TRP Final

The following documents have been adapted and modified from the following sources:
http://education.ucf.edu/clinicalexp/docs/TWS_GuidelinesAndDirections.pdf
Teacher Work Sample Template Oklahoma Christian University
https://www.wku.edu/teacherservices/student_teaching/documents/teacher_work_sample.pdf
University of North Texas Teacher Research Project

Teacher Work Sample
Name:
Cadre District:
School where data was collected:
Content Area:
Grade Level:
Ashley Wienken
CFBISD
McCoy Elementary
Math/Science
5th
Abstract
In order to complete this Teacher Research Project, I taught a unit over decimals. According to the
district curriculum I decided that students would have three learning objectives in which they needed to be able
to meet. The first, given decimal cards, students will be able to order decimals from least to greatest creating a
number line. Second, given a word problem, students will estimate the answer to a problem to determine if their
solution is reasonable. And third, given a word problem, students will be able to correctly add and subtract
decimal numbers. In order to first assess students background knowledge, I administered a pre assessment to
collect data and then decided on a teaching plan. After administering the pre assessment I was able to determine
that students had many misconceptions about place value, and how to properly order decimals. This is what I
geared most of my instruction towards. As the lessons progressed I made accommodations as needed, to either
meet the needs of the entire class or that of individual students.
After teaching the unit and administering the post assessments it was evident that students had a much
better understanding of ordering decimals. There was a significant increase of understanding and performance.
Overall, completing the Teacher Research Project helped me to realize the importance of utilizing pre and post
assessments, as well as information from informal assessments to guide instruction in order to meet the needs of
learners. Doing so helped students gain a much better understanding of ordering decimals, as well as adding and
subtracting using decimal numbers. In my future classroom, I will utilize pre and post assessments in order to
help me plan units of study as well as to monitor students progress.
Ashley Wienken
Table of Contents
Component 1: Contextual Factors.................................................................3
Component 2: Learning Goals....................................................................... 7
Component 3: Assessment Plan....................................................................8
Component 4: Design for Instruction...........................................................11
Component 5: Instructional Decision Making...............................................29
Component 6: Analysis of Student Learning................................................31
Component 7: Reflection and Self-Evaluation...............................................35
Appendix................................................................................................... 37
Ashley Wienken
Component 1: Contextual Factors

Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure
inclusive learning environments that enable each learner to meet high standards.
Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Contextual Factor
Instructional
Implications
Accommodations
Number of
Students:
17
Unable to divide
students into even
groups.
Group students into

larger groups.
Ethnic,
Cultural, and
Gender Makeup:
Ethnicity/Cultural:
Caucasian: 29.4 %
African American: 17.6%
Asian: 11.7%
Hispanic: 29.4%
Other: 5.8%
The teacher needs to

create a learning
environment in
which all cultures
and ethnicity's are
valued and respected.
Accommodations for
English Language
Learners may be
needed.
A translator may be
needed in order to
contact
parents/families of
students.
Engaging lessons are
needed in order to
foster interests of
both male and female
students.
ELL students may

utilize pictures and
working with a partner.
Making sure to allow
plenty of response
time.
Provide students with
real world examples of
content.
Allow students to talk
about experiences in
their home culture.
Information/newsletter
s should be printed in
home language.
Students may come

to school hungry or
tired.
Some students may
not have adequate
parental support at
home.
Students may not
have needed school
supplies.
Gender:
Male: 47.1%
Female: 52.9%
Socioeconomic
Status Makeup:
School Wide:
40% of students qualify
and/or receive free or reduced
price school meals.
Ashley Wienken
Students should be
provided with clear
expectations and
instructions.
needed tutoring or time
to work on homework
before or after school.
Provide students and
families with
information so that
they can obtain needed
aid and services.
Classroom
Environment:
Community
Environment:
Students with
Special
Needs/GiftedTalented/RtI:
Very Large Classroom.

With several tables. Two
on the side and one in
the middle where
students sit.
The teacher's primary
desk is located at the
back of the room, but
also utilizes a desk that
is central in the room.
In the back there are 24
computers, in which
students regularly work.
At the front of the room
there is a Active Board
located next to the tech
cart where either the
teacher or students may
use.
There is an extensive
library in the back of the
room.
Students store materials
in the cubbies on the
right side of the
classroom.
Located in a
neighborhood in
Carrolton, on the
outskirts of Dallas.
Title I School
Strong overall parent
involvement.
Many single parent
homes.
Special Needs: 35.2%
11.7 % students pulled

out for resource.
23.5% students with 504.
Gifted/Talented:
RtI:
Ashley Wienken
One students is being

tested for GT.
Classroom is set up
in a way in which
individual, small
group or large group
instruction can occur.
Technology is easily
accessible and
accessed by students
to complete research.
Teacher can easily
monitor students due
to the open layout.
Strong PTA presence

on campus.
Some parents may
have difficulty
scheduling parentteacher conferences
around work
schedules.
Various
accommodations are
needed for students
that are specified in
their learning or
behavioral plans.
Some students need
additional guidance
and instruction in
math and science.
ELL students have

access to
computers/programs
that help them become
more fluent in English.
Students should be
provided with
opportunities to
conduct their own
research.
The teacher should
provide students with
opportunities to work
individually and in
small groups.
Utilize the involvement

of parent volunteers for
school events.
Be accommodating to
the schedules and
needs to
working/single parent
families.
individual and small
group instruction as
needed in order to
ensure content mastery
and grade level
expectations.
accommodated work
and extended time to
Developmental
characteristics:
Physical:
Social:
Intellectual
:
41.2 % of students are

currently placed in RtI.
Majority of students are

awake and active throughout
the day. Occasionally students
will seem as though they are
tired and sluggish.
Majority of students are social
and talkative. Only a handful
are on the shy side. All
students are willing to
participate and thrive in group
settings.
One student on a behavioral
plan, and tends to on the
emotional side.
Bright group of students who
overall seem to enjoy being at
school, and are willing and
excited to learn and engage in
lessons.
Any other
factor
considered
necessary for
instruction
Many students
participate in
extracurricular activities;
sports, music, student
council, MCTV news,
etc.
Kinesthetic
movement and
activity could be
beneficial for
students.
Students enjoy
interacting with their
peers.
Students could be
busy outside of
school and possibly
have a hard time
completing
homework or
projects.
complete work as
needed.
Provide more
enrichment for students
who need more
challenging work.
Students should be
provided with
opportunities in which
they can talk with each
other and work in
either partner or small
group work.
Lessons should include
some sort of kinesthetic
activity or brain-break.
Encourage and
compliment students as
they master concepts
and allow them to
monitor their own
progress.
Instruction should tie

into what students are
doing outside of the
classroom and be of
interest to them.
Students need to
maintain a certain
grades in order to
participate in activities.
Time-management
techniques should be
practiced.
Describe the specific learning needs of your students as well as their prior knowledge and skill level. If there are
students who are outliers from the group (i.e. have special needs or are gifted), describe them individually. How
does this information impact your instruction? If no instructional modifications are made, a rationale must be
stated and supported.
Individual Student Learning Needs:
Ashley Wienken
S.O: is a student who has a desire to learn and make many friends. This particular student has a behavioral plan,
and tends to be over emotional and therefore sometimes struggles to maintain friendships by easily becoming
upset. Despite her participation in group discussion, and class work completion often comes to school without
completing her homework or forgetting her needed materials. She often complains about problems at home. To
best meet the needs of S.O it is important that I show her the emotional support that she needs, and to help her
come up with ways in which she can maintain organization.
C.B: is a sweet, hardworking and soft spoken boy who has easily made friends since arriving to a new school
this year. C.B. is strong in math and science but is reading below grade level and will be receiving specific
instruction for his reading in RtI. He has a strong desire to learn and succeed, and has a very supportive home
environment. To best meet the needs of C.B. it is important that I provide him with reading material that is
suitable to his current reading level, and gradually introduce him to more challenging reading material. It is also
important that C.B. be challenged in math and science as well.
L.K: is an enthusiastic, hardworking, and sweet boy who loves to share his work and help his classmates in any
way he can. He is new to this school this year. L.K is currently in the process of getting speech therapy due to a
rather strong stutter. His mother recently has informed us that L.K. has ADHD and has been on medication for
over a year, and believes that his stutter is caused by the medication. Despite his stutter Luke is still very vocal
in class and does not less this stop him from interacting with his peers or participating in class discussion.
Keeping this in mind it is important to allow extra response time when Luke speaks. Although the issue has not
come up yet, it will be important to address instances of teasing (from peers) if that problem is to arise, to
ensure that L.K. feels comfortable in his learning environment.
B.H.: is a sweet and very bright young boy who truly thrives when working with particular partners. B.H. is a
student with special needs and has been placed on the Autism Spectrum. B.H. is very soft spoken and often likes
to work individually, but who enjoys working with a select few students who he has known for many years.
B.H. does not like to be touched physically and does not like to be called upon during whole class discussion
but will sometimes raise his hands to participate. Even though he is not vocal in discussion, he is an active
listener and note taker. Keeping these characteristics of him in mind, I want to make sure that B.H. always feels
comfortable in his learning environment. When assigning group work it is important that he be paired with
students that I know that he responds well too, and I need to make sure that I do not force him to be vocal in
group settings so that he does not become uncomfortable.
T.B.: is a bright, energetic, and friendly young girl who is new to this school this year. She and her family have
recently moved from Denver, Colorado and are adjusting to life here in Texas. At her previous school was in a
GT program, and is currently in the process of being tested for GT in Texas. T.B. is extremely motivated and a
natural leader. Keeping these aspects of her in mind, it is important that I make sure that she is being challenged
and receiving work that is appropriate for her to ensure that she is not becoming bored. I should also strive to
provide her opportunities to help around the classroom, and assume leadership roles.
Ashley Wienken
Component 2: Learning Goals

Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she
teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in
critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Grade Level: 5th

Content area: Math
TEKS:
5.2. Numbers and operations. The student applies mathematical process standards to represent, compare, and
order positive rational numbers and understand the relationships as related to place value.
B) Compare and order two decimals to thousandths and represent comparisons using the symbols >,<, or =.
5.3 Number and Operations. The student applies mathematical process standards to develop and use strategies
and methods for positive rational number computations in order to solve problems with efficiency and accuracy.
A) Estimate to determine solutions to mathematical and real-world problems involving addition, subtraction,
multiplication, and division.
K) Add and subtract positive rational numbers fluently.
Objectives:
1. Given decimal cards, students will be able to order decimals from least to greatest creating a number line
(5.2B)
2. Given a word problem, students will estimate the answer to a problem to determine if their solution is
reasonable. (5.3A)
3. Given a word problem, students will be able to correctly add and subtract decimal numbers. (5.3.K)
If these learning goals are met, students will be able to successfully order decimals numbers from least to
greatest and identify where they belong on a number line. Students will be able to explain how they determined
their placement by looking at the tenths, hundredths, and thousands place. Students who gain understanding
from these objectives will also be able to estimate an answer before solving a problem. This will help them to
help them determine if their solution to an equation or word problem is reasonable. From this, students will be
able to correctly and fluently solve addition and subtraction problems involving numbers with decimals.
Students will be able to correctly solve the problem and ensure that the decimal point and place values are
correct. In conclusion, these three objectives will allow students to gain mastery of a concept that is valuable to
them beyond the classroom. Not only will having knowledge of decimal numbers be beneficial for students as
they continue on in their higher level math courses, but will beneficial to them as they deal with finances.
Ashley Wienken
Component 3: Assessment Plan

Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to
monitor learner progress, and to guide the teachers and learners decision making.
Assessment Plan Table

Type of
Assessments
Pre-Assessment
Learning Objectives
Format of
Assessment
Mixture of
true/false, short
answer, and
ordering
Accommodations
Formative
Assessment
1. Given decimal cards,

students will be able to order
decimals from least to greatest
creating a number line (5.2B)
Observation
and Ordering, and
multiple choice
Formative
Assessment
2. Given a word problem,

students will estimate the
answer to a problem to
determine if their solution is
reasonable. (5.3A)
3.Given a word problem,
students will be able to
correctly add and subtract
decimal numbers. (5.3.K)
Word
Problem/short
answer
-Extra time to
complete as needed.
-Instructions and
questions read orally.
-Time spent in RTI
reviewing concept.
-Extra time as needed.
-Instructions and
Formative
Assessment

reasonable. (5.3A)
Word
Problem/short
answer

-instructions and
-Time spent in RTI
reviewing.
-review grading rubric
beforehand.
PostAssessment

Mixture of
true/false, short
answer, and

-instructions read
orally.

reasonable. (5.3A)
Ashley Wienken
-Students will be
allowed extra time to
complete if needed.
-ELL students may
have the instructions
and questions read
orally to them.

reasonable. (5.3A)
ordering
A clean copy of your assessment(s) and scoring criteria (keys, rubrics, etc.) should be included in Appendix
section. They should include a variety of strategies such as performance-based tasks, written
tasks, observation, personal communication, student self-assessment, peer assessment, etc. Be
sure to include student samples of the pre-, formative, and summative assessments used
throughout the TRP.
Answer the following questions:

1. Explain how the assessments specifically address each of the objectives and why the format of
each of the assessments is appropriate for the learning objectives and for the students you have
assessed.
When choosing what material to cover on the pre and post assessment I made sure that they aligned with
both the TEKS and the learning objectives. Each of the questions included related to what students
should be able to accomplish successfully after completing this unit. Looking through future student
assignments, I was able to pull questions that they would encounter throughout the unit. Having these
questions on the pre assessment will help me determine what students already know about decimals and
what areas would need specific attention. I can take this data and compare it to the post assessment to
see how students' knowledge of decimals has grown and if there are any problem areas that still need to
be addressed. The format is appropriate because this is a math class, and answers given in this way help
to convey students' knowledge.
The formative assessments range from comparing and ordering decimals to estimating and solving
addition and subtraction problems with decimal numbers. Each of these assessments were chose due to
the fact that they address the student objectives and the TEKS. They are a mixture of multiple choice,
and word problems. The format in which these assessments will be given are appropriate for this group
because they need the extra challenge, and need to become familiar with questioning in this way as they
continue on in their academics.
2. Explain why you chose each of these assessments to attain your stated learning objectives.
This Pre and Post Assessment was chosen because it is a simple and straightforward. There are questions
that pertain to each of the objectives in which students should be able to accomplish by the end of the
unit. When given as a pre-assessment I do not believe that students will feel embarrassed or frustrated if
they are unsure of what the answer is, but will give their best attempt. When given as post assessment
students should find these particular questions familiar and be able to communicate their knowledge
effectively in this format. From there I will be able to easily analyze student's growth.
The first formative assessment was chosen due to its straightforward nature. Students were asked
questions pertaining to ordering and comparing decimals and asked to explain their thinking. The second
formative assessment was chosen because it allowed students to demonstrate their knowledge of
estimation and correctly calculating addition and subtraction problems with decimal numbers. Using
word problems students needed to pull information to correctly solve the problem and check to ensure
that their answer was reasonable. The third assessment was chosen due to the fact that it was
Ashley Wienken
10
moreslightly more challenging and required again students to correctly add and subtract decimal
numbers. During this assessments students needed to make several of their own decisions, calculate
answers, and explain their answers
3. Describe why you think the assessments are challenging.
These assessments are challenging for students in several ways. First these assessments are completed
individually. Secondly, students are given word problems in which they have to pull information from in
order to correctly calculate an answer. Thirdly, the final formative assessment is definitely the most
challenging. This particular assessment is more open ended, and allows for multiple correct answers. As
long as students have the work and explanations to back their answers they receive credit.
4. Describe why your assessment is reliable and valid and how it accurately measures knowledge,
skills, and reasoning ability.
These assessments are reliable and valid because they directly align with the TEKS. The content covered
on these assessments are concepts need to have a solid understanding of in order to be successful as they
not only continue on in their education, but so that they can use these skills in the real world. These
assessments measure students' knowledge and skills because a majority of their work is completed
through their own calculations, rather than a "guess and check" strategy that multiple choice assessments
can provide. Students are also asked to explain their answers/choices in words which serves as an
example of their ability to reason.
5. How did you ensure your students understood your assessment instructions?
Before each assessment is given I will read the instructions to students to ensure they understand what is
they need to do, in order for them to be successful. Some students need accommodations such as reading
the questions and answer choices orally- so that accommodation will be given to those students. For the
final formative assessment I will review the grading rubric with students to ensure they know what is
expected from them.
6. Explain the minimal level of acceptable student performance in measurable terms.
The minimal level of acceptable student performance would be a 70%. Any student work below 70% is
an indicator that students do not have a solid understanding of the concept and that additional time and
instruction is needed in concept. Student who would fall below the minimal level of acceptable student
performance would not be able to compare and order decimals correctly, estimate reasonably, or
correctly calculate addition and subtraction problems with decimal numbers consistently.
Ashley Wienken
11
Component 4: Design for Instruction

Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the
community context.
Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
A. Pre-Assessment Analysis
Ashley Wienken
12
Pre/Post-Assessment Scores for All Students

100.0%
92.0%
90.0%
80.0%
75.0%
70.0%
66.0%
62.5%
62.5%
58.0%
60.0%
53.5% 53.5
50.0%
50.0%
50.0%
41.0%
40.0%
37.5%
33.0%
28.5%
30.0%
20.0%
10.0%
0.0%
AJ
0.0%
AW
0.0%
AS
0.0%
BH
0.0%
BP
0.0%
CB
0.0%
ES
0.0%
Pre%
Ashley Wienken
JV
0.0%
JM
0.0%
LK
0.0%
TB
0.0%
LG
0.0%
MT
0.0%
Post%
13
S0
Answer the following questions: (See Appendix A)

1. What did you learn about the prior knowledge/skills/abilities of the students in your class as
individuals and as a whole based on your pre-assessment data?
After giving students the pre assessment I was able to gauge what students already understood and
where specific instruction would be needed. Looking at students results it is clear that time spent in
ordering and comparing decimals is essential (Objective 1). Zero students had mastery in this concept,
and many were not able to correctly order or compare decimals at all. Many students were able to solve
the addition and subtraction decimal word problems correctly (Objective 3), however they did not
estimate their answer beforehand correctly (Objective 2). Several students either did not fully complete
their estimation equation or they skipped it entirely. So time spent in correctly completing an estimation
will need be taught in order to help students determine if their answer is reasonable.
2. What did you learn about the subgroups of students? Cite specific evidence from the assessment
data that led you to these conclusions about the class and about the subgroups of students.
After reviewing the pre assessment data I was able to conclude several things. First, the boys seemed to
have stronger understanding of these math concepts versus the girls. They scored 16.3% higher than
their female classmates. Looking at the socio economic status of students I was able to determine that
this factor does not play a role in whether or not students have an understanding of these concepts
because they scored to closely to one another. Although, students who received free and reduced lunch
scored slightly higher (10.8%) I believe that this can be attributed to the fact that more students qualify
for these services compared to those who do not. I did discover that ELL students did score significantly
lower, by 12.5% meaning that the ELL students in this class would most likely need additional
instruction and modifications.
3. How did your analysis of the pre-assessment data influence how you designed the learning
activities for your class as a whole? For the students in your sub-groups? Be specific.
Ashley Wienken
14
After reviewing the pre assessment data I was able to conclude that the class as a whole has some
background knowledge of decimals. The class average as whole was 50%. As I was designing lessons it
was important for me to make sure that students have a base understanding of what decimals are. What
they represent, and how they will be useful to their lives. The first two lessons of this unit will be help
students establish the foundation for decimals because the class as whole seems to have misconceptions
about decimals. Many think that just because a decimal number has more digits that it is of greater
value, rather than looking to place value.
4. Explain how you plan to adapt instruction for the needs of students with exceptionalities and
English Language Learners.
For the English Language Learners in my classroom it is important that they have a strong
understanding of the vocabulary that will be used during this unit. If needed I will set aside additional
time to review words like, decimal, estimate, and order and compare. I will also make sure that they
have the ability to work in partnerships to help complete classwork, in order to strengthen their
communication skills as well as build on their academic vocabulary. For other students with
exceptionalities, such as my one GT student I can assure that she is still being challenged by providing
her additional problems to work as needed, and by also aiding those students around her at her table. She
enjoys helping the students around her when she can.
Ashley Wienken
15
UNT Lesson Plan Template

Pre-service Teacher:
Ashley Wienken
Grade(s):
5th
School/Mentor Teacher (if

applicable):
Mccoy/Mike Mango
Subject area(s): Math
Unit
Lesson Title: Decimals on Grids
Topic/Theme:
Decimals
Relevant TEKS:
Relevant ELPS:
Relevant TX CCRS:
5.2. Numbers and
Listening:
I.A Number Representation
operations. The student
understand implicit 1. Compare Real Numbers
applies mathematical process
ideas and
b. Use and apply the relative magnitude
standards to represent,
information in
of real numbers by using inequality
compare, and order positive
increasingly
symbols to compare them and locate
rational numbers and
complex spoken
them on a number line.
understand the relationships as language
c. Order real numbers without using a
related to place value.
commensurate with calculator using relationships involving
B) Compare and order two
grade-level learning decimals, rationale, exponents, and
decimals to thousandths and
expectations.
radicals.
represent comparisons using
Speaking: (E)
the symbols >,<, or =.
share information in
cooperative
learning
interactions;
Lesson Objective(s)/Performance Outcomes
Students will be able to determine decimals represented on a tenths and
hundredths grid.
Assessment (Description/Criteria)
Teacher observation and questioning
Evaluation and completion of homework
Materials and Resources
Math Binders, Math Work Books, Document Camera, Projector
Management of the Instructional Environment
All students seated in a way in which they can see the board, and seated next to a
partner.
Technology Integration
Active board, and document camera
Diversity and Equity (Accommodations, Modifications, Adaptations)
Partner work, some students may work individually, additional time as needed
Activities/Procedures
Ashley Wienken
Beginning of class:
Grade Homework
Problem of the day
Ten minute math
ENGAGE: DAY 1
Ask students a series of questions:
Who has ever seen a decimal number before?
What do you already know about decimals?
Where have you seen decimal numbers?
Why do you think it is useful for us to know what decimals are?
EXPLORE: DAY 1
Now that we just talked about where we might have seen decimals before I want
us to take a look at some grids. Please turn to unit 6 page 1 in your workbook.
Imagine that these four grids are gardens and the shaded portion is planted with
vegetables. We are trying to figure out how much of our garden has been planted
With a partner I want you to see if you can figure out how much of the garden has
been planted using a decimal number. Can these numbers be represented by a
fraction and percent as well?
-allow students several minutes to work with a partner on the tenths and
hundredths grid.
-observe students as they work.
-Ask students questions: What are you noticing? How are you determining your
answer? Which grid is easier for you to use?
EXPLAIN: DAY 1
Great work so far. Now we are going to talk
about your answers, and strategies you used.
-Allow several students to share their
answers, and what they and their partner did.
-As students are sharing answers the teacher
should be making notes on the board.
I see that we are really starting to make some
connections here! We know that decimals,
fractions, and percent's are related and can
represent the same number in different ways.
Let's look at the first two gardens. On the
tenth grid 5 of the 10 areas are shaded and
you knew that this can be represented by ,
50%, .5, and 5/10. If we look to the
hundredths chart we see that those same
numbers can represent that shaded region.
But how can this be??
-allow students to share their thoughts.
Make sure to highlight the place values that these represent.
These numbers are similar or equivalents and can be represented with similar
Ashley Wienken
numbers! The hundredths grid has ten times the amount of squares. Meaning that
it is 10 times SMALLER. Despite being smaller, 50% or .5 of the grid is filled same
as the tenths grid. Look at each row or column. How many little squares are in
each? (10) Exactly! This is one it represents 1 tenth.
ELABORATE: DAY 1
Now we are going to practice this a little bit more. With a partner I would like you
to complete pages 2 and 3. Similar to what we were just doing as a class, you are
going to find the decimal in which these grids represent, along with the fraction
and percent.
-Allow students about 15 minutes to work.
-The teacher will be walking around observing students.
-How do you know that the each of these two are equal? How many tenths? How
many hundredths? How are they represented?
EVALUATE: DAY 1/2

The teacher will observe students work and decide if additional review is needed.
-How do you know that the each of these two are equal? How many tenths? How
many hundredths? How are they represented?
Homework pages 3 and 4 will be graded and reviewed to determine if additional
time in this area is needed for review.
Ashley Wienken
Reflections and Documentation/Evidence of Lesson Effectiveness

I believe that this lesson began with students highly engaged. Many students were able
to share where they that had seen or experienced decimals before. Students were also
engaged as they worked in pairs to determine the part of the garden that was shaded in
using the decimal grids. As the lesson progressed it was apparent that students were
familiar with ten and hundredths grids, they just needed a lit bit of review of this
concept. During this lesson I believe that students really benefitted from working with a
partner. For those students who were not as strong were able to receive assistance from
their partner and were able to successfully complete the grids. I believe that this lesson
was effective due to the fact that students were able to answer my questions as I was
walking around and checking for understanding. They were able to describe to me how
they were determining their answers and explain their thinking. They were also able to
make comparisons between the tenths and hundredths grids. Although percents and
fractions were not the main focus of this lesson they were still able to calculate the
correct answers using decimal numbers. After reviewing student's homework I was also
able to determine that students now had a strong understanding of this foundations and
could now progress into teaching students about the thousandths place using the
thousandths grid.
Ashley Wienken

Ashley Wienken
Grade(s):
5th

applicable):
Mccoy/Mike Mango
Unit
Lesson Title: Decimals on
Topic/Theme:
Grids/Introducing Thousandths
Decimals
Relevant TEKS:
Relevant ELPS:
Relevant TX CCRS:
5.2. Numbers and
Listening:
ideas and
information in
increasingly
complex spoken
expectations.
radicals.
Speaking: (E)
cooperative
learning
interactions;
Students will be able to determine decimals represented on a hundredths and
thousandths.
Students will be able to identify decimal place values.
Evaluation and completion of homework
Math Binders, Math Work Books, Document Camera, Projector
partner.
Ashley Wienken
Beginning of class:
Grade Homework
Problem of the day
Ten minute math
ENGAGE:
DAY 2
Review of previous lesson. What did we talk about? What were we doing?
Put this number on the board: 79,321.45_
Discuss the place value of each of these numbers. Ask students about the
tenths and hundredths place. What about the space after the 5? What do
you think that place represents?
We are going to talk more about that place value today!
EXPLORE: DAY 2
Show students the hundredths and thousandths grids on the board. (page 7)
Imagine that here we have another garden and the shaded region is planted
with peppers. How much of the garden is planted? Look at the second
garden and do the same thing. How can you represent these with a decimal?
Fraction, or percent?
Allow students to work with a partner.
What did you and your partner come up with? How did you come up with
your answer? Did you notice anything? Any connections from yesterday?
-allow students to share their answers.
EXPLAIN: DAY 2
Let us talk more about our garden. First let's look at the hundredths grid. We
know that 25 of the 100 squares are filled in. So we know that this can be
represented by 0.25, 25/100, , and 25%. Now what about the thousandths,
some of you realized that these were similar. The shaded region on
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thousands grid can also be represented by those same numbers! Let's think
about how this relates to what we did yesterday on the tenths and
hundredths grid. (May also show page 8 on the board and allow students to
work the same way.)
Allow students to respond.
We know that the hundredths had ten times the amount of squares than the
tenths grid, meaning the hundredths place was ten times smaller. Now what
about the thousandths grid, how much smaller is thousandths compared to
hundredths?
Allow for student responses.
Yes, 10 times! So let's look back at our decimal number from before.
(79,321.45__)
We talked about the place value of each one of these numbers. We already
know that 4 is in the tenths place, and that the 5 is in the hundredths place.
Remember that these decimal place values are getting smaller ten times
smaller. So what is the space after the 5? (Thousandths)
Discuss with students how adding zeros to the end of the number does not
change the value of what is in the tenths, hundredths, and thousandths
place. But adding a zero before the digits will.
ELABORATE: DAY 2
We are going to take what we just learned and practice a little bit more as
you complete pages 10 and 11 with a partner. Similar to what we were doing
in class today, and yesterday you will find the decimal that these grids or
gardens represent, as well the fractions and percent's.
As students are working the teacher will be walking around observing, and
questioning.
How do these two grids relate to each other? What does a number in the
thousandths place mean? What about the hundredths? How would you compare
two decimals to one another to figure out which one was larger?
Ashley Wienken
EVALUATE: DAY 2/3

The teacher will observe students work and decide if additional review is
needed.
The teacher will listen to student's responses to questions to also decide if
additional review is needed and if students are beginning to understand how
to order decimals.
Homework pages 12 and 13 will be graded and reviewed to determine if
additional time in this area is needed for review.

At the beginning of this lesson students were able to recall information from the previous
lesson which was expected. Students should have been able to use this information and
apply it to using the thousandths grid. When presented with the number during engage,
many students were unsure of what the number in the blank represented. A few
students were able to make determine that since we had talked about the tenths and
hundredths place the day before that today we must be talking about that thousandths.
However, they could not explain to me why it was that they knew it was the thousandths
place. At the beginning of the lesson many students were having trouble making the
connection between the hundredths and thousandths grid. They were having trouble
grasping the idea that the thousandths place was ten times smaller, although the day
before they were able to grasp that the hundredths place was ten times smaller than the
tenths. Eventually with more guided practice students were able to start making those
connections. Students again, utilized working with a partner which aided in their
understanding of the concept. As I was walking around and checking for understanding I
was able to determine that students were really beginning to understand the
thousandths place as they were making connections to the hundredths and tenths grid
as well. We also discussed the role of zero in these numbers and students were able to
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communicate the fact that zeros after the last digit do not change the number but zeros
before would change the value of the number. Due to my observations of students work,
and their explanations of their answers I was able to determine that students were ready
to progress to ordering decimals on a number line.

Ashley Wienken
Grade(s):
5th

applicable):
Mccoy/Mike Mango
Unit
Lesson Title: Decimals on the
Topic/Theme:
Number Line
Decimals
Relevant TEKS:
Relevant ELPS:
Relevant TX CCRS:
5.2. Numbers and
Listening:
ideas and
information in
increasingly
complex spoken
expectations.
radicals.
Speaking: (E)
cooperative
learning
interactions;
Students will be able to identify decimal place values.
Given decimal cards, students will be able to place decimals in order from least to
greatest.
Formative Assessment: Comparing and Order Decimals
Ashley Wienken

Math Binders, Math Work Books, Document Camera, Projector, Decimal cards (Set A and
Set B)
partner.
Students who finish quickly may have "decimal races"
Beginning of class:
Grade Homework
Problem of the day
Ten minute math
ENGAGE: DAY 3
The teacher will draw a number line on the board and ask students:
Where have we seen these before? How have we used them? How do you think we
might use them with what we have been talking about this week?
Allow students to answer and hold a small discussion about what a number line is,
and how we use it.
EXPLORE: DAY 3
Up on the board I have drawn a number line, from zero to one. On your paper I
would like you to do the same. Talking with your partner I would like you to discuss
where you think the decimal number .6 would be placed on your number line.
The teacher will walk around observing students work, and discuss with them why
chose where they did. Possible questions:
How would you mathematically say this number? How did you figure out where to
place it? Is this decimal closer to zero or closer to one? How do you know?
The teacher will then
place several other decimal
numbers on the board
and follow the same process.
After students have had
several minutes to work, the
teacher will call upon
students to come and place
their decimals on the
board.
Now that we have had
a little practice, I would like
you to turn to page 17
in your workbooks and follow
along with the top of
the page to read the
directions. I am going
to pass out decimal cards in
baggies that you and
your partner will share. From
these baggies you will
pull out 5 decimal cards for
EACH number line and
place these numbers in order.
(Decimal Set A)
Ashley Wienken
As students complete this activity, the teacher will walk around observing students
work and checking for understanding.
EXPLAIN: DAY 3/4

Great job working with your partners, I can see that many of us are beginning to
understand how we compare and order decimals! Many of us first looked to the
tenths place in order to see what that value was. We already know that .5 is half
way between one zero. So then you needed to decide on which side does this
decimal need to go on and whether or not it needed to be closer to one or closer
to zero. When we were looking at .6 we knew that it was only one tenth larger
than .5 so we knew that it needed to be pretty close to .5 but yet closer to 1.
(Follow the same procedure for other decimals introduced)
Now I have a question for you. Say I am given two decimals, .7 and .125. How do I
know which one is larger? Make sure to display these two numbers on the board
for students to see.
Talk with your partner about this for a minute. The teacher will walk around and
listen to students conversations.
Call on a student who is on the right track. Make sure that students
understand that just because a decimal has more digits does not mean it
is larger in value! We must first look to the tenths place, then the hundredths
and then the thousandths.
Remember what we have been talking about this week, we learned from using the
grids that each place value is getting smaller by 10 times!
Let's practice with this a little more: Place several decimal points on the board ( .
9 .342 .67 .1 .231) and have students draw a number line and order from least to
greatest. Students may choose to complete this activity with a partner.
As students are working the teacher will walk around checking for understanding,
asking students questions such as: How are you deciding to put these numbers in
order? How would you say these numbers mathematically? What place value do
you look to first?
If needed the teacher will apply additional instruction.
ELABORATE: DAY 4
Yesterday we began ordering and comparing decimals on a
number line, today we are going to do something very similar. In
these bags there are decimal cards and you and your partner
are going to order these decimals as if you were creating a
number line. I will pass out baggies of decimal cards. As you
work I will be walking around but when you think you have
completed your number line please raise your hand.
Pass out a set of decimal cards A to each pair and have them
order.
As pairs raise their hand check their work, if it is correct have
students set aside set A and begin set B.
As students complete set B, check their work and if it is correct
have students order both set A and set B on the same number
line. (Mixing hundredths and thousandths)
Ashley Wienken
*Some students may not complete all three steps. Accommodation for students
who finish quickly.
Those students may also separate into two piles and race each other to put in
order and check the others work.
As students are working the teacher will walk around and observing student's
strategies for putting numbers in order on the number line, checking for
understanding, and providing guidance when needed.
*Approximately 30-45 minutes
EVALUATE: DAY 4
Formative Assessment: Comparing and Ordering Decimals
Students will complete in class.
Students will also take home homework page: Unit 6 page 19

Day 4:
Students began this assignment very excited and engaged due to the fact that we were
using a number line. This is something that they have seen before, and enjoy using. As
students completed their number lines during explore I had several students come up to
the active board and place their answers so that other students could compare their
work to it. During this portion of the lesson some students were incorrectly placing
numbers. At this point students would stand and "respectively disagree" and explain why
they thought their answer was correct. I believe that this portion of the lesson was vital
and extremely beneficial for students. Although I was acting as the facilitator the
students were really in control of what they were doing, and guiding one another as well.
During explain I was really able to zone in on some important points that some students
were struggling with. Many students had the misconception that just because a number
has more digits that it was greater in value, which is not always the case. Here we
reviewed how to look at a decimal number to figure out its value, such as looking at the
tenths, then hundredths and then the thousandths place. By the end of this day I felt
strongly that students had a much better understanding of how to correctly order
decimal numbers on a number line.
Day 5:
Throughout todays activity's students were extremely engaged. Once students
understood their activity they instantly got to work with their small groups. Again
working within these small groups, I could see those students who were still having some
difficulty were becoming more hands on and physically moving the cards on the table,
which aided in their understanding. As I was walking around and questioning students
most students were able to explain to me why they were placing decimals where and
justifying their answers which ensure me that they were achieving their learning goal. As
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I was walking around to the small groups we were also able to review what we had
previously been talking about in class in regards to place value to clarify areas of
confusion. Overall, I believe that students really enjoyed this hands on activity. All groups
were able to trade cards and build multiple number lines. It was obvious to me that
students understood how to order decimal numbers on a number line through the
completion of this activity and the completion of their homework and student outcomes
of the comparing and ordering decimal assessment (Appendix B).

Ashley Wienken
Grade(s):
5th

applicable):
Mccoy/Mike Mango
Unit
Topic/Theme:
Decimals
Relevant ELPS:
Listening:
understand implicit
ideas and
information in
increasingly
complex spoken
language
commensurate with
grade-level learning
expectations.
Speaking: (E)
cooperative
learning
interactions;
Lesson Title: Adding and

Subtracting with Decimals
Relevant TEKS:
5.3 Number and Operations.
The student applies
mathematical process
standards to develop and use
strategies and methods for
positive rational number
computations in order to solve
problems with efficiency and
accuracy.
A) Estimate to determine
solutions to mathematical and
real-world problems involving
addition, subtraction,
multiplication, and division.
K) Add and subtract positive
rational numbers fluently.
Relevant TX CCRS:
1. Compare Real Numbers
calculator using relationships involving
decimals, rationale, exponents, and
radicals.

Given a word problem, students will estimate the answer to a problem to
determine if their solution is reasonable.
Given a word problem, students will be able to correctly add and subtract decimal
numbers.
Formative Assessment: Addition and Subtraction Packet
Formative Assessment: Performance Task (Addition and Subtraction with decimals)
Ashley Wienken

Math Binders, Math Work Books, Document Camera, Projector, Decimal cards (Set A and
Set B)
partner.
Beginning of class:
Grade Homework
Problem of the day
Ten minute math
ENGAGE: DAY 5
Review: place value and what we already know about decimal numbers.
What do you already know about decimals?
Have you ever seen numbers with decimals?
Where have you seen them?
Why do you think it is important for us to know about them?
EXPLORE: DAY 5
On the board show students the following problem: Danny went to the store to buy
a cake and balloons for a party. The balloons cost $7.95 and the cake cost $24.45.
How much money did Danny spend?
-Allow students to think about the problem.
What is the important information?
-Are we adding or subtracting? How do you know?
-What estimation equation can we write to solve this problem?
Now that we have written an equation I would like you to solve this problem.
Allow students several minutes to solve, and allow students who use different
strategies to come and show their work on the document camera.
-Who else used this strategy?
-How did we keep track of place value while we completed this problem?
-How can we compare the US Algorithm to adding by place, how are they the
same?
Make sure to discuss strategies students may have not used, or know that were
possible.
Present students the following subtraction problem: Lillie's goal was to run 16.25
miles. She has run 9.75 miles so far. How many more miles does she need to run
in order to meet her goal?
Follow the same process as above.
Ashley Wienken
EXPLAIN: DAY 5
Do you see how for each of these problems we made sure to figure out what
exactly the question was asking us? You had to determine first whether or not you
needed to add or subtract, and then you needed to pull out the other important
information. You also created an estimation equation with an estimated answer,
this way we could use this to figure out if our actual answer was reasonable or not.
We have been talked about estimation before so this should just be review. We
also need to make sure that we are lining up our decimal points! If we dont you
can an incorrect answer.
(Show an example on the board)
Remember after we solve our actual equation we should ALWAYS check our
answer. We should compare this to our estimation, and double check our
calculations.
ELABORATE: DAY 6
Students will begin today's session by playing Decimal Double Compare.

Using decimal cards students will draw two decimal numbers, and quickly add the sums
together (students may use paper and pencil) and whoever has the biggest sum wins! The
winner will take those two cards and set aside, the game is over when all the cards from
the middle have been used. The winner is whoever has the most cards.
Student may modify this game by adding three decimal numbers together.
Students will then follow the same procedure but using subtraction.
EVALUATE: 5/6
Formative Assessment: Students Completion of decimal world problem packet
Formative Assessment: Performance Task
Formative: Post Assessment

Day 5/6:
I think one of the main components that lead to student learning was the fact that
students were dealing with real world problems that deal with money. After students
became aware of the fact that these decimal numbers represent monetary values they
instantly became interested, knowing that this is a skill that will be used beyond the
classroom! Students also really enjoyed being able to come up to the active board to
work the problems and share their thinking/strategy with the class. If I were to teach this
lesson again, I would either create anchor charts with the class as we discussed each
strategy or have these strategies already posted in the room for them to use as they
worked. Students were able to use the strategy but were sometimes unsure of what it
was called. I think that student engagement could also be enhanced by grouping
students together differently. Some students quickly worked through some problems and
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would help their neighbor or sit there as the others around them finished, so maybe to
readily have more difficult problems for those students to work would be beneficial for
their specific needs. From teaching this lesson I learned the importance of relating
content back to the real world! Students want to know how and when they are going to
use what they are learning in school in real life, and this particular lesson did that.
Students also really enjoy being able to come up and share their work, especially if they
are able to utilize the technology. I was able to determine that students had a strong
understanding of the content and were meeting their learning goals as they completed
their word problems. Once they understood what was expected from them in terms of
estimation they quickly made those changes and completed their estimation problems
entirely. They also quickly caught on to how properly add and subtract with decimal
numbers accurately. Adding and subtracting was nothing new for these students they
just needed to ensure that they understood what exactly the question was asking them
and how to correctly align their numbers to use the US algorithm for their calculations.
After students completed the lesson they were given their post assessments and
improved significantly. Students were also given a performance task in which they
needed to accurately add and subtract numbers, and a majority of students did very
well. Student's outcomes of these assessment exemplifies the fact that significant
student growth took place over the course of this unit, since students were able to meet
their learning objectives (Appendix C, D, E).
Ashley Wienken
Component 5: Instructional Decision Making

Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the
community context.
Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Answer the following questions:

1. Give at least two examples of times during the teaching of your unit that your assessment of
student learning or the response of one or more students caused you to change your approach or
to do something different than you planned.
One time in which I made an adjustment to my original teaching plan was when students were
working with the hundredths and thousandths grid. I had a small group of students who were having
trouble making the connections between those two representations. For those few students I pulled them
together at the small table rather than working in thier pairs. At the table we worked together on a few
grids while the other students were working in their pairs. During this small group time I was able to see
how students were confused by the increase of units in which could be shaded. During this small group
time I was able to explain more thoroughly how the thousandths grid was ten times smaller than the
hundredths, just like the hundredths was ten times smaller than the tens grid. Students were able to ask
their specific questions, and I answered and allowed them to work together as a small group as I
monitored the rest of the class. When I returned to check on them, I could see that one of the students
was beginning to lead the group as he had that lightbulb moment. Again, students asked their
clarifying questions and were allowed to work as a small group for the remainder of the lesson.
Another time in which I made an adjustment to my attended plan was when we were using the
decimal cards to place decimals correctly on a number line. I expected some students to have trouble
realizing that just because a decimal has more digits it does not necessarily mean it is higher in value.
However, a vast majority of students were still having trouble with this concept and were placing 3
digit decimal numbers incorrectly. For example, many students believed that .134 was greater than .5. I
spent a lot of time, more than expected, clarifying this again for students and even switched it up to
have them think about this in terms of money. Giving students examples like, If you were to see .5
how much money would you have? and students would answer with 50 cents. Now what about .10?,
students answered ten cents. I asked them which is greater and they explained to me that 50 cents was
greater. It was during this time that students really began to understand that looking to the tenths place
first was vital to help correctly order decimal numbers on a number line.
2. Provide the rationale for the instructional modification you selected.
I choose to respond this way for the first scenario because I believed that it would be the most
effective way to communicate with this specific group of students who were having trouble. I also
needed to be able to monitor the rest of the class as they worked. Having these students work together to
complete their work on the grids allowed them to discuss their ideas, and ask each other questions when
I wasnt available.
I responded this way to the second scenario because it was crucial to address before moving on
to the next activity, and for them to be able to accomplish their learning goal. I had students think about
the decimals in terms of money because I knew students had the background knowledge to be able to
think in that way and hoped they would be able to apply that knowledge to all decimal numbers.
3. Describe the result of your selected modification; i.e. explain how your instructional modification
impacted student learning.
Ashley Wienken
The first scenario in which I modified my lesson, helped students understand the correlation
between the hundredths and thousandths place using the grids. Students were able to have a more time
not only asking me questions but bouncing their ideas off the students in their small group. I believe that
responding in this way impacted student learning in a positive way, and allowed them time to become
more confident in their answers as they worked together to solve the remainder of their problems,
correctly.
The second modification, allowed students to think about decimals from a perspective in which
they were more familiar with. When thinking of decimals in terms of money they were able to more
clearly see how, .5 is greater than more .10. That the tenths place makes a big difference when they
ordering decimals on a number line. After modifying the lesson in this way I was able to see that
students responded positively and immediately started making needed changes to their number line.
Overall I would say that this instructional modification impacted student learning in a positive way.
4. Administer your post-assessment at the end of the unit.
Ashley Wienken
Component 6: Analysis of Student Learning

Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to
monitor learner progress, and to guide the teachers and learners decision making.
Comparison of Pre/Post Assessment
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1.
Incl
ude
a
copy
of
the
pre
and
post
assessment measures that you have developed.

Appendix A
2. Display your pre and post assessment results using the graph Pre-Post Assessment Scores for All
Students to show each individual students progress on the learning goals you set for them.
See above.
3. Using the graph Pre-Post Assessment Averages For All Students display the average performance on
the pre and post assessment measures for all students taught. (The graphs for both #2 and #3 are
contained in the Graphmaker)
See above.
4. Indicate how many students showed mastery of your learning goals after instruction and describe how
you would address the educational needs (RtI) of the students who did not attain mastery.
After reviewing the assessment data, I was able to conclude that 50% of my students were able to achieve
complete mastery of all three learning goals, 43.8% of students were able to achieve complete mastery
of two of the learning goals, and 6.3% of students were able to achieve mastery of at least one of the
objectives. This was a significant improvement when comparing their pre-assessment scores. All
students increased their understanding of the learning objectives, even though they may not have
attained mastery. When comparing assessment scores by objective there was a 30.6% increase in
mastery for objective one, a 62.5% increase for objective two, and a 37.5% increase for objective three.
In order to address the needs of students who did not attain mastery I would have students focus on
Ashley Wienken
working on comparing and ordering decimals on the number line. Many may still have confusion or
misconceptions of digits and place value. Time would need to be spent re-teaching these, and allowing
students to again work with decimal cards to practice placing them correctly to create moveable number
lines. During RtI I could also give students various numbers to order, and we could hold brief class
discussions on the strategies students are using to order these correctly. This way students who are
having difficulty could learn from other students strategies. I would also pull students to work on either
iPads, or the computers with programs that allow students to compare and order decimals in interactive
ways. Time spent in mastering comparing and ordering decimals is crucial as they continue on to more
advanced mathematical concepts.
5. Do the assessment results accurately reflect the degree of learning students demonstrated during the
classroom activities? Explain.
Yes, I believe that assessment results accurately reflect students degree of learning demonstrated during
classroom activities. Students began this unit with many misconceptions about decimals. We began by
addressing place value, which is vital for students to understand before moving forward. Students were
able to calculate and explain their answers effectively during classroom discussions and classroom
activities. As the unit advanced towards ordering and comparing decimals, some students struggled to
put what they had just learned about place value into context but after practice and guidance it was
obvious to me through observations they were beginning to attain mastery. Special attention needed to
be given to several students to distinguish the difference between place value and the number of digits in
the number, but eventually these concepts began to take hold. As students progressed to solving story
problems, they easily picked up on how to properly add and subtract decimal numbers. They pulled
necessary information from the problems, and after a little review were estimating properly as they
worked during class. When given the post assessment students were able to take what we had done in
class and apply it to the post assessment. For these reasons, I believe that assessment results accurately
reflect the degree of learning of students in my mentor teachers classroom.
Ashley Wienken
Component 7: Reflection and Self-Evaluation

Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to
continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals,
and the community), and adapts practice to meet the needs of each learner.
Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for
student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner
growth, and to advance the profession.
1. Reflect on your unit as a whole, how it has deepened your understanding of assessment, teaching and
learning, and how it will inform your own teaching in the future.
As I reflect on this unit as a whole, I have come to realize the importance of comparing pre and post
assessment data. Before teachers begin units of study it is crucial for teachers to gauge what students
already know, in order to provide students with the instruction they need. By administering the pre
assessment I was able to conclude that students had many misconceptions about comparing and ordering
decimals, more so than adding and subtracting decimals. Using this information, I was able to gear my
unit more towards making sure students understood the foundation of place values, before jumping into
comparing and ordering decimals right off the bat. I can also use post assessment data to determine areas
in which need to be revisited, or retaught and make plans for students for RtI. I believe that student
improvement was due to the fact that the unit was geared towards their needs, while also addressing
curriculum guidelines. I was able to gear instruction toward their specific needs, in order to help them
be successful moving forward. In my future classroom, I will strive to conduct units in this same way.
By first administering a pre- assessment to gauge what students already know and what they need the
most instruction in. I will also monitor students throughout the unit and make adjustments to instruction
as needed. I then need to look at the post assessment data to determine areas in which students were not
successful, how I can change my instruction for next time, and how to go about re-teaching concepts for
RtI.
2. Highlight the learning goal on which your students were the most successful, as well as the learning goal
on which students were the least successful.
4. By looking at the post assessment data I was able to determine that students achieved the highest level of mastery
for both objective two and three: 2) Given a word problem, students will estimate the answer to a problem to
determine if their solution is reasonable. 3) Given a word problem, students will be able to correctly add and
subtract decimal numbers. According to the post assessment data 93.8% of students achieved mastery of both of
these learning objectives. Students were the least successful in completing mastery of objective one: Given
decimal cards, students will be able to order decimals from least to greatest creating a number line. Only 50% of
students achieved complete mastery of this concepts. However, there was drastic improvement of this objective
when compared to the pre assessment where students only had 12.5% mastery.
3. Discuss how you intend to develop as a teacher to further capitalize on your strengths and improve any
areas of weakness (cite potential workshops or classes you will take).
In order to develop as an educator, I plan to participate in ongoing professional development. I will continue
to work collobratively with team members, curriculum coaches, and specialists. Just like I was able to
do in my mentor teachers classroom. I also plan to attend workshops, and trainings designated to the
content areas in which I am teaching in order to provide my students with the best possible instruction
and teaching methods. I would love to be able to attend workshops that discuss ways in which I can
incorporate more technology into instruction, hopefully utilizing iPads to their fullest potential. A
personal goal of mine is to be able to incorporate more technology into my lessons. I would also like to
improve my ability to create collaborative learning groups and situations. Attending a workshop in
which they discuss this would be great to see other ways in which I can use different kinds of groups and
Ashley Wienken
pairings throughout my lessons to help engage students would be very beneficial for me as an educator. I
always seem to gather the same students together, so coming up with ways to mix things up would be in
the best interest of my future students.
Ashley Wienken
Appendix
A.
Pre/Post Assessment:
Fun with Decimals!

1. In the space below rewrite these decimal numbers in order from least to greatest.
2. Are following statement true or false?

A)
.435 > .7
B)
.8 > .62
C)
.125 < .91
3. Lilly is given an allowance of $20.00 each month. If Lilly spends $12.47

of her allowance on a game at the store how much money will she have
left?
Estimate:________________
Equation:_____________________
4. Stephanie has $6.47 to spend at the book fair. Marcus has $8.99 to spend
at the book fair. If Stephanie and Marcus combined their money, how
much money would they have to spend at the book fair?
Estimate:___________________
Ashley Wienken
Equation:___________________________
Pre/Post Assessment KEY:
Fun with Decimals!

1. In the space below rewrite these decimal numbers in order from least to
greatest.
0.151 0.165 0.52 0.5610
0.605
2. Are following statement true or false?

A)
.435 > .7 F
B)
.8 > .62
C)
.125 < .91
T
T
3. Lilly is given an allowance of $20.00 each month. If Lilly spends $12.47

of her allowance on a game at the store how much money will she have
left?
Estimate:___20-12=8_____
Equation:_______20.00-12.47=7.53______
4. Stephanie has $6.47 to spend at the book fair. Marcus has $8.99 to spend
at the book fair. If Stephanie and Marcus combined their money, how
much money would they have to spend at the book fair?
Estimate:____7+8=15_______ Equation:__6.47+8.99=15.46_________
Ashley Wienken
Ashley Wienken
Ashley Wienken
Ashley Wienken
B)
Ashley Wienken
Ashley Wienken
Ashley Wienken
Ashley Wienken
C)
Ashley Wienken
Ashley Wienken
Ashley Wienken
Ashley Wienken
D)
Ashley Wienken
Rubric:
Ashley Wienken
Ashley Wienken
Ashley Wienken
Ashley Wienken
E) Post Assessment
Ashley Wienken
Ashley Wienken
Ashley Wienken

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The following documents have been adapted and modified from the following sources:

University of North Texas Teacher Research Project

Component 1: Contextual Factors

Group students into

The teacher needs to

ELL students may

Students may come

aid and services.

Very Large Classroom.

Special Needs: 35.2%

11.7 % students pulled

One students is being

Strong PTA presence

ELL students have

Utilize the involvement

41.2 % of students are

Majority of students are

Instruction should tie

Component 2: Learning Goals

Grade Level: 5th

Component 3: Assessment Plan

Assessment Plan Table

1. Given decimal cards,

2. Given a word problem,

2. Given a word problem,

-Extra time as needed.

1. Given decimal cards,

-Extra time as needed.

1. Given decimal cards,

creating a number line (5.2B)

Answer the following questions:

Component 4: Design for Instruction

Pre/Post-Assessment Scores for All Students

Answer the following questions: (See Appendix A)

UNT Lesson Plan Template

School/Mentor Teacher (if

Subject area(s): Math

EVALUATE: DAY 1/2

Reflections and Documentation/Evidence of Lesson Effectiveness

UNT Lesson Plan Template

School/Mentor Teacher (if

Subject area(s): Math

EVALUATE: DAY 2/3

Reflections and Documentation/Evidence of Lesson Effectiveness

UNT Lesson Plan Template

School/Mentor Teacher (if

Subject area(s): Math

Materials and Resources

EXPLAIN: DAY 3/4

Reflections and Documentation/Evidence of Lesson Effectiveness

UNT Lesson Plan Template

School/Mentor Teacher (if

Subject area(s): Math

Lesson Title: Adding and

Lesson Objective(s)/Performance Outcomes

Materials and Resources

Students will begin today's session by playing Decimal Double Compare.

Reflections and Documentation/Evidence of Lesson Effectiveness

Component 5: Instructional Decision Making

Answer the following questions:

Component 6: Analysis of Student Learning

Comparison of Pre/Post Assessment