet or log their answers with
given bigger numbers into iXL for practice division.
to divide counters into with division.

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 equal groups. They can also check
their answers with
Early finishers can division.
complete additional
practice problems in
the math packet or log
into iXL for practice
with division.
They can also check
their answers with
division.
Application of Content
Multiple Means of Students will have Students will have Students will have Students will work Students will
Engagement math manipulatives to math manipulatives to dice to create their with a partner to participate in a class
How will students explore, create equal groups. create equal groups. own division problems discuss and complete discussion and practice
practice, and apply the Students will have Students will have with a partner. division task cards. to review the concept
content? math packets to math packets to Students will have Students will have before the assessment.
practice with the practice with the math packets to math packets to Students will complete
teacher and teacher and practice with the practice with the the paper and pencil
independently. independently. teacher and teacher and assessment.
Whiteboards will be Whiteboards will be independently. independently. Students can go to
used to practice the used to practice the Students will use iXL Small groups will be Flipgrid to record a
division. division. to practice the concept used for struggling video reflection on
Post it notes will be Students will work independently. students. what they have learned
used to create a with a partner to Small groups will be in the unit.
mnemonic device. practice and discuss used for struggling
Small groups will be the division content. students.
used for struggling Small groups will be
students. used for struggling
students.
Multiple Means of ELL: ELL: ELL: ELL: ELL:
Engagement Instructions will be Instructions will be Instructions will be Instructions will be Instructions will be
Differentiation given slowly and given slowly and given slowly and given slowly and given slowly and
Explain how materials will be clearly enunciated. clearly enunciated. clearly enunciated. clearly enunciated. clearly enunciated.
differentiated for each of the Activities will be Activities will be Activities will be Activities will be Activities will be
following groups: modeled. modeled. modeled. modeled. modeled.
 English Language

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 Learners (ELL) Post it notes will have Post it notes will have Post it notes will have Post it notes will have
 Students with special the acronym written if Special Needs: the acronym written if the acronym written if the acronym written if
needs needed. Students will be given needed. needed. needed.
 Students with gifted an algorithm chart to
abilities Special Needs: fill in the steps. Special Needs: Special Needs: Special Needs:
Early finishers (those who Students will be given Different colors will Students will be given Students will be given Students will be given
finish early and may need
additional sources/support)
an algorithm chart to be used when an algorithm chart to an algorithm chart to an algorithm chart to
fill in the steps. modeling to identify fill in the steps. fill in the steps. fill in the steps.
Different colors will the different steps. Different colors will Task cards will be Different colors will
be used when be used when differentiated. be used when
modeling to identify Gifted: modeling to identify Different colors will modeling to identify
the different steps. Higher order questions the different steps. be used when the different steps.
will be asked and modeling to identify
Gifted: assigned. An Gifted: the different steps. Gifted:
Higher order questions enrichment page with Higher order questions Higher order questions
will be asked and division riddles will be will be asked and Gifted: will be asked during
assigned. An available. assigned. An Higher order questions review.
enrichment page with enrichment page will will be asked and
unknown dividends or Early finishers will be be available. assigned. Task cards Early finishers can go
divisors will be asked to practice on will be differentiated. to Flipgrid to record a
available. iXL. Early finishers will be video reflection on
asked to practice on Early finishers will be what they have learned
Early finishers will be iXL. asked to practice on in the unit.
asked to practice on iXL.
iXL.
Assessment of Content
Multiple Means of I will monitor student I will monitor student I will monitor student Students will work on Students will review
Expression responses as they responses as they responses as they differentiated task with whiteboards and
Formative and summative create the equal create equal groups participate in cards in table groups. through verbal
assessments used to monitor groups. with a remainder. whiteboard activities. I will monitor student explanation of steps of
student progress and modify Students will be asked Students will Think- Students will be asked progress as I walk the standard algorithm.
instruction. to Think-pair-share. pair-share. to think, write, pause, around the room.
Students will be asked Students will be asked and share answers. Students will be asked Students will complete
to think, write, pause, to think, write, pause, Students will be asked to share their answers a summative
and share their and share their to verbally guide the verbally and explain assessment with
answers on answers on class through the steps. their thinking to assess division of 3- and 4-

© 2021. Grand Canyon University. All Rights Reserved. Page 19 of 31

 whiteboards. whiteboards. Students will be asked understanding. digit dividends by 1-
I will monitor student I will monitor student to explain their and 2-digit divisors.
understanding with understanding with thinking. They will also
thumbs up/thumbs thumbs up/thumbs Students will be asked interpret the remainder
down as we go down. to rate their in a word problem.
through each step of An exit ticket with 4 understanding on a
the standard algorithm. questions will be used scale of 1-4 to identify
Students will write to assess students who need
their post it note with understanding of one additional support or
the symbols for each digit division. reteaching.
step, then create a An exit ticket with 2
mnemonic device to questions will be used
help them remember to assess
the steps. understanding of two
digit division.
Multiple Means of ELL: ELL: ELL: ELL: ELL:
Expression Prompting and Prompting and Students will receive Students will receive Students will have the
Differentiation guidance will be used. guidance will be used. prompting and prompting and directions read to them
Explain how materials will be Students can use the Students will be given guidance. Additional guidance. Additional if needed.
differentiated for each of the mnemonic device written and verbal time will be given for time will be given for Additional time will
following groups: presented by the directions for the exit responses to questions. task cards. Directions be given as necessary.
 English Language teacher or a peer. ticket. Students will be given and task cards can be
Learners (ELL) The questions will be verbal and written read to the students. Special Needs:
 Students with special Special Needs: restated or repeated if directions on the exit Students will use a
needs
Students will be necessary. ticket. Special Needs: multiplication chart
 Students with gifted
abilities
allowed to use a Students will be given Students will be given and division chart to
Early finishers (those who multiplication chart to more time to think Special Needs: differentiated task line up the numbers in
finish early and may need complete the process. before responding. Students will be given cards. Additional time the standard algorithm.
additional resources/support) They will be given a additional time to will be given to RSP teacher will
chart to guide them Special Needs: think and respond to respond and complete prompt and guide
through the steps. Students will be questions and exit the task cards. during the assessment.
Prompting and allowed to use a ticket. RSP teacher will help Additional time will
guidance will be used. multiplication chart They will be able to students with be given to complete
Students can use the and standard algorithm use a multiplication strategies to complete the assessment.
mnemonic device chart to map out the chart and division the task cards.
presented by the steps. chart to guide number Gifted:

© 2021. Grand Canyon University. All Rights Reserved. Page 20 of 31

 teacher or a peer. Students will be placement. Gifted: Students will be asked
RSP teacher will help prompted during the RSP teacher will help. Students will have to check their answers
in small group. questioning and differentiated cards with multiplication.
assessments. Gifted: that require multiple
Gifted: RSP teacher will help. Students will be asked steps to solve. Early finishers will
Students will be asked to check their answers have the opportunity
to create an original Gifted: with multiplication on Early finishers will to create a Flipgrid
mnemonic device. Students will be asked the exit ticket. trade task cards with video reflecting on the
to check their answers another group or log unit.
Early finishers will be with multiplication on Early finishers will log on to iXL for practice.
asked to log into iXL the exit ticket. into iXL.
to practice division.
Early finishers will be
asked to log into iXL.
Extension Activity and/or Homework
Identify and describe any Students will be Students will be Students will be Students will be No homework after the
extension activities or assigned homework to assigned homework to assigned homework to assigned homework to summative
homework tasks as practice the standard practice the standard practice the standard practice division with assessment.
appropriate. Explain how the algorithm with 3- and algorithm with 3- and algorithm with 3- and word problems. The
extension activity or
4-digit dividends and 4-digit dividends and 4-digit dividends and word problems will Students will be able
homework assignment
supports the learning
1-digit divisors, no 1-digit divisors, with 2-digit divisors, with have remainders that to record a Flipgrid
targets/objectives. As remainders. They will remainders. and without need to be interpreted. video if they have time
required by your instructor, also have problems to Gifted students can remainders. Students will need to after the summative
attach any copies of identify the dividend, complete the Gifted students can determine if the assessment, reflecting
homework at the end of this divisor, and quotient. enrichment page. complete the remainder is written as on what they have
template. Gifted students can These assignments enrichment page. a fraction, gets learned.
complete the will allow students to These assignments dropped in the answer,
enrichment page. practice the standard will allow students to or another whole
These assignments algorithm practice the standard number gets added to
will allow students to independently. They algorithm the quotient.
practice the standard will be able to work independently. They
algorithm through the steps of will be able to work
independently. They the standard algorithm, through the steps of
will be able to label now with a remainder. the standard algorithm,
and use academic now with 2-digit
vocabulary necessary divisors.

© 2021. Grand Canyon University. All Rights Reserved. Page 21 of 31

 for the unit. The lessons have been
chunked into smaller
content standards for
students to process the
information better.

© 2021. Grand Canyon University. All Rights Reserved. Page 22 of 31

STEP Standard 5 - Implementation of Instructional Unit
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.

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video.
Be sure that others can access and view your linked video prior to submitting.

Video Recording Link:

https://youtu.be/-Ef6oOYIQM0
Summary of Unit Implementation:
The data collected from the pre-assessment revealed that students had a gap in academic vocabulary,
application of the standard algorithm steps, multiplication errors, and place value errors. Using a variety
of questioning strategies to encourage students’ critical thinking skills, means of representation,
engagement, and expression is necessary to meet the needs of a diverse group of students. During the
unit, students were presented with multiple levels of content, different ways to process the content, and
multiple means of expression. Although the pre-assessment data revealed that the students were
beginning the unit at similar levels of readiness, there were students who caught on quickly, so they were
challenged with the content and higher order questions. To meet the diversity of learning styles, a variety
of materials were collected and presented to students. They were shown music videos aligned to the
standard, were given anchor charts and math packets, and they were allowed to work collaboratively with
hands on manipulatives to engage each learning profile. Although there are COVID health and safety
guidelines in place, students were able to work in small groups successfully. As the unit progressed,
students were given direct instruction, offered guided practice, collaborative practice, independent
practice, and small group support. The students who struggled were given additional tools and resources
to scaffold instruction. All students were given opportunities to access technology during the unit for
independent practice. The iXL application offers immediate feedback to inform students of their progress.

Summary of Student Learning:

Students were responsive to the instructional strategies used during the lesson. Instruction was chunked
into smaller lesson goals so that students would not be overwhelmed with the content. The variety of
materials engaged a wide range of students. The music videos were popular with the class. They sang
along and mimicked the hand movements aligned to the standard algorithm steps. There was a small
group of 5 students who struggled with the steps of the standard algorithm. The exit tickets revealed that
they were unable to progress past 3-digit dividends by 1-digit divisor division problems. This group was
pulled for reteaching and scaffolded support. They received additional tools, such as a chart for the
standard algorithm that contained boxes and a checklist of the steps. The tool helped students feel more
comfortable with the standard algorithm. After going from 1-digit divisors to 2-digit divisors, more
students struggled, so the lesson plans were modified to include extra reteaching time for the whole class.
Additional strategies were used to help students understand how to find the best quotient estimate for the
more challenging numbers. Students were told to check their subtraction and remainders to ensure that
they had pulled out as many groups of the divisor as possible. This helped students get a better
understanding of how to adjust their quotient. Another instructional change was using grid paper and

© 2021. Grand Canyon University. All Rights Reserved. Page 23 of 31

lined paper to help students line up the place values. Students were getting confused by their own writing,
so the paper helped to keep them organized. The changes and additional support helped students feel
more successful. Overall, most students were successful in meeting the learning goals and measurable
objectives. The students who still struggled will receive additional support and reteaching from the
intervention teacher the following week.

Reflection of Video Recording:

After reviewing the video segment, students were actively following along during the direct instruction. I
was able to make real world connections to the content so students would understand the concepts better.
As I modeled the steps and guided, students participated by raising their hands to respond. As the lesson
progressed, students were more inclined to shout out, instead of raising their hand to respond. In the
future, I will be more consistent with enforcing the expectation of raising their hand to respond. This will
give more students the opportunity to think before responding and give more students input during the
lesson. In addition, I will get up and move throughout the class more to monitor students’ progress as they
are receiving direct instruction. Another improvement would be to repeat students’ questions and
comments so that everyone could hear what they said, before answering and moving forward with the
lesson. It is important to include all student voices and allow everyone to participate. This gives students a
sense of security and improves their confidence and motivation, consequently leading to academic gains.

© 2021. Grand Canyon University. All Rights Reserved. Page 24 of 31

STEP Standard 6 - Analysis of Student Learning
After you have implemented each lesson in the unit, as well as completed the post-assessment,
collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment
and determine student learning. Review your data and whether there is a student or group of
students who have not mastered the objectives and discuss what you will do to further develop
students’ knowledge and skills.

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 0 10
(90%-100%)
Proficient
0 4
(80%-89%)
Partially Proficient
1 3
(70%-79%)
Minimally
Proficient 25 5
(69% and below)
Post-Test Analysis: Whole Class
*The data collected and analyzed for the post-test reflects COVID related student absences.
Based on the analysis of the whole class post-test data, student learning improved. The pre-test
revealed that almost all students were minimally proficient, and only one was partially proficient.
After the unit instruction and post-test, 14 students met or exceeded proficiency of the math
standard. There were 3 students who were partially proficient and 5 were minimally proficient.
Before the unit, students struggled with division vocabulary, the standard algorithm, and using the
inverse operation (multiplication) to check their answers. After the unit, all students were able to
identify the dividend, divisor, and quotient when using the division standard algorithm. For
example, during informal assessments, students were using the academic vocabulary terms
correctly when explaining their reasoning for an answer. Students were able to accurately rewrite
problems from a linear numerical expression into the division bar notation, a skill most students
struggled with in the pre-test. Although some students still struggled with the steps of the
standard algorithm when using double digit divisors, most students were able to complete the
steps when using single digit divisors and 3-digit dividends. For example, all students could
divide 462÷5 accurately, but 8808÷42 was more difficult for struggling students.
Using a variety of instructional strategies, direct instruction, modeling, guided practice,
independent practice, small groups, videos, hands on experiences, anchor charts, partner and
small group collaboration, and technology components engaged students and improved student
learning. The hands on activities implemented in the unit gave students a concrete understanding

© 2021. Grand Canyon University. All Rights Reserved. Page 25 of 31

 of division and creating equal groups. After modeling the standard algorithm and allowing
students to practice with scaffolded support, many students were able to proficiently divide using
the standard algorithm. While monitoring student guided practice, independent practice, and
collaborative work, students demonstrated knowledge of academic vocabulary and the
fundamental concept of division. The students who needed additional support were pulled into
small groups and given resources to successfully divide by one-digit divisors. Students used a dry
erase grid chart that included the steps for the standard algorithm to complete division problems.
This helped build confidence to approach double digit divisors. Students could also reference the
anchor charts in their math journals for additional support. The variety of instructional methods
engaged students, encouraged discussion, and promoted critical thinking skills that improved
student learning of the concept. The data reflects growth in many students. Before the test, only 1
student was partially proficient, and the rest were minimally proficient. After the test, only 5
students remained in the minimally proficient category. These are the students who struggled with
2 digit divisors. These students have struggled with other math concepts. They will need
intervention support. In the future, when division is used for decimals, this group will receive
additional support in small groups and continue to use scaffolded resources to increase learning.
Post-Assessment Analysis: Subgroup Selection
This data analysis will focus on gender, the girls, of the class. The subgroup selection for the
analysis will provide a wider range of data and progress. In addition, the analysis will reveal if
there is a cognitive or readiness difference between genders.

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 0 8
(90%-100%)
Proficient
0 3
(80%-89%)
Partially Proficient
1 1
(70%-79%)
Minimally
Proficient 14 2
(69% and below)
Post-Assessment Analysis: Subgroup

*The data collected and analyzed for the post-test reflects COVID related student absences.
In the subgroup of girls, the pre-test data revealed 1 student was partially proficient and 14 were
minimally proficient. Post-test data revealed only 2 girls remained in the minimally proficient
category and all the others improved learning, moving up from minimally and partially proficient.
The strategies used were effective to increase student knowledge of division. This subgroup met

© 2021. Grand Canyon University. All Rights Reserved. Page 26 of 31

 the learning objective of identifying the dividend, divisor, and quotient and dividing by 1-digit
divisors. During informal assessments, this group used academic vocabulary correctly during
class discussions and in collaborative work. They were also able to rewrite division problems
accurately and use academic vocabulary to explain their reasoning. The biggest struggle came
from completing the standard algorithm steps with 2-digit divisors. Overall, this subgroup showed
growth at the conclusion of the unit.
The post-test data reveals growth in the subgroup. The variety of instructional strategies
implemented were effective and increased student learning. Using different strategies reached a
wide range of student learning profiles and readiness levels. The subgroup responded well to the
music videos, anchor charts, and hands on experiences. Questioning strategies helped assess
student knowledge to make informed decisions about adjusting instruction and how the content
was presented. For example, when students were asked about the mnemonic device, they used to
remember the algorithm steps, I discovered that some students remembered their mnemonic
device but forgot the mathematical operations associated with it. I would not have come to this
conclusion or adjusted my lesson plan if I did not ask them what operations were associated with
each letter. The students who did not master the objectives will receive additional support in
small groups. For example, student misconceptions can be addressed quickly, before they practice
the concept incorrectly. One misconception a student in this subgroup had been putting 2 digits in
one place value in the quotient. This was addressed quickly in small groups by reminding the
student to check the number left after subtracting against the divisor. If it was bigger than the
divisor, then another group of the divisor could be pulled. The chart provided helped reduce this
mistake since the steps were listed and the multiples of the divisor were front loaded. They will
be given additional resources and tools to scaffold support as they work. These students will also
be taught how to reference their anchor charts to access information.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 0 2
(90%-100%)
Proficient
0 1
(80%-89%)
Partially Proficient
0 2
(70%-79%)
Minimally
Proficient 12 3
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

*The data collected and analyzed for the post-test reflects COVID related student absences.

© 2021. Grand Canyon University. All Rights Reserved. Page 27 of 31

 The post-test data shows that the instructional strategies were effective for the rest of the class.
The data shows growth, but not as much as for the girls’ subgroup. The strategies relied heavily
on visual aids and collaborative work. Perhaps in the future, more kinesthetic activities could help
build concept knowledge and provide additional practice. There were a few boys out for COVID
related absences. Their inclusion could have possibly showed more growth. 3 students remained
minimally proficient. Overall, most of the class improved and gained content knowledge. They
were all able to identify the dividend, divisor, and quotient and use academic vocabulary in group
discussions and in peer groupings. The subgroup struggled with the same learning objective as the
rest of the class, dividing with 2-digit divisors. The instructional strategies used in class reached a
wide range of students. The students who struggled with the concept also struggle with
multiplication facts, making more difficult to make estimates and adjust quotients. These students
were allowed to use multiplication charts. Differentiation strategies were implemented to meet the
needs of all students. This helped the class make progress over the course of the unit.
The next steps for instruction include additional intervention support for the group who struggled
with the standard algorithm steps, building multiplication fluency, and building place value and
number sense. As students become more fluent with multiplication facts, they will be able to
make better estimates when deciding what numbers to use for the quotient. It will also allow them
to check their answer with multiplication. Building place value and number sense will help
students understand where to place the number in the quotient. A learning objective that would
build on the content taught would be to apply this knowledge to decimals. Students will be able to
add, subtract, multiply, and divide decimals with 80% accuracy by the end of the unit. Students
will need to use their knowledge of place value, number sense, multiplication, and division to
apply it to decimals.

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 development, research on the Internet,
observation of a veteran teacher, etc.)
1. Improve classroom management to Better classroom management will give more
allow more students the opportunity to students the opportunity to think. Students
participate in a safe and secure who are shouting out can discourage students
learning environment. who are still processing their thinking.
Reading up on classroom management
strategies, observing veteran teachers, and
collaborating with other teachers can help
improve classroom management. Different
strategies can be implemented to see what
fits the needs of the classroom best. The

© 2021. Grand Canyon University. All Rights Reserved. Page 28 of 31

 strategies can be explained and modeled for
student understanding.
2. Become more familiar with content Gaining a deeper understanding of the
standards and incorporate more content standards will allow students to
authentic problems for students to make a connection to previous knowledge.
make a connection to the content. Accomplishing this goal can be done with
additional study of the content standards in
multiple grade levels, observing teachers in a
variety of grade levels, and collaboration
with other teachers. To accomplish the
second part of the goal, the word problems
can include student names or interests.
Increasing my content knowledge of the unit
on division can help create more authentic
problems for students. If they can make a
connection to the content, they will be more
likely to retain the knowledge. Collaborating
with other teachers can provide new
strategies and insight on how to create
meaningful connections for students.
Additionally, the plan will include internet
research on division word problems and task
cards to engage students.
3. Incorporate more small group tasks to The plan to accomplish this goal includes
differentiate learning for each level of professional development books, internet
students’ needs, not just the ones who research, and collaborating with teachers.
are struggling. There are books that explain strategies to
incorporate small group instruction to reach
every student level. There are also teacher
articles, videos, and blogs that model and
incorporate differentiated small group
instruction. These can offer additional
strategies to help reach all student levels.
Collaborating with other teachers to see what
has been effective in their class can also
provide new strategies for student
engagement and success.

Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of
students will continually look for ways to grow and learn. The best way to ensure that learning is
prioritized is to create a long-term goal. Create one long term goal that is specific and
measurable. Make sure to discuss the following:
Long-Term Goal: To make learning more student centered and create a shared

© 2021. Grand Canyon University. All Rights Reserved. Page 29 of 31

 ownership culture.
Rationale: Why did you choose this goal? How I want students to be active participants in
do you expect it to improve the outcomes of your their education. In many classrooms, the
future students? teacher holds most of the control. To increase
student engagement, students should be given
a more active role in the learning process. If
students hold more control of their learning,
they will buy in and be more motivated to
learn. Student voices are valuable and
including them in the planning and
implementation of instruction will be
beneficial for all students. Future students will
learn how to become lifelong learners as they
engage in lessons that they helped create to
meet their needs. Creating stronger
relationships will create a comfort level and a
feeling that they belong while affecting their
perception of school, supporting academics.
End Date: By when do you expect to accomplish I expect to accomplish this goal by the end of
this goal? year 3 as a classroom teacher. In the first
teaching year, strategies will be implemented
to gear the classroom culture toward a shared
ownership. The second year will be the year
to adjust strategies. A new group will give
more insight to more student backgrounds and
needs. In the third year, strategies will be
refined to make the classroom more student
centered.
Action Timeline: What steps will you take to 11/2021: CTEL for English Language
complete this goal, and by when will you take Authorization certification in CA
them? Example:
Year 1:
1/31/18: Join AACTE
Learn from my students by being an active
listener and asking questions.
Include them in my decision making and
planning based on their emotional, cultural,
academic, and other needs.
Begin and end the year by doing student and
parent surveys. Get families involved in the
learning process.
Ongoing assessments to watch for academic
success.
Year 2:

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 Adjust student and parent surveys,
questioning strategies, and the variety of
student options for learning. Continue
assessments to measure academic success.
Year 3:
Continue to adjust and refine strategies and
assessments.
6/2024: ISTE Certification for Educators
6/2025: GATE Certification
Resources: What resources are available to assist There are many resources available to assist
you in accomplishing your goal? me in accomplishing my goal. In addition to
support from colleagues, there are internet
resources, professional development courses,
and books.
Veteran teachers who have created a shared
ownership culture can offer advice and allow
time to observe classroom practices.
Internet sources such as Student-Centered
World, Edutopia, Teacher Vision, and NEA,
can provide valuable information.
Professional development courses from a
local university, such as UCR, can help get
certifications like the GATE certificate. A
professional development course in
technology integration from ISTE can help
improve technology knowledge.
Online prep courses can help to pass the
CTEL for the ELA.

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