Lincoln Portfolio

Casie Billmire

Table of Contents
Pre Assessment Plan..
..3
Pre
Assessment
.4
Pre Assessment
Results
..5
Pre Assessment Observations/Reflection..
6
Standards/Objectives
........7
Lesson Plan
1
..8
Lesson Plan 1
Reflection
.9
Lesson Plan
2
...10
Lesson Plan 2
Reflection
..11
Post
Assessment
...12-13
Post Assessment
Results
.14
Post Assessment
Reflection
..15

3
Pre Assessment vs. Post
Assessment
.16
Final
Reflection
..17

Pre-Assessment Plan
Build Rapport/Interview
Introduce myself and then build rapport and learn more about the students through
asking questions like:

Whats your favorite subject?

How was your thanksgiving?
What are your favorite things to do?
What is your favorite toy?
What do you want for Christmas?
What is your favorite part of school?
How many siblings do you have?
Have you always lived in Rexburg?

Observation
During the interview, activity, and assessment observe the students behavior.
Watch and see how they interact with their peers and with you. Watch for reactions
when asking questions. See if they get distracted or if they get bored. Also keep
track of what they are doing and if they get problems right so that we can collect
the data to be able to identify their strengths, weaknesses, misconceptions, and
what they are in need of when it comes to multiplication.
Informal/Activity
Place a deck of cards without the face cards in front of the students. Also give them
a dice, have them roll it once and that is the number of piles that they will create
with the cards. Then have them roll the dice again and that is the number of cards
to be put in each pile. After they make the piles they will total the number of cards
and write it all as a multiplication problem in standard notation. Do a few rounds of
this and have them write it on a piece of paper.
If two students try giving them each half the cards and have them both flip a card
over at the same time and then multiply that number. They can work together to
solve if they want.
They can also use the cards to build an array. Have them roll the dice twice and use
those two numbers to create an array on the table out of the cards.

Name: ________________________________________
Pre Assessment
Solve
1 5 x 8 = ________
2 4 x 9 = ________

3 7 x 6 = ________
4 3 x 2 = ________

Complete the Table

5
X

10

6
6
X
3
Solve the Word Problems
7 There are 4 people at the table and each person has 6
cookies. What is the total number of cookies on the table?
____________________
8 Susy bought 9 bouncy balls for $2.00 each. What is the total
amount of money that Susy spent? _______________________
Create an Array
9 3 x 4 = ____

Solve
10 6( 3 + 4 ) =

Pre Assessment Results

Questions

Student 1 (Ashley)

Student 2 (Lydia)

1
2
3
4
5
6
7
8
9
10

1
1
1
1
1
1
1
1
1
0

1
1
1
1
1
1
1
1
1
0

Students
Answered Correct
2
2
2
2
2
2
2
2
2
0

Pre Results
2.5

1.5

0.5

Student 1 (Ashley)

Student 2 (Lydia)

Students Answered Correct

10

Observations
Student 1 (Ashley)

Student 2 (Lydia)

Loves Horses
Interested in Lord of the Rings
Likes Inside Out
Breaks one of the factors down
to make problems simpler
Lived in Rexburg her whole life

Interest in Percy Jackson

Loves Harry Potter
Uses hands to help count
Draws pictures to help multiply

Reflections

As I was preparing for the pre-assessment I was a little confused so I think it

made it too easy. The girls were easily able to make it through the pre
assessment and even through the game/practice activity. The beginning of
the pre assessment went well as I was trying to get to know them and let
them get to know me so that the trusted me and was willing to work with me.
It went really well as they were able to tell about their interests and their
lives. I forgot what it was like to be in an elementary classroom and how they
think. They did a great and really opened up and trusted me to teach them
what I needed. They also werent afraid to ask for games and new things. As
they practiced their easy facts with the game I realized that they still needed
more practice but could move forward. Then as they were taking the formal
pre assessment I realized how ahead they really were but watched their
techniques on how they would solve the problems so I could teach them what
they needed next. This gave me great insight to where I needed to go next.

Standards

OA.B.5 - Apply properties of operations as strategies to multiply and divide.2

Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known.
(Commutative property of multiplication.) 3 5 2 can be found by 3 5 =
15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative
property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can
find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = 40 + 16 = 56. (Distributive
property.)
OA.C.7 - Fluently multiply and divide within 100, using strategies such as the
relationship between multiplication and division (e.g., knowing that 8 5 =
40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3,
know from memory all products of two one-digit numbers.
OA.A.1 - Interpret products of whole numbers, e.g., interpret 5 7 as the
total number of objects in 5 groups of 7 objects each. For example, describe a
context in which a total number of objects can be expressed as 5 7.
NBT.A.3 - Multiply one-digit whole numbers by multiples of 10 in the range
10-90 (e.g., 9 80, 5 60) using strategies based on place value and
properties of operations.

Objectives

a
s

Lesson Plan 1

Topic: Properties of Operations-Multiplication

Common Core Standards:

OA.B.5 - Apply properties of operations as strategies to multiply and divide.2
Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known.
(Commutative property of multiplication.) 3 5 2 can be found by 3 5 =
15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative
property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can
find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = 40 + 16 = 56. (Distributive
property.)

Objectives: SWBAT recognize commutative, associative, and distributive

multiplication problems and then solve them.

Materials Needed:

White boards
Dry Erase Markers

Input and Modeling: Begin by showing the problem 4+3=3+4 on the white
board. Ask them if they know what property this is. They should know that it
is the commutative property. If they dont answer explain to them what it is
and the fact that it doesnt matter if the numbers reverse the answer is still
the same. Then change the + signs into x. Ask them to solve each problem
and see if they recognize that it is the same for multiplication. Help them to
recognize the pattern that even in multiplication if the numbers are switched
the answer comes out the same and it is called commutative property. Once
they have a grasp on that move onto associative property. Write on the board
3x(4x6) = (3x4)x6. Then work through both sides of the problem to show
them that no matter how the numbers are grouped that the answer comes
out the same. Then do the distributive property by showing an example and
working through the fact that the students have distribute the numbers out to
make the problem work.

Guided Practice: Write an example of each of the properties and work with
the children to identify each of the properties. Do this a couple of times so
that they get practice for each property and recognize some patterns.

Independent Practice: Keep this practice going for a while and then begin the
activity where the children us the deck of cards to create their own problems
for each property by drawing a card and writing the numbers down in order to
create the equations.

10

Observations

The girls talked a lot.

Distracted several times
Drawing cupcakes, writing about horses
Getting paper towels
Sitting on the paper towels

Reflections

Well this was an interesting day. The girls were distracted very easily and was
very tempted to draw on the white boards. Besides that, everything I was
trying to teach them and get them to understand was apparently something
that they learned after I left on Friday. On the pre assessment they were not
able to answer the question and solve the distributive property problem. On
Monday while teaching the properties of operations they knew everything so
it was hard to keep their attention. I definitely should have worked harder to
keep their attention and create activities that were interactive and a good
practice for them. It was a good experience though as I began to realize that
their attention was not on the activity and lesson so I worked to create
something that would keep their attention and give them practice on the
properties as well as on the easy facts that they are working to memorize. I
definitely needed to work harder to make sure that I was teaching them
something new so I should have been more prepared.

11

Lesson Plan 2

Topic: Simplifying Double Digit by a Single Digit

Common Core Standards:

NBT.A.3 - Multiply one-digit whole numbers by multiples of 10 in the range
10-90 (e.g., 9 80, 5 60) using strategies based on place value and
properties of operations.

Objectives: SWBAT solve one digit multiplied by a two-digit number using

their white boards.

Materials Needed:

White Boards
Dry Erase Markers

Input and Modeling: Begin my reviewing the multiply by 10 rule. Write 8x10=
on the white board and ask them to tell you the answer and how they were
able to solve it so quickly. They should be able to tell you that they just have
to add a zero. Then change the 1 in 10 to a 2 making the problem 8x20=. Ask
them if they can solve this problem. It may take them a while as they try to
do it but give them the time and ask them to explain what they did so you
can see their understanding. Then show and explain that they can do 8x20
just like they do 8x10 because they multiply 8 by the first number and then
add a zero. Solve a couple problems where single digits are being multiplied
by 20. Then move onto other multiples of 10 so they get used to the rule.
After they understand this rule explain to them that this can come in handy
when multiplying other double digit numbers by a single because they can
break up the larger number. Put on the white board 64x4=. Work this problem
out with them by breaking it into 2 multiplication problems where we multiply
60x4= and then 4x4= and then we just have to add the products. Do 2 more
examples and hopefully having them guide you through the last one.

Guided Practice: After they understand how to multiply one digit by a double
digit write a problem on each of their white boards and have them solve it.
Make sure that they are getting each step and help guide them as they solve
it.

Independent Practice: The students will each take turns throwing a dice into a
box. On the dice are the numbers; 4,5,6,7,8,9. At the bottom of the box are
random shapes with 2 digit numbers on them. The students throw the dice
into the box and the multiply the number on the dice by the number that it
lands on. Have the students write this problem on their white boards and
then solve it. Play a few rounds so they have practice.

12

Observations

More attentive
Cooperated because the game was an incentive.
The girls worked together to solve some problems.

Reflections

Finding something to teach for this day proved to be difficult. On the first day
I taught they already knew the material so it was pretty easy and I even went
over a few things that were still left in the chapter by giving them sample
problems on the white board and they were able to solve them all. I was
really stumped as to where to go next with them but then I realized how
much the broke down problems to make them simpler. Even if it was just 8x8
they would split it into 8x4 and double that. I then decided to take that to
another level and have them solving harder problems in that same way. Both
girls really understood it and learned something new. On this second day it
was a little bit easier to keep their attention because they saw my game so
they wanted to behave so they could play. It was a good thing though as it
kept their attention and they learned something new to be able to use in the
game. Once we got to the game the girls were excited to be throwing the
dice and then solving the problem. I am so glad that the they were excited
and wanted to play the game. They actually didnt really want to go to recess
they just wanted to stay and play the game some more.

13

Name: ________________________________________
Post Assessment
Solve
1. 5 x 8 = ________

2. 4 x 9 = _________

2.Complete the Table

.
3. X

4. 1

5. 2

6. 3

7. 4

8. 5

9. 6

10.

11.

12.

13.

14.

15.
16.

Solve the Word Problems

4. There are 4 people at the table and each person has

6 cookies. What is the total number of cookies on the
table? _________________________
17.

Create an Array

5. 3 x 4 = ____
18.
19.
20.

Name the Property

6. 8 (5 + 3) = (8 x 5) + (8 x 3)
______________________
21.
7. 6 x 8 = 8 x 6
________________________
22.
8. (3 x 6) x 7 = 3 x (6 x 7)
________________________
23.

14

24.

Solve

9.

6 (3 +4) = ___________

25.
10.
(4 x 2) x 8 = ___________
26.
11.
64 x 5 = _____________
27.
12.
73 x 6 = _____________
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.

15

38. Post Assessment Results

39.
40.Questions

41.Student 1
(Ashley)

42.Student 2
(Lydia)

44.1
48.2
52.3
56.4
60.5
64.6
68.7
72.8
76.9
80.10
84.11
88.12

45.1
49.1
53.1
57.1
61.1
65.0
69.0
73.0
77.1
81.1
85.1
89.0

46.1
50.1
54.0
58.1
62.1
66.1
70.1
74.1
78.1
82.0
86.0
90.0

43.Students
Answered
Correct
47.2
51.2
55.1
59.2
63.2
67.1
71.1
75.1
79.2
83.1
87.1
91.0

92.
93.
94.

Post Results
2.5

1.5

0.5

Student 1 (Ashley)

Student 2 (Lydia)

10

11

Students Answered Correct

12

16
95.

17

96.

Post
Assessment Reflection

97.The post assessment was going a little iffy before because only Lydia was
there in the beginning so I began by just doing a little reviewing with her and
then gave her the formal post assessment to make sure that she understood.
After Lydia was about half way through, Ashley showed up so I did a tiny bit of
review for her and then gave her the post assessment. It was kind of a
struggle to keep Lydia from distracting Ashley but I did my best. After Ashley
finished I reviewed the test with them and what they missed because I was
keeping track of what they were doing while taking the test so I went back
over what they missed and reminded them of what the rules were and tried
to give them clues to help recognize different signs. After the review I pulled
out my deck of cards and played Go Fish! with the girls because when I had
used them in the lessons before they really just wanted to play that game so I
thought I would play it with them since there was only 5 minutes till recess.
98.

18

99.

Pre vs
Post Assessment

100.

It
ems
that
were
the
same
106.
1

101.
S
tudent
#1
(Ashley
) Pre

102.
S
tudent
#1
(Ashley
) Post

103.
Student #2
(Lydia)
104.
P
re

105.
Student #2
(Lydia)
Post

107.

108.

109.

110.

111.

112.

113.

114.

1
2

1
115.

1
116.

117.

118.

119.

120.
1

121.

122.

123.

124.

126.

127.

128.

129.

131.

132.

133.

134.

0
125.

1
130.

1
135.

136.
137.

Chart Title
1.2
1
0.8
0.6
0.4
0.2
0

Student #1 (Ashley) Pre

Student #1 (Ashley) Post

Student #2 (Lydia)

Student #2 (Lydia) Post

19

138.
139.

20

140.

Final Reflection

141. This experience at Lincoln was so good as we got to see how the pre
and post assessments work and how being able to compare the results. It was
different than the other experiences I have had in the schools so far. I really enjoyed
working with the students and really loved the cards that they made us.
142.
Although I loved the experience I know there were definitely
things that I could have done better. If I would have taken the time to really
understand what they have been learning and what they already learned, the
pre assessment would have been more useful and given me a better
understanding of what they know and what they are needing to learn. I really
just didnt take the time to really understand where they were at to make the
pre assessment and the lessons worth it. I need to focus more on keeping
things simple and making sure that the students also learn the why behind
each step. That is probably the hardest thing for me when it comes to math
because I dont always remember why steps are taken but students need that
background to so that they dont just follow the rote rules. I struggled with
this while teaching the students which made it difficult at times to get things
across to them.
143.
I enjoyed the time in Lincoln and being able to teach the two
students that I worked with as well as learning from them. I was not only able
to teach them but I was able to learn from them about many different things.