Lincoln Case 1

Taneesha Bales
Lincoln Case

Table of Contents

Description for Unit of Instruction............................................................................Pg. 2

Pre-assessment…………………………………..………………………...…………Pg. 4

Pre-assessment Results………………………………………...………………….…Pg. 6

Lesson Plan 1……………………………………………………………………….Pg. 11

Lesson Plan 2………………………………………………………………….........Pg. 13

Lesson Plan 3……………………………………………………………………....Pg. 15

Post Assessment…………………………………………………………………….Pg. 17

Post Assessment Results…………………………………………………………...Pg. 18

Pre/post Assessment Comparison……………………………………..…………..Pg. 22

Final Reflection…………………………………………………………………..…Pg. 24
 Lincoln Case 2

Description for Unit of Instruction

The Big Idea: Students will be able to measure a variety of objects using rulers,
understand grouping strategies to multiply, and identify quadrilaterals.

The Big Picture:

 June 26/ 17 Pre-assessment of the six students on measuring, multiplying, and
quadrilaterals.
 June 28/17 Lesson 1 on multiplication and grouping strategies
 June 30/17 Lesson 2 on measurement and graphing
 July 5/17 Lesson 3 on quadrilaterals
 July 7/17 Post-assessment of the six students on measuring, multiplying, and
quadrilaterals.

Teaching and Standards

Lesson 1: Teach students grouping/partitioning strategies to help students understand
how multiplication works.
Standard: CCSS.MATH.CONTENT.3.0.A.A.1
Interpret products of whole numbers, e.g., interpret 5x7 as the total number of objects in
5 groups of 7 objects each. For example, describe a context in which a total number of
objects can be expressed as 5x7
CCSS.MATH.CONTENT.3.0.A.A.2
Interpret whole-number quotients of whole numbers, e.g., interpret 56/8 as the number of
objects in each share when 56 objects are partitioned equally into 8 shares, or as a
number of shares when 56 objects are partitioned into equal shares of 8 objects each. For
example, describe a context in which a number of shares or a number of groups can be
expressed as 56/8.

Lesson 2: Teach students how to correctly gather data and represent it on a graph
accurately. Also teach students how to measure other kinds of data using rulers.
CCSS.MATH.CONTENT.3.MD.B.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several
categories. Solve one-and two-step “how many more” and “how many less” problems
using information presented in scaled bar graphs. For example, draw a bar graph in which
each square in the bar graph might represent 5 pets.
CCSS.MATH.CONTENT.3.MD.B.4
Generate measurement data by measuring lengths using rulers marked with halves and
fourths of an inch. Show the data by making a line plot, where the horizontal scale is
marked off in appropriate units-whole numbers, halves, or quarters

Lesson 3: Teach students the rules that make up a quadrilateral. Teach students how to
identify unusual shapes and categorize them into quadrilaterals and non-quadrilaterals.
Standards: CCSS.MATH.CONTENT.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others)
may share attributes (e.g., having four sides), and that the shared attributes can define a
 Lincoln Case 3

larger category) e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as

examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any
of these subcategories.

Why Behind the Teaching:

I am teaching on this because these are real life skills that students will need for
the real world. Multiplication is a basic math skill that is used in the grocery store, sports,
and in future jobs. Not only being able to memorize their multiplication facts and
families, it is important that students understand how multiplication works and being able
to use grouping strategies to think out a difficult multiplication problem. Furthermore,
measurement is a skill used in the real world. Measuring is used in the kitchen,
remodeling of homes, and just checking to see how tall one is. Students need to be able to
know how to use basic measurements of until and tools in order to accomplish these
tasks. Finally, though quadrilaterals may not be used in the real world often, its important
skills for a student to be able to identify and categorize objects. Students will often need
to categorize objects and identify things based off of previous parameters set.

Information for Decision:

The pre-assessment was very helpful in making these decisions. Though we can
look at standards and expect a child at a certain ability level, it is much more accurate to
pre-assess and observe children to see what they know. Through the pre-assessment,
Michaela and I were able to narrow down our instruction and differentiate instruction for
students and cater to their ability levels.
 Lincoln Case 4

Pre-assessment
Pre-assessment Goal:
The goal of the pre-assessment is to understand what the student know and don’t
know. This data will drive instruction and help Michaela and I know how we can
differentiate instruction for each student so that everyone is learning on his or her own
level. We have a variety of items that fall under both second and third grade standards.
This way we can analyze who is on target, behind, and excelling. Certain skills tested will
be grouping and multiplying numbers 1-10, measuring using rulers, and separating
shapes into categories.

Reliability, Validity and Bias:

The pre-assessment may not have been very valid or reliable because it was
difficult to do with so many people in the room. There were many distractions for the
students, and the volume and busyness of the room made it difficult for the students to
focus. Another reason that the pre-assessment may not be valid is because of cheating.
Since the students were in close proximity, and they were being tested on difficult
concepts, they would look to each other for answers. Other bias would be our data
collection. We used whiteboards and videotaped it which was helpful to go back and
watch however, it was sometimes difficult to see everyone’s answers.

Administration:
Assessment was given June 26, 2017 from 8:15 to 9:15. Most of the pre-assessment was
given in whole group with all six students; however, we did do small groups when we did
the measuring portion of the pre-assessment. We split the three different lessons into 15-
minute sections. It was enough time for measurement and quadrilaterals; however, the
multiplication and grouping needed more time because they were all on such different
levels. Some of the students were picking up the material quickly, while others were far
behind. It would have been helpful to give this section more time in order to take more
time and accommodate for ability levels.

Pre-assessment Reflection:
Overall the pre assessment was successful because we were able to use the
standards and gather data on whether the children were on target or not. One of the
biggest issues with our assessment was not efficiently collecting our data. We had several
modeling examples, which worked great; however, it was difficult to collect data on
specific children.
We did a great job on hitting all the topics and difficulty levels that we needed,
such as second grade and third grade. For example, when we worked on multiplication
we started with grouping small numbers, moved to dividing into equal parts, and finally
began with simple multiplication that the children were able to do mostly in their head.
One thing that made our pre-assessment difficult was that we were not able to
break up into small groups because we lost a member of our team. So we had to adjust
our activities, order, and flow of our pre-assessment.
One other thing that we are going to implement into our next teaching experiences
will be to have nametags for the children. We had nametags sitting on the table; however,
 Lincoln Case 5

we would like them to be stickers on their shirts so that it is easier to know what each
child’s name is.
We will also be making our material for our lessons more challenging. The pre-
assessment data clearly shows that these children are mostly on target with the concepts
and will need more of a challenge.
 Lincoln Case 6

Pre-assessment Results:
Day 1: - Pre-assessment
Objective: SWBAT...demonstrate their knowledge of topics covered in 2nd grade and
topics that will be covered in the 3rd grade curriculum
Materials:
Activity 2: measurement table, ruler, measuring tape
Activity 3: cut out shapes, tape
Activity 4: manipulatives
Activity Set Up: As a group we will play a Get to Know You game. Then we will split up
into three equal groups. Each teacher will take an activity and the students will rotate
through each activity every 15 minutes.
Activity 1: Getting to know our peers (10 min)
Color Game
The children will draw a color from a baggie, the color they draw will correspond to a
question. We will have them each draw a color twice, and the teachers will also draw a
color.
Blue: What is one summer activity you are excited to do most?
Red: Where is your favorite place to visit on vacation or for the weekend?
Orange: What is your favorite snack?
Yellow: What is your favorite thing to do at school?
Pink: What is your favorite subject in school, and why?

Pre-assessment Activities
Activity 2: Measurement and Data (15 min)
CCSS.MATH.CONTENT.2.MD.A.1
CCSS.MATH.CONTENT.2.MD.A.3
The students will be provided with a table. There will be a variety of items listed on the
table for them to measure (table, chair, a peer, etc.). In the second column of the table,
they will estimate how many feet and inches the object will be. They will be encouraged
to predict by carefully inspecting the objects. They can estimate by measuring with their
fingers, hands and feet or using other objects (they just cannot use any device that has
units of measurement represented). We will predict the first measurement together, and
then each student will predict the rest individually. Then they will be given measuring
tapes and rulers to get the real measurement. They will write this measurement in the
third column. We will record them as they measure to gather data. After they have
measured a few items I will show the students two groups of objects. One group will be
bigger than the other. They will be asked to identify which group is bigger without
counting.
 Lincoln Case 7

Measurement Pre-assessment Data:

Item Measure the Measure Measure Which group Which group Which group
length of the length of height of has more has more has more
table wall chair blocks? blocks? blocks?
Students

Brenan Incorrect Incorrect No answer Incorrect Correct Correct

Carter No answer No answer Incorrect Incorrect Correct Correct

Chandler Incorrect Incorrect Incorrect Correct Correct Correct

Gavin Correct Correct Incorrect Correct Correct Correct

Will Incorrect Incorrect Correct Incorrect Correct Correct

Zoey Incorrect Correct Incorrect Correct Correct Correct

Activity 3: Geometry (15 min)

CCSS.MATH.CONTENT.3.G.A.1
CCSS.MATH.CONTENT.2.G.A.2
I will give each of the students two different objects, some that have elements of
quadrilaterals such as straight lines 4 sides etc, and some that do not have elements of
quadrilaterals, such as a circle and triangle. I will ask them to categorize the shapes into
quadrilaterals or not quadrilaterals. The table will be divided in half with a piece of tape.
One side of the table will be labeled as quadrilaterals and the other side will be labeled as
not quadrilaterals. Each student will place their shapes on the side of the table they think
fits. After they are done, they will be asked to write qualities of a quadrilateral. Tell the
students to do their best and if they do not know then it is ok. The qualities listed by the
students will be collected for assessment data.
As a follow up question, I will ask the students to take the quadrilateral section and
divide them into different quadrilaterals such as squares, rectangles, rhombuses etc. I will
then ask the students to find a shape two shapes in the classroom: 1 quadrilateral and 1
non-quadrilateral.
 Lincoln Case 8

Quadrilateral Pre-assessment Data:

Item Divide 2 Quad. Quad. have Quad. Quad. A triangle A Draw a

shapes have five sides have have is a quad. square is quad.
straight (False) equal curves (False) a quad.
sides sides (False) (True)
(True) (False)
Students

Brenan Incorrect Correct Incorrect Incorrect Correct Incorrect Correct Correct

(1/2)

Carter Incorrect Correct Correct Incorrect Correct Correct No Correct

(0/2) Answer

Chandle Incorrect Correct Correct Correct Correct Correct No Correct

r (1/2) Answer

Gavin Incorrect Correct Correct Incorrect Correct Correct Correct Correct

(1/2)

Will Correct Correct Correct Incorrect Correct Correct Correct Correct

Zoey Incorrect Correct Correct Incorrect Correct Incorrect Correct Correct

(0/2)

Activity 4: Multiplication and Division (15 min)

CCSS.MATH.CONTENT.3.0.A.A.1
CCSS.MATH.CONTENT.3.0.A.A.2
I will have manipulatives set out and ask them to group the manipulatives and will ask
them questions about them a series of questions about the manipulatives. I will first ask
them to show me a group of 5. Then I will ask them to show me a group of 4. I will then
ask them to divide the groups into 5 equal groups of 7. I will then ask them to group
them into 7 equal groups of 5 and ask for the total each time. I will continue this with
different number combinations. Once they have practiced this for a while, I will ask them
to count out 10 blocks and remove the rest from the table. I will ask them to divide the 12
manipulatives so that they are in two equal groups. Then I will have them divide the
manipulatives into 3 equal groups, then 4 equal groups.

Multiplication and Grouping Pre-assessment Data:

Pre- Three Four Five times four Divide them in Divide all Divide
assessment times two times (Mixing the your own way ten blocks blocks
 Lincoln Case 9

Question (six) three colors instead and explain into two into three
(12) of separating how you divide equal equal
them) them groups groups
Student (20) (5 by 5) (3 by 3 by
3)

Brenan Correct Correct Correct 1 group of 1 Incorrect (4 Correct

(Copied (Copied Will) and 6)
Will)

Carter Incorrect Incorrect Correct (Copied 3 groups of 3 Correct Correct

(5) (8) Chandler) (Copied
Chandler)

Chandler Incorrect Correct Correct 3 groups of 3 Correct Correct

(9) (Correctly
divided)

Gavin Correct Correct No answer 1 group of Correct Correct

colors which is
4 (Correctly
divided)

Will Correct Correct Correct 1 group of 1 Correct Correct

(Correctly
divided)

Zoey No answer No answer Correct Divided them Correct Correct

by color
(Correctly
divided)

Pre-assessment Data Analysis/Summarization and Reflection

The pre assessment is divided into three different sections under three different
lesson plans and standards. The first part of the assessment was on measurement, the
second on geometry and quadrilaterals, and finally multiplication and grouping.
Overall, The student’s averaged a 12.83 out of 20 or a 64% on the pre-assessment.
The mode was 16 as both Will and Gavin scored at that level. The median was relatively
close to the average being a 13.5.
One thing that might effect the validity of the test was that a couple of students
would tend to cheat or use others answers if they did not know the answers themselves.
This was mostly evident during the grouping and multiplication section of the pre-
assessment because they were sitting on the floor and not at the table so it was much
easier to see other’s work. Because we used video to gather data, it was easy to note
 Lincoln Case 10

when cheating would occur. On those items that students would copy others; they were
automatically marked as incorrect.
Some topics that students would consistently get incorrect were measuring using
rulers. Students did not understand to measure using multiple rulers. They also did not
understand the topic of conversion from inches to feet and vise versa. In the second part
of the pre assessment in geometry, students have heard the name quadrilateral but cannot
identify or create one. When getting to harder multiplication facts (anything about 4 or 5)
students began to hesitate and would consistently incorrectly answer.
These are all topics that we are going to focus the most on in our lessons. The
students are doing well on graphing and building arrays; and though we will touch on
these subjects, we won’t spend much time on them because the students understand them
fairly well.
As far as individual students, Will and Gavin scored the highest in comparison to
their peers being at 16 correct answers out of twenty. On the other side of the spectrum,
Carter and Brenan are not doing as well as they both scored 9 out of 20, almost half as
many as their peers. These students will need differentiated instruction implemented in
the lesson plan by challenging Will and Gavin with harder multiplication facts, obscure
geometric shapes to identify etc. While Brenan and Carter will benefit from a co teaching
strategy of one teach one observe. Though, the second teacher will observe all students,
they will assist specifically in our struggling students.
 Lincoln Case 11

Lesson Plan 1
 Lesson Plan 1 -Represent and solve problems involving multiplication and
division.
Feedback on Lesson Plan 1: Found on I-learn: “Looks good. Make sure to bring extra
content to teach in case you finish faster than you have planned.”

CCSS.MATH.CONTENT.3.0.A.A.1
Interpret products of whole numbers, e.g., interpret 5x7 as the total number of objects in
5 groups of 7 objects each. For example, describe a context in which a total number of
objects can be expressed as 5x7
Objectives:
Students will be able to interpret multiplication of whole numbers into groups using
manipulatives 3 times during the lesson.
Modeling: Based on pre-assessment, about half of the children in this group have a weak
understanding of multiplication and the process of separating quantities into equal-sized
groups. The other half, seem to have a basic understanding when multiplying smaller
numbers. In order to help them gain a better understanding I will lay out the
manipulatives into groups that the children can add. I will show them how I can make
several groups of the same size in order to get a multiplication problem.
Groups: Together, the teachers and the students will represent different multiplication
problems using manipulatives, and working up to higher numbers. I will say, “using your
manipulatives, show me 3 groups of 4.” Both teachers will watch to gather data on
student understanding. Different students can all be given different numbers that match
their ability level. As a class we will discuss the meaning of multiplication and how it is
really just combining equal sized groups (e.g 3x3 is the same as 3+3+3)
Independent: I will provide whole numbers for the children to use their whiteboards to
group and answer the multiplication problems. An example of a question I would use is
(What is my total number if I have 4 groups of 5 dots?” I will have them show me on the
whiteboard their answers and they can use the manipulatives to get that answer.
Game: We will play math relay. The students will be broken up into teams. To start, the
teams will be given a multiplication worksheet with a variety of problems on it. The first
worksheet is basic, the second worksheet is harder and the third is the most challenging.
They will start with the first person at the table. Each student will be have to do three
problems before they can pass it on. Each group member must complete three problems,
then they will run up and toss a ball in the basket.
Extra Assignment: If we finish all other activities there will also be an array worksheet
for them to complete. They will roll two dice and use the numbers on the dice to create a
array. Before they draw it, they need to estimate what the quotient of the two numbers in.
Then they may draw it and count the number of boxes.

Assessment Data:
During the game, we video recorded the students playing. As a team they filled
out a multiplication worksheet, which we kept for assessment data. It was discovered that
the students are less confident with large multiplication problems. Once the numbers got
higher than 4 or 5, most of them took longer to come up with an answer. It was evident
 Lincoln Case 12

after the lesson that the students (specifically Brenan, Carter and Zoey) still need practice
multiplying numbers higher than 4. We did not get to the array worksheet. It will be used
on another day in order for the students to practice their multiplication skills more.

Lesson 1 Reflection:
Our first lesson went fairly well today; we taught on multiplication and grouping.
We found that the multiplication may have been too difficult for the children. We
did single digit multiplication facts with numbers 1-10. Most of the children struggled
with doing anything past 5; however, one particular student was able to do most of the
multiplication questions fairly quickly and didn’t get stuck too often.
The children were able to work out the problems with grouping strategies; however, they
did not have multiplication facts memorized. I was glad that I was prepared with different
levels of difficult in the multiplication facts. I brought some pages with only 1-5
multiplication facts, another with 1-8, and a final sheet with 1-12. This was useful during
our game that I was able to differentiate instruction by giving more difficult
multiplication facts to a couple of above average students, the beginner multiplication to
one, and on target multiplication to the rest of the children.
One thing that I would change from our first lesson would be to connect our
activities a little more effectively. I thought our grouping portion was taught well;
however, we didn’t get it across well that these grouping strategies should be
implemented when using actual numbers like on a multiplication fact worksheet.
I also found that it is beneficial to get the children out of their seats and allow for
a change of scenery, by either simply sitting on the floor together or an active game. We
did a relay race that included multiplication and it was exciting for the children while still
being educational.
Differentiation: For our more advanced students such as Will and Gavin, we
made sure to use higher math facts that were slightly more challenging for them. This
kept everyone on the same pace as well as allowing for growth for all students.
For our students who struggle in this topic such as Carter, Zoey and Brenan, we made
sure to explicitly teach grouping and using visuals to help them understand the concept
and apply it to multiplication. Chandler was on target and understanding the material
well.
 Lincoln Case 13

Lesson Plan 2:
CCSS.MATH.CONTENT.3.MD.B.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several
categories. Solve one-and two-step “how many more” and “how many less” problems
using information presented in scaled bar graphs. For example, draw a bar graph in which
each square in the bar graph might represent 5 pets.
CCSS.MATH.CONTENT.3.MD.B.4
Generate measurement data by measuring lengths using rulers marked with halves and
fourths of an inch. Show the data by making a line plot, where the horizontal scale is
marked off in appropriate units-whole numbers, halves, or quarters.
Objectives:
SWBAT...create a bar graph that accurately represents data that they have collected from
a specific set.
SWBAT… accurately estimate the length of an object within a few inches.
Pre-assessment Data:
Graphing (more/less): The students were shown two groups of manipulatives. Each group
was a different size. They were asked to identify, without counting, which group was
bigger. The students had a hard time understanding, which group was larger and which
was smaller without counting, a basic skill that can be used when interpreting graphs.
Estimation and Measurement: We had the student’s estimate and then measure items in
the room, the student’s estimation skills are slightly weak, and most of their estimations
were off base. We concluded that they need more experience with measuring in order to
become more comfortable estimating.
Materials: 4 large clear cups, 10 small cups, colored water, animal counters, colored
blocks, rulers, wooden blocks
Activity 1: Graphing
Modeling: I will have four tall clear glass cups on the table. In smaller cups I will have
colored water (4 red, 3 blue, 2 yellow, and 1 green) with equal amounts of water. I will
have the children pour each color into a glass so that they can visually see which color
has more (when lined up cups will be like a 3D bar graph). The glasses will have rubber
bands around them to mark 1 unit. I will then draw a bar graph based on data collected
from cups on the whiteboard. To keep them involved I will ask them how many units are
represented for each color.
Groups: The children and teachers will work together to sort animal counters by type.
They can choose to sort them by color, type of animal or size. Once they have sorted
them, they will collect data (how many are in each group). They will physically move the
counters to represent groups. Then together we will create a bar graph that represents the
data
Activity 2: Estimation and Measuring
Modeling: With the students I will estimate the length of a piece of paper. I will show
them how I use other objects to estimate the length. For example, I know my thumb is
about an inch and the paper is about as long as 6 of my thumbs and so therefor the paper
must be 6 inches.
 Lincoln Case 14

Independent: I will give the students a set of blocks. Each student will have the same
exact amount of blocks and an equal amount of each type. They will be given instructions
to build the tallest tower they can in one minute. When they are done, they will measure
their tower using a ruler.

Assessment Data:
During our graphing activity, the students were able to collect data efficiently and
effectively. They struggled to label the sides of the graph and to understand that there
needs to be consistency with the numbers they choose (e.g. if they are jumping by 2 each
line, they need to do that throughout the whole graph). This is something that could be
retaught in a future lesson. They can read graphs and understand which item has more or
less based on a graph.

Lesson 2 Reflection:
Our second lesson went much smoother than the first lesson. One thing that I
thought went really well was when Michaela did a hands on experiment that really got
the students interested right off the bat. She took cups and filled them to different heights
with colored water that the students were able to combine and measure. This helped
solidify their understanding of measuring and gave them an opportunity to estimate.
One thing that I thought we could have done better on our second assessment was
explaining more thoroughly on how many inches are in a foot. The students weren’t very
clear on conversion strategies. We began having them estimate in the amount of rulers
that they thought it would take to measure something. For example, how many rulers
would it take to measure the length of the table? They might guess seven; however, we
began asking for the amount of inches and that was a difficult transitions for them.
Differentiation: We were able to definitely nail down the students, their
personalities, and their abilities by this time, which helped us differentiate our instruction.
For example, Brenan tends to copy Will and look to him for answers so I made sure to set
their name tags on different sides of the table so that it wouldn’t be an issue. Furthermore,
Carter is one of our more quiet students, and will sometimes not communicate verbally,
but will point and shake his head yes or no. So I began trying to ask him questions
directly that would require verbal responses as opposed to yes or no questions. We also
partnered the students based on ability. For this particular topic, we decided to do
homogeneous groups so that we could teach on ability level. The students were unaware
of the homogeneous groups because we set the nametags according to the groups that we
wanted. Furthermore, the all the same assignment to measure and graph different items;
however, the item number was different for each group. This helped pace our activity and
ensure that all the students understood the topic. Zoey, Gavin, and Chandler were on
target and understanding the material well.
 Lincoln Case 15

Lesson Plan 3:
CCSS.MATH.CONTENT.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others)
may share attributes (e.g., having four sides), and that the shared attributes can define a
larger category) e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any
of these subcategories.
Objective: Students will be able to identify, categorize, and create using manipulatives
quadrilaterals with 80% accuracy.
Pre-Assessment Data: All students in the group have a basic understanding of
quadrilaterals and could go deeper into the material. Based on assessment data, the
students know a quadrilateral is not round. When asked to identify two shapes as being a
quadrilateral or non-quadrilateral, most of the students got at least 1 right, except for
Zoey. Will is the only student who got both correct. The students know that quadrilaterals
are not circular, but they are unable to identify them consistently. For some students, such
as Will, who already has a good understanding of quadrilaterals, encourage creativity
when making quadrilaterals, can they make something not seen before? All the students
except one have a misconception that all the sides in a quadrilateral are equal.
Materials: pretzels, marshmallows, construction paper, and markers
Modeling: I will use several objects to help students understand the requirements and
necessary elements that make up quadrilaterals such as straight lines, 4 sides etc. I will
emphasize that the sides do not all have to be equal and will show them some examples
as this was a misconception of the students based on the pre-assessment.
Guided Practice: I will have several objects and shapes that fit in either the quadrilateral
category or not. Students will race to identify and then place the objects correctly in the
‘quadrilateral’ bin or the ‘other’ bin.
Independent Practice: Students will create different quadrilaterals using pretzels and
marshmallows. Students will also create other shapes that are not quadrilaterals and
explain why they do not fall under that category. This will all be directed by an activity
sheet.
Extra Activity: If time, ask the students to create a quadrilateral that is unlike one that
they have seen before. As they create their quadrilaterals ask them how they can identify
one. Does their shape have all the correct characteristics?

Assessment Data
Based on data collected during the lesson, the students understand that a
quadrilateral has four sides, it is not round and that not all the sides have to be equal.
During the lesson it became apparent that not all the students understood that the
quadrilateral also needed to be a closed shape. After group discussion and modeling, they
now understand that the shape must be closed.

Lesson 3 Reflection:
Our final lesson went as planned and it went smoothly. This was the lesson that I took the
most point on. I really enjoyed teaching this lesson because the students didn’t know
 Lincoln Case 16

much about quadrilaterals, as we found out in the pre-assessment. However, it is a fairly

simple topic to understand so it was exciting to watch them be successful in
understanding the rules and identify different shapes correctly.
The part that worked out the best was how quickly the students were able to pick
up the material. I think it helped to have models in which the students could see the exact
qualities of a quadrilateral. Because its math, an explicit instructional approach works
best, so it was a little more difficult to scaffold the material; however, it seemed to go
across fairly well.
One thing that I would have done differently is used construction paper in which
the students could have taped or at least placed their pretzel/marshmallow models on. It
was difficult for the students to know where or not mix up their models.
I found that the hands on activity had a lot more participation and care in there
answers, as opposed to a question/answer writing approach. By the end of the lesson all
of the students could tell me the three rules that are incorporated in quadrilaterals. They
could also produce an example of a quadrilateral and a non-quadrilateral.
Differentiation: This is where the pre-assessment data might have some
discrepancies. Through observation, we could see that the students were mostly guessing
on the pre-assessment and really didn’t know the material. This was a fairly easy lesson
to teach because the students were all basically on the same level. Quadrilaterals is a third
grade standard, and these students have not learned anything on them just yet. This kept
everyone on target, and helped pace the lesson. The one thing that we did to differentiate
the material was for our students who are slightly slower in their production of work
Brenan and Carter, we had them create one less shape than everyone else. Zoey, Will
Chandler and Gavin were all on the same ability level
 Lincoln Case 17

Post Assessment:
Post-assessment Goal:
The goal of the post-assessment was to see how much the students had improved
and what they had and had not learned. It would help for future lessons and drive
instruction on what topics had been mastered and which ones needed to be revisited.
Furthermore, it was to see how well Michaela and I’s instruction went.
We have a variety of items that fall under both second and third grade standards. This
way we can analyze who is on target, behind, and excelling. Certain skills tested will be
grouping and multiplying numbers 1-10, measuring using rulers, and separating shapes
into categories.

Reliability, Validity and Bias:

The post-assessment may not have been very valid or reliable because again the
environment was difficult for the students There were many distractions for the students,
and the volume and busyness of the room made it difficult for them to hear us and for us
to hear them. This was a problem in the pre-assessment and so we pulled the table to the
back of the room to help diminish this.

Administration:
Assessment was given July 7, 2017 from 8:15 to 9:15. The post-assessment was given in
whole group with all six students. We were able to do all of the post assessment within
the first 20 minutes of the hour. Because the students already knew the drill and had a
better understanding of the material, it went much faster.

Post Assessment Reflection

Our post assessment went really well. At this point we know the students and their
abilities really well. Based on the how the lessons from the past three days, Michaela and
I can predict how most of the children will do on the post assessment.
We were able to model our post assessment based off of the pre-assessment. We
were much more efficient at gathering our data this time by using worksheets and
repeating most of the questions from our pre-assessment.
It was most important to us to first gather our data, but it was our second goal that
the children would have fun. We tried to make the last day an exciting day by playing
games such as multiplication bingo and then Uno. The students had a blast doing these
activities and it was fun to watch them be excited to do math.
One item that I would do better for the next time would be to take more time
analyzing our pre-assessment before creating the post assessment. We mostly looked at
the lesson plan data. Though this was incredibly helpful for differentiation, it was
difficult to make some comparisons between our data such as measurement.
One of our students, Carter, was not able to come to the post assessment day so
that was difficult because we didn’t have any formal post data in which to compare his
scores.
 Lincoln Case 18

Post assessment Results:

Day 5: - Post-assessment
Objective: SWBAT...demonstrate their knowledge of topics covered in 2nd grade and
topics that will be covered in the 3rd grade curriculum
Materials:
Activity 2: measurement table, ruler, measuring tape
Activity 3: cut out shapes, tape
Activity 4: manipulatives

Post-assessment Activities
Activity 2: Measurement and Data
CCSS.MATH.CONTENT.2.MD.A.1
CCSS.MATH.CONTENT.2.MD.A.3
The students will be provided with a table. There will be a variety of items listed on the
table for them to measure (table, chair, a peer, etc.). In the second column of the table,
they will estimate how many feet and inches the object will be. They will be encouraged
to predict by carefully inspecting the objects. They can estimate by measuring with their
fingers, hands and feet or using other objects (they just cannot use any device that has
units of measurement represented). We will predict the first measurement together, and
then each student will predict the rest individually. Then they will be given measuring
tapes and rulers to get the real measurement. They will write this measurement in the
third column. We will record them as they measure to gather data. After they have
measured a few items I will show the students two groups of objects. One group will be
bigger than the other. They will be asked to identify which group is bigger without
counting.

Measurement Post-assessment Data:

Item Measure the Measure Measure Which Measure the Measure the
length of the length of height of group has amount of amount of
paper wall counter more white blocks green blocks
Students blocks?

Brenan Incorrect Correct Correct Correct Correct Correct

Carter Absent Absent Absent Absent Absent Absent

Chandler Correct Correct Correct Correct Incorrect Correct

Gavin Correct Incorrect Correct Correct Correct Correct

 Lincoln Case 19

Will Correct Correct Correct Correct Correct Correct

Zoey Correct Correct Correct Correct Correct Correct

Activity 3: Geometry
CCSS.MATH.CONTENT.3.G.A.1
CCSS.MATH.CONTENT.2.G.A.2
I will give each of the students seven different objects, some that have elements of
quadrilaterals such as straight lines 4 sides etc, and some that do not have elements of
quadrilaterals, such as a circle and triangle. I will ask them to categorize the shapes into
quadrilaterals or not quadrilaterals. The table will be divided in half with a piece of tape.
One side of the table will be labeled as quadrilaterals and the other side will be labeled as
not quadrilaterals. Each student will place their shapes on the side of the table they think
fits. After they are done, they will be asked to write qualities of a quadrilateral. Tell the
students to do their best and if they do not know then it is ok. The qualities listed by the
students will be collected for assessment data.
As a follow up question, I will ask the students to take the quadrilateral section and
divide them into different quadrilaterals such as squares, rectangles, rhombuses etc. I will
then ask the students to find a shape two shapes in the classroom: 1 quadrilateral and 1
non-quadrilateral.

Quadrilateral Post-assessment Data:

Item Divide 7 Quad. Quad. Quad. Quad. A triangle A square Draw a

shapes have have have equal have is a quad is a quad quad
straight four sides curves
Students sides sides

Brenan Correct Correct Correct Incorrect Correct Correct Correct Incorrect

(6/7)

Carter Absent Absent Absent Absent Absent Absent Absent Absent

Chandler Correct Correct Correct Correct Correct Correct Correct Correct

(7/7)

Gavin Correct Correct Correct Correct Correct Correct Correct Correct

(7/7)
(1/2)

Will Correct Correct Correct Incorrect Correct Correct Correct Correct

(7/7)
 Lincoln Case 20

Zoey Correct Correct Correct Correct Incorrect Incorrect Correct Correct

(7/7)

Activity 4: Multiplication and Division

CCSS.MATH.CONTENT.3.0.A.A.1
CCSS.MATH.CONTENT.3.0.A.A.2
I will have manipulatives set out and ask them to group the manipulatives and will ask
them questions about them a series of questions about the manipulatives. I will first ask
them to show me a group of 5. Then I will ask them to show me a group of 4. I will then
ask them to divide the groups into 5 equal groups of 7. I will then ask them to group them
into 7 equal groups of 5 and ask for the total each time. I will continue this with different
number combinations. Once they have practiced this for a while, I will ask them to count
out 10 blocks and remove the rest from the table. I will ask them to divide the 12
manipulatives so that they are in two equal groups. Then I will have them divide the
manipulatives into 3 equal groups, then 4 equal groups.

Multiplication and Grouping Post-assessment Data:

Pre- Two times Four Four Create an Create an Create an

assessment four times times array using array using array using
Question three Four the #s two and the #’s three the #s four
four and four and four
Student

Brenan Correct Correct Incorrect Correct Correct Correct

Carter Absent Absent Absent Absent Absent Absent

Chandler Correct Correct Correct Correct Correct Incorrect (4 by

5)

Gavin Correct Correct Correct Correct Correct Correct

 Lincoln Case 21

Will Correct Correct Correct Correct Correct Correct

Zoey Correct Correct Incorrect Incorrect (1 by Correct Correct

4 array)

Post Assessment Data Analysis/Summary and Reflection:

The post assessment is divided into three different sections under three different
lesson plans and standards. The first part of the assessment was on measurement, the
second on geometry and quadrilaterals, and finally multiplication and grouping.
Overall, The student’s averaged a 17.6 out of 20 or an 88% on the post-
assessment. The mode was 19 as both Will and Gavin scored at that level. The median
was relatively close to the average being at 18.
The students were really grasping the concepts that we taught which was really
exciting. On the multiplication section is was great to see that the students using grouping
and arrays to get their answers. These strategies were taught in our lessons, and it was
exciting to see that it was sticking.
We did have one students Carter missing which slightly skewed our data. We did
not add his score into our mean median and mode because he didn’t have a chance to take
the assessment.
According to our data, a couple of our students such as Brenan and Gavin are still
slightly struggling with measuring and Brenan is still struggling in higher math facts;
however, all of the students improved on from their pre and post assessment.
 Lincoln Case 22

Pre/Post Assessment Comparisons:

Pre-assessment
18
16
14
12
10
8 Pre-assessment

6
4
2
0
Brenan Carter Chandler Gavin Will Zoey

Post-assessment
20
18
16
Brenan
14
12 Carter
10 Chandler
8 Gavin
6 Will
4 Zoey
2
0
Brenan Carter Chandler Gavin Will Zoey
 Lincoln Case 23

20

18

16

14

12
Pre-assessment
10
Post-assessment
8

0
Brenan Carter Chandler Gavin Will Zoey
 Lincoln Case 24

Final Reflection:
This unit was based off of both second and third grade standards. We focused on
three different topics (one for each day). Our first day was on grouping and multiplication
strategies; the second day was on measurement and graphing data; and the last day was
on identifying quadrilaterals.
The assessment design was not very effective. One thing that I would have done
better is gathering our data more formally. We wanted it to be fun for the students, and
we tried to avoid excessive worksheets. Though this made for more hands on lessons, it
made it difficult for us to gather data. Because we didn’t have much time to prepare for
our lessons and pre-assessment, it was difficult to be effective in our teaching and explicit
in what we needed from our students in order to gather our data.
Though we were not effective in the gathering of data, the lessons themselves
went well. It was really good to have hands on experiences such as measuring the colored
water and math relay races to keep the children interested while learning. One thing that I
would do differently is have better forms of sources of data for each student. Such as
having a place that the students could write down their learning.
One of the hardest struggles of this assignment was that we did not have our grade
of instruction until a couple of days before we were to do our pre-assessment. It was
difficult to be completely prepared. However, it was a good learning experience in
understanding how a pre-assessment can be really beneficial to drive instruction. In SR.
practicum, I will be sure to implement this kind of strategy to help keep track of my
students learning and ability levels.
One thing that I have learned from this experience is that I really need to be able
to see the end goal of what we are doing. Because Michaela and I focused piece by piece
instead of looking at the big picture it was hard to make our assessments and lessons flow
together. Preparedness is critical in giving instruction.
Though our assessments had inconcistenties and may have not been entirely valid
or unbiased, it was a great learning experience, and I feel that Michaela and I were still
able to make a difference in learning for those students.