Table of Contents

Page 1: Pre-assessment
Page 2: Graph of Pre-assessment Results
Page 3: Reflection of Pre-assessment
Page 4: CCSS and How They Apply
Page 5: Lesson 1 Feedback
Page 6: Lesson 1
Page 7: Data Collected from Lesson 1 and Lesson 1 Reflection
Page 8: Lesson 2
Page 9: Data Collected from Lesson 2 and Lesson 2 Reflection
Page 10: Lesson 3
Page 11 Data Collected from Lesson 3 and Lesson 3 Reflection
Page 12: Post- instruction Assessment
Page 13: Reflection of Post-assessment
Page 14: Graph of Students Performance after Instruction
Page 15: Over-all Reflection

Pre-assessment Results
Amos 19/21

Hazel 17/21

111 111 111 111 111 111 111 111 111 111

Katelyn 21/21

1 1 1 111 1 1 111 111 111 111 111

10 011
0

12
0

13

14
0

15

16

17

18

1 111

19 020
0

21

Reflection of Pre-assessment
I feel like my pre-assessment was too easy for most of the students that I was working
with. It didnt accurately measure their knowledge of multiplication and division because it
didnt show how much they know concerning harder problems. It was mostly things that they
already knew how to do without challenging them.

CCSS and How They Apply

3.M.1.2.5 Select and use an appropriate method of computation from mental math, paper and
pencil, calculator, or a combination of the three.
Given larger problems some of the students tried to compute them in their heads and got
the problem wrong when they were given the pre-assessment instead of figuring them out on the
paper. The students are very capable of figuring out problems in the different ways, but
sometimes make mistakes when they try to do it mentally instead of writing it out.
3.M.1.2.4 Multiply whole numbers through 10 x 10.
The students that I worked with could multiply through 10 x 10, but two of them werent
very fast at doing it. Working on multiplying these smaller numbers will help them to multiply
larger numbers with ease. The students have the ability to multiply larger numbers by
multiplying the smaller numbers, but two of the students make mistakes when it comes to place
values.
3.M.1.2.6 Use appropriate operations to solve word problems and show or explain work.
When given a word problem two of the students did not read it correctly and answered
the problem wrong. They know how to do multiplication and division word problems that just
need to be shown how to slow down and read the problems better.

Lesson 1 With Feedback

Standard: 3.M.1.2.4 Multiply whole numbers through 10 x 10.
Topic: Multiplication facts
Objective: Students will be able to answer multiplication facts verbally with speed and 100%
accuracy.
Attention Getter: Begin by rolling the two sets of dice, and then tell the students the answer that
you get without them knowing how you got it.
Teach/Model: Explain that knowing multiplication facts is important and useful. It allows you to
multiply larger numbers faster and with ease.
Guided Practice: Roll each set of dice. Add each set together showing work on a piece of paper
for students to see. Then, multiply the two numbers that you get together showing the students
how you knew what numbers to multiply.
Independent Practice: Have the students play the game on their own. Allow them to write down
the addition facts if needed so that they multiply the right numbers together.
Have Amos roll one set of dice on his own so that he is doing something that is more
hands on and adding the dice by himself.
Lesson Closure: Emphasize the importance of knowing multiplication facts again.
Assessment: Are the students answering the multiplication facts correctly? The students will
write down the multiplication facts on a piece of paper after they answer them verbally.

Lesson 1- Final
Standard: 3.M.1.2.4 Multiply whole numbers through 10 x 10.
Topic: Multiplication facts
Objective: Students will be able to answer multiplication facts verbally with speed and 100%
accuracy.
Attention Getter: Begin by rolling the two sets of dice, and then tell the students the answer that
you get without them knowing how you got it.
Teach/Model: Explain that knowing multiplication facts is important and useful. It allows you to
multiply larger numbers faster and with ease.
Do a larger multiplication problem and solve using the smaller multiplication facts so that
the students can see this applied. 589x16
Guided Practice: Roll each set of dice. Add each set together showing work on a piece of paper
for students to see. Then, multiply the two numbers that you get together showing the students
how you knew what numbers to multiply.
Independent Practice: Have the students play the game on their own. Allow them to write down
the addition facts if needed so that they multiply the right numbers together.
Have Amos roll one set of dice on his own so that he is doing something that is more
hands on and adding the dice by himself.
If these gets too easy or the students lose interest add one more die to one of the sets. If one more
die gets added have Hazel right down the problems so that she can figure them out easier and
correctly.
If another die gets added have the students wait before they say the answer out loud. Adding a
wait time will give all of the students a chance to figure out the answer before being told it by
another student that solved the problem first.
Lesson Closure: Emphasize the importance of knowing multiplication facts again.
Assessment: Are the students answering the multiplication facts correctly? The students will
write down the multiplication facts on a piece of paper after they answer them verbally.
If writing down the facts is taking too long and is counterproductive, then only have the
students write down the problems that they cant figure out in their heads.

Data Collected From Lesson 1

Amos is ready for much harder problems. He can do 10x10 facts with ease and always answered
them correctly.
Hazel has a hard time doing 2 digit multiplication larger than 10. She takes longer to figure out
the fact problems than the other two students. She got a few of them wrong but when she was
shown her mistakes she understood the problem. She could see that she was getting confused on
the larger problems but she wasnt sure how to fix it.
Katelyn did well with the multiplication facts. She struggled with facts larger than 12 and was
slower to recall 8 and 7 facts.

Lesson 1 Reflection
Overall I feel like this lesson went well. The students were engaged in the lesson and enjoyed
playing the game. I would have added a third die to one of the sets sooner than I did because they
started to get bored with the only have two dice in each set. If I was to teach this lesson again I
wouldnt have the students write down the facts that came up because it ended up being a waste
of time for the smaller ones. I might have continued having them write them down for larger
facts because they were harder for them to figure out and figuring them out in their heads lead to
more errors. The data that I gathered from this lesson showed me that I need to challenge these
students more. The data showed me that they need to be figuring out larger multiplication
problems that are bigger than 11s on paper.

Lesson 2
Standard: 3.M.1.2.6 Use appropriate operations to solve word problems and show or explain
work.
Topic: Division word problems
Objective: Students will be able to solve division word problems on a work sheet with 100%
accuracy.
Attention Getter: Get out counters and have the students figure out how to divide them evenly
among everyone. Explain how you started with a certain number and divided that by 3 or 4 to
them come up with a different number.
Continue with the counters until students have a grasp of remainders and what you are
doing when you divide.
Teach/Model: Explain that when you read a division word problem you have to look for the
numbers that are within the problem. Once you find the numbers you set up your division
problem. Circle the numbers that are found with a word problem.
Guided Practice: Do a word problem with the students. Be sure to circle the numbers that are
found in the problem and write out the equation that you will then solve.
Independent Practice: Have the students complete two problems on their own.
Have each of the students create a word problem on their own that has to do with
something that is interesting to them for the other two students to solve.
Lesson Closure: Knowing how to apply division in word problems and real world situations
will help you out during your life. You never know when you might have to share things evenly
among your own children or maybe even in a classroom that you are teaching in later in life.
Assessment: After the students have finished the two problems on their own, give them a short
worksheet to complete. Did the students answer the worksheet correctly?
If there is extra time have the students try the same game with dice but have them divide
instead. (have the students that need to roll the dice and ad the numbers for us.)

Data Collected from Lesson 2

Amos was able to figure out the word problems when he slowed down and read them carefully.
He understood having a remainder. He had a harder time figuring out how to know how much
each person would get from a certain amount if you didnt give one to each until they were all
gone.
Katelyn paid really good attention to detail on the word problems. She understood that you can
have remainders and didnt have any trouble figuring out problems that had remainders. She
worked well with the manipulatives and didnt have trouble when the problems were changed.
Hazel took more steps to get the right answer on some of the word problems compared to the
other students. She had a hard time when there were remainders if she was trying to figure it out
in her head.

Lesson 2 Reflection
I think that this lesson went pretty good. The students liked having hands on work and having
problems that related to them helped. I think that I should have had another activity planned
because they got bored with what we were doing after a while. I improvised and used the dice to
divide instead of multiply this time but a lot of the problems were too easy. The data that I
gathered told me that they knew division well for what they are supposed to know for 3rd grade
and it wasnt something that I needed to continue teaching.

10

Lesson 3
Standard: 3.M.1.2.4 Multiply whole numbers through 10 x 10.
Topic: Multiplying two digit numbers by multiplying whole numbers through 10.
Objective: Students will be able to multiply two digit whole numbers on a worksheet with 100%
accuracy.
Attention Getter: Ask the students what they would have if they had 3 boxes that had 16 cookies
in each box.
Teach/Model: Explain that when you multiply a two digit whole number by a single digit whole
number you multiply each number in the two digit number by the whole number. Once you have
multiplied each number you add those two numbers together to get the answer.
Guided Practice: Do 28x6 with the students. Multiply 20 and 8 by 6. (Make sure that the students
understand that you are multiplying by 20 and not 2) Add the two answers together to get the
final answer. If students are not comprehending and more time allows do more problems with
them. 16x4 32x3 15x9 and any other problems that would teach them this concept.
Hazel may need more one on one time when doing these problems.
Give Amos harder problems than the other two girls if necessary to keep him engaged
and challenged.
Teaching the lattice method for multiplication might be a good tool for the students.
Independent Practice: Have the students do three problems on their own. 12x7
Lesson Closure: Learning and mastering this skill will help you to multiply even bigger numbers.
Once you have mastered this skill you will be able to multiply two two digit numbers together
with ease.
Assessment: Have the students complete the worksheet on their own.

11

Data Collected from Lesson 3

Amos does great with larger numbers. He needs to feel challenged to enjoy the work. He
multiplies with the lattice method and gets it right more often than he gets it wrong.
Hazel struggled with multiplying larger numbers before, but after being shown how to write the
problems out she got the correct. By the end of the lesson she understood places values better
and even got a 3 digit times a 2 digit number correct.
Katelyn was able to figure out this harder multiplication. She learned how to do the lattice
method which helped her solve harder problems.

Lesson 3 Reflection
This was my favorite lesson. The students thrived when they were challenged and you could see
how happy they were when they got the right answer. This lesson was the perfect combination of
using what they knew to teach them harder math. The students wanted to keep doing problems
and seeing if they could get the right answers. The data that I gathered during this lesson lead me
to keep challenging them with the same time of problems that we were doing along with slightly
harder problems. I was able to differentiate some of the problems that I was giving them so that
they were being challenged according to their abilities.

12

Post-Instruction Assessment Reflection

I felt like my post assessment was a lot better than my pre-assessment. It challenged them more
and was a better test at find out what the student knows. It showed more of the abilities that they
have when it comes to multiplication and division. My post assessment also took more time for
the students to take which I feel was a better thing since it was virtually the same as my preassessment. Having it take longer to take I feel showed that they had to put more thought into the
problems and use their abilities to get the correct answers. If I were to continue teaching these
students I would continue with teaching them how to use the facts that they know to solve
multiplication of multiple digit numbers.

13

Post-assessment Results
Amos 19/20

Katelyn 19/20

111 111 111 111 111 111 111 111 11

1 1 111 111

90 10
0

11

Hazel 19/20

11 111 111 111 111 111 111 111

12 013

14

15

16

17

18

19

20

14

Over-all Reflection
I really liked this experience. I was impressed with how terrible my pre-assessment was.
It didnt tell me much of anything since most of my students already knew how to do just about
every problem. I felt like the student that I was able to teach the most was Hazel because she was
a little bit farther behind than the other to. I learned that you have to be able to keep students on
different levels engaged in the same lesson, and that that isnt always easy. I learned that it is
important to challenge your students but not to overly challenge them. I feel like all three of the
students I taught learned new things while I was teaching them.
In reflection, I wish that I had been able to balance the teaching better so that I might
have been able to teach Amos more. He transferred here from a school in England this school
year and seemed to have been doing harder things in England than what they were doing in
school. When I was able to get him engaged in the lesson he seemed to love doing the problems,
but I had to be very careful that they werent too easy or else he would find something better to
have his attention. I wish that I would have been able to challenge Amos more, but I feel like
when he did start to get distracted I was able to reel him back in rather quickly.
In the future I would do more lessons like the third lesson that I taught. I loved seeing
Hazel get excited when she understood the concept and figured out the problem. I would
continue to challenge each of the students in their own individual, but related, way. I would
continue to do hands on activities, and I would continue to have some sort of assessment with
each lesson that I teach. I would try to get a quieter child like Katelyn more excited about the
subject that she is learning by catering to her interests.
This experience taught me a lot about using the data that you gather to drive your
teaching. I learned that using assessments correctly and as a tool for teaching can make a huge
difference in the progress of your students. I learned that you cant possibly begin to know what
to teach without knowing what your students already know about the subject. I learned that
continually assessing your students is important to being a good teacher.