SP 19 Ste Tws

Northern State University
Student Teaching Experience

Teacher Work Sample
Spring 2019
Candidate Name: Margaret Bieber
Candidate Website Address: https://margaretbieber.weebly.com/
Candidate ID Number: 7306241
Name of School where data

was collected:
Subject/Content Area: Guided Reading, Math, Science, and Social Studies
Grade Level: 4th Grade
Date Submitted: April 28, 2019
I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

misrepresentation may result in a failing grade in a course or expulsion from the teacher education
program.
I grant permission for the School of Education to use my Teacher Work Sample as an exemplary
(outstanding) model for teacher candidate and university supervisor training purposes in the future. I
understand my name will remain on the document for proper credit.
Signature of Candidate Submitting the TWS: electronic submission)
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Task I: Professional Goal Setting
Objective: Candidates set a professional goal, identify the action strategies they will use to achieve
that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their
student teaching experience.
Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for
determining their professional goal.
1. Conceptual Framework Goal Statement, Action Plan, and Reflection:
a. Identify the Framework Category to which your goal aligns:

Knowledge of Pedagogy
b. Identify the specific Category Outcome you will use to determine your goal:
Assessment
c. Based on the outcome you selected, write a specific goal for this experience. After your goal
statement, provide a brief narrative explaining the reasons as to why you chose this goal.
My goal for this experience is to incorporate more efficient assessment techniques. I want to use assessment
techniques that use technology so that I am able to have the results from the assessment right away. Using
these techniques will also help me with data guided instruction.
d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
I plan to use assessment strategies like kahoot, google forms, PollEverywhere with the Promethean Board that
is available in the classroom to help me accomplish my goal.
e. Reflect on your progress/growth toward achieving this goal:

I think that I was able to make great progress toward reaching this goal because I was able to incorporate
assessment techniques that were more efficient in helping me with my data guided instruction. I tried to use
assessment techniques that used technology so that I had the results right away. I used Google forms and
PollEverywhere and using these assessment techniques were very efficient because I was able to see the
results from the assessment right away instead of having to wait and calculate the results by hand. Having the
results from these assessments so quickly was very helpful to me because if I did have to give the assessment
the same day as the lesson, I had the results right away and if I needed to change up my lesson plan to meet
the needs of my students that were expressed in the assessment, I could easily change my lesson plan. I think
used assessment techniques involving technology to the best of my ability with the resources that were
available in the school.
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Task II: Contextual Information (see rubric for scoring details)
Objective: Candidates gather contextual information and discuss factors that may influence the
teaching and learning process.
Resources: Use a variety of resources to gather contextual information including Census data for the
community, School Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school
counselor, Infinite Campus, student files (with administrative approval), school data available online.
http://doe.sd.gov/reportcard/listnew/
**The below information and resource is take, in part, from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.
Contextual Information: This chart is designed to help you understand the many factors that affect teaching
and learning. Understanding these factors as they relate to your teaching will help you determine the
instructional strategies and approaches that will support your students’ learning. In this chart, address any
factors listed as they pertain to your teaching assignment. The subcategories listed under each category are
just suggestions; there may be other subcategories that you would like to address, or there may be a
subcategory listed that does not apply to your situation.
Categories of Contextual Factors Description of the Contextual Factors
General Context of Your Students Students’ Grade: Fourth Grade

(All subcategories listed in this box are required.)
Developmental Level: Concrete Operational
Students’ grade and developmental levels; the age range Age Range: 8-10
of students; the content area being taught; any other Content Being Taught: English, Math, Guided
factors that are pertinent to understanding your class Reading, Spelling, Science, Social Studies/ South
assignment
Dakota History, and Art.
Other- Two students are on IEPs for writing and one
student is two grade levels behind in reading.
Community The community rural.

(e.g., whether the area is urban, suburban, or rural;
The community has an estimated population of 643
socioeconomic information; census data for the
community) people.
The median age is 45.1 years.
The median income of the community is $49,500.
District Enrollment: 193

(e.g., enrollment; percent of students receiving free or
% Receiving Free and Reduced Lunches- 28%
reduced-priced lunches; graduation rates; ethnicities;
percent of students with IEPs; percent of students who are Graduation Rates- 100%
ELLs; per-pupil expenditures) Ethnicities- White-92.7% Indian- 3.6% Hispanic-2.6%
Black- 0.5% Other- 0.6%
% of Students who are ELL- 0%
% of Students on IEPs- 18%
Per Pupil Expenditures- $14,768
School Enrollment: 109

(e.g., enrollment; percent of students receiving free or % Receiving Free and Reduced Lunches- 39%
reduced-priced lunches; ethnicities; percent of students
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with IEPs; percent of students who are ELLs; teacher-to- Ethnicities- White- 92.6% Indian- 3.7% Hispanic- 3.7%
student ratio) % of Students who are ELL- 0%
% of Students on IEPs-22%
Teacher-to-Student Ratio- 11:1
Task III: Instructional Design and Implementation

Objective: Candidates design, implement, and assess a minimum of five lessons from multiple
subject and/or content areas. (see rubric for scoring on each component)
Complete this task using the Common Lesson Plan Template (below) for 5 different lessons.
 3 of the lessons must have been observed by your university supervisor
 Remaining two lessons should be lessons you have taught
Lesson #1
Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Margaret Bieber
Subject: Reading
Date: February 21st, 2019
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
4.RL.2 Determine a theme of a story, drama, or poem and explain how it is supported by details in the
text; summarize the text.
4.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative
language such as metaphors and similes.
4.RF.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text
with purpose and understanding. c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) on grade 4 level topics and texts, building on others’ ideas and expressing their own clearly.
List the Rationale (cite theories or theorists):

According to Piaget’s Theory of Cognitive Development, students in this age group are most likely in
the concrete operational stage of development. This means that they are able to understand and
apply logical operations to interpret experiences objectively and rationally, but not abstractly. This
lesson is appropriate for this age group because the students are using logical operations to
understand the theme of the story, vocabulary words, and the genre of the story.
According to Vygotsky’s theory of constructivism, knowledge leads to further cognitive development.

In this theory he also states that children learn through interactions with teachers and peers.
Students are encouraged to learn by sharing their ideas and listening to the ideas of others. This
lesson is appropriate for this age group because they are learning to think more logically to
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List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”
 Students will be able to read the story to determine the theme, meaning of words or phrases,
and with accuracy.
 Students will also be able to engage effectively in small group discussion of the book.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.
These learning objectives are appropriate for this age because they are able to think logically which
will help them to determine the theme and meaning of words. Students also are encouraged to learn
by sharing ideas and listening to the ideas of others, which can be done through small group
discussion.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs,
including those of gifted students, those of students’ physical needs, and those due to
cultural characteristics).
This lesson will be for a small guided reading group that was arranged by their reading level. The
group includes 3 girls and 2 boys. Three of the students are in fourth grade and two are in fifth grade.
This group does not include any students with special needs, gifted students, or physical needs.
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
Prior learning and experiences for this lesson includes previous experiences with Guided Reading.
Each student has completed Guided Reading before this lesson was given, so they all know what is
expected of them. During Guided Reading students have previously discussed theme, point of view,
genre, and they have used context clues to make an educated guess about the meaning of a word.
List the materials/resources you will need to teach the lesson.
The Dog’s Guide to Humans by Susan Griffiths

Guided Reading Questions for the book
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and
explain how it will enhance instruction and student learning.
Computers will be used to complete the pre/ post assessment
Accommodations: Base this on the information you provided for Classroom Demographics
and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs
of all learners and accommodate differences in students’ learning, culture, language, etc. *
There are not any accommodations that need to be made because this group of students are all
reading at a fourth-grade level.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level
of understanding toward the learning objective(s) prior to teaching the lesson.
The pre-assessment is a four-question quiz on Google Forms. The questions that are included on the
quiz ask students to make predictions about the book we will be reading before they have even had a
chance to take a look at the cover of the book. The quiz asks students to predict what the genre of the
book is, who the main character of the book is, who’s point of view is the story written in, and what
the theme of the story is. The quiz will be given the day before during Guided Reading.
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Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
Dogs Guide to Humans Pre-Assessment Results

100
90
80
Percent Correct
70
60
50
40
30
20
10
0
Student 1 Student 2 Student 3 Student 4 Student 5
Student
The pre-assessment results will guide my instruction because I will use what the students
have shown they know to help me guide my instruction and discussion of the book. The
results have shown that 3 out of five of my students were able to make accurate predictions
about the book before actually reading. This means that I will have to
Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson.
I will have students read the story in a round robin style and closely monitor students to make sure
that all students are actively engaged during the reading. I will also take time to ask and answer
questions between chapters to check for understanding.
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the
knowledge and skills required of the objective.
I will begin instruction by introducing the students to the book and handing out their
questions. I will have students look at the cover and answer their first two questions. Once
they have answered the questions, we will discuss the predictions that they have made about
the book and why they made such predictions. We will also discuss what they think the
theme of the story might be. Then we will move on to guided practice.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the
skills and content needed to meet the learning objective(s).
After we have initially discussed the book, we will begin reading the story together as a
group, each student will read one page at a time taking turns until we reach the end of the
book. Each student will read with accuracy and fluency.
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“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by
the lesson objectives?
The students will engage in independent practice by completing the rest of their Guided
Reading questions independently. They will write their answers using complete sentences.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were
taught in an interactive manner (whole/small group, etc.).
To close the lesson, we will have a small group discussion of the book. We will discuss the
important vocabulary that is included in the book, the theme, point of view, characters, and
important details from the story.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to
measure students’ level of understanding toward the learning objectives after teaching the lesson.
The post assessment will be taking the accelerated reader tests for the book. This assessment will be
used to measure the level of understanding that the students have about the vocabulary and content
of the story they have read. This will be given after our final discussion of the book. The assessment
contained five questions.
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did
students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan,
assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
Dogs Guide to Humans Pre and Post Assessment Results

100
90
80
Percent Correct
70
60
50
40
30
20
10
0
Student 1 Student 2 Student 3 Student 4 Student 5
Student
Pre Post
 Based on the results from the pre and post assessments, the students understood the
book very well. Three out of the five students got 100%, while the other two students
only missed one question out of the five. The question that the two students that
received an 80% missed was a question that we had discussed during our discussion
of the book, but they did not seem to remember the answer because we had
discussed the question the day before. The wording of the question was also tricky
because the answer could have been any of the options that were given. Overall, I
think that the students were able to achieve my goals for determining the theme,
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meaning of words or phrases, and with accuracy. They also were all able to participate in
whole group discussion.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management
strategies. Describe what went well and what areas you need to revise in the future. Cite examples
(from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make
each revision? Cite examples from the lesson plan, video and/or student work that would prompt
revisions.
Overall, I think that the lesson went very well. I was able to keep all students on track during the
lesson because I made sure to redirect students while we were discussing the book to make sure that
we were able to stay on topic. I also think that the students did a great job while reading aloud. I
asked the students to read in a round robin style meaning that we started with one student and went
around the room reading a paragraph. The students read well making very few mistakes or getting
stuck on a word. The students also did a great job of following along while another student was
reading. If there was a student who did get distracted, I made sure to address that behavior by
reminding them to follow along.
One thing that I could have done during the lesson, was ask more higher order thinking questions to
get the students to think deeper about the book. Questions that check for comprehension are
important, but it is also important to make sure that students are making real world connections to
what they are reading as well. If I were to do this lesson again, I would try to incorporate more higher
order thinking questions to help students make more connections to the book from their own lives
and the real world. Having these types of questions would also open the discussion and help give
more students a chance to bring in their own ideas. Another thing that I could have done was made
sure that the students did not know that they were being recorded during the lesson. This group of
students has a lot of energy and they are usually very excited and talkative, but during this lesson they
seemed to be more reserved since they knew that they were being recorded. If they would not have
known they were being recorded there would have been a better chance to see the students how
they normally act during Guided Reading.
Appendix:
Pre-Assessment-https://goo.gl/forms/wDNitEJzRykMBC2O2
What genre is the book The Dog's Guide to Humans?

o Fiction
o Non-fiction
o Realistic Fiction
o Science Fiction
Who is the main character in the story?
o Professor Wolf Mutt
o One Human
Whose point of view is the story written in?
o The dog's
o The human's
What is the theme of the story?
o Dogs are better than humans.
o Humans can be trained to do whatever dogs want.
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Guided Reading Questions
The Dog’s Guide to Humans
Is this book fiction or non-fiction? How can you tell?
Predict if this book will be funny or serious. Why do you think so?
Vocab-
amuse-
innocent-
professor-
rely-
What does the dog say about unhappy humans?
Why are watches useful?
What is the most useful part of the human body (according to the dog)?
Why do humans wear clothes?
When dogs choose their human, what do they look for?
Why does the dog not want a human to find the book?
The book is written from who’s point of view?
Were your predictions correct?
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Lesson #2
Grade Level:4th Grade
Subject: Social Studies/ South Dakota History
Date: March 19, 2019
PLANNING
 4.H.2.4 Describe influences of European cultures on South Dakota communities
 4.H.3.1 Compare and contrast life today with life in historical time periods
 4.H.4.2 Explain factors affecting the growth and expansion of South Dakota
 4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) on grade 4 level topics and texts, building on others’ ideas and expressing their
own clearly.
According to Vygotsky’s Sociocultural Learning theory, “through others we become ourselves.” This
means that we learn through interactions with others. This lesson allows students to learn about
immigrants in South Dakota through the explicit instruction that is given throughout the lesson.
Students are also able to learn through interactions with their peers through discussion.
According to Howard Gardner’s Theory of Multiple Intelligences, people have more than one way of
processing information. This means that not everyone learns the same way meaning that there has to
be new ways for these students to and learn more effectively and efficiently. This lesson incorporates
activities for visual-spatial learners because students are able to see artifacts from the time period
that immigrants were coming to South Dakota to learn more about the way that they lived and things
that they brought with them. This lesson also caters to the needs of verbal linguistic learners because
this lesson is taught using explicit instruction, meaning that students are being taught exactly what
they should be learning. During instruction students are also encouraged to ask and answer
questions. These learners learn best through speaking and asking questions.
 Students will be able to describe what influences immigrants had on South Dakota
communities.
 Students will be able to compare and contrast how life today and life in the 1800’s are similar
and different.
 Students will be able to explain how immigrants affected the growth and expansion of South
Dakota.
 Students will be able to effectively engage themselves during class discussion.
 Students will be able to apply what they have learned during instruction to their independent
work.
These learning objectives are appropriate for this age of students because students are able to think
logically, which will help them to compare and contrast information. Students in this age range learn
by sharing ideas and listening to the ideas of others which can be done through class discussions.
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There are nine students in the classroom. All students are Caucasian. The gender ratio is 4 boys to 5
girls. The students are at differing levels of achievement. Two students are on an IEP for writing. One
Student is two grade levels behind in reading.
The whole class has prior learning to the subject of immigrants because they have been learning
about South Dakota History and many of the important people that they have discussed have been
immigrants. This group of students has also done many of these kits from the South Dakota Historical
Society. There are a few students who tend to misbehave by talking out of turn or getting off task, but
I will control this using classroom management strategies. Most of the students really enjoy these
lessons because they can move to the front of the class away from their desks and they can just listen
to the information. They also enjoy looking at the different artifacts included in the kits.
 South Dakota Immigrants Education Kit from the South Dakota Historical Society Teacher
Resource
 South Dakota Immigrants Word Find
 South Dakota Immigrants Crossword Puzzle
 South Dakota Immigrants Word Scramble
Technology
The Promethean Board will be used to project the learning objectives for the lesson
One accommodation that I will make is to sit with my lowest achieving student during independent
practice. This student struggles with reading, so I will sit with him to make sure that he is reading
through the questions and understands what he is supposed to do. When he works by himself he
tends to just skim through the question and guess the answer, but if I sit with him and make sure that
he is reading the question, he will more likely understand the questions.
To measure the student’s level of understanding about South Dakota Immigrants, I will have the
students complete a KWL chart. For the pre-assessment, students will fill in the first two boxes of the
chart with information that they already know about immigrants in South Dakota using their prior
knowledge and then they will also fill in the second box to tell me what they want to learn about
immigrants. For filling out the first two boxes during the pre-assessment students will be given up to 3
points for telling me about what they already know about immigrants and two points for what they
want to learn from the lesson.
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South Dakota Immigrants Pre-Assessment

3
2.5
Points Out of 3
1.5
0.5
0
Student Student Student Student Student Student Student Student Student
1 2 3 4 5 6 7 8 9
Student
The results from the pre-assessment will tell me what the students already know about
immigrants in South Dakota and what they would like to know. I will use the information
gained from this assessment to guide how I design my lesson objectives, instruction, and
post-assessment because if the students have shown me that they already have a good
understanding of the information that is to be taught during the lesson, I will be able to just
review the information and move on to showing the materials that came in the kit. The
students have shown me that they really do not know a lot of information about South
Dakota immigrants from the results of the pre-assessment. Knowing this information I will be
able to continue on with my lesson as planned because I will teach them more about
immigrants and also touch on many of the topics that they also mentioned they would like to
learn about like: culture, language, traditions, and life styles.
the lesson.
I will make sure that during instruction that I call on students who are raising their hands. I will also
call on students to answer questions during instruction and give wait time to make sure that they
were listening.
Implementation
“I Do”
 I will begin the lesson by introducing the objectives of the lesson by having them
written on the white board or Promethean
 I will use explicit instruction to teach about immigrants in South Dakota.
 I will begin instruction by introducing the topic.
 I will then talk about why immigrants came to South Dakota.
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 Then I will begin to talk about some of the immigrants that came to South Dakota
including: Scandinavian, British, Scottish, Cornish, Irish, German, Polish, and Chinese
immigrants.
 I will then discuss cultural interactions that were happening with immigrants.
 I will then discuss the traditions that were brought by immigrants and incorporated
into the communities of South Dakota.
 Then I will discuss what was happening during the 20th century in South Dakota with
immigrants.
 Lastly I will conclude instruction by wrapping up the information that has been
covered during explicit instruction.
“We Do”
 During guided practice I will introduce the artifacts that have been included in the kit.
 I will introduce the artifacts by giving a short description of the item and I will either
model the object or pass it around so that the students can get a chance to look at the
artifacts.
“You Do”
 Students will work independently to using the information that they gained about
immigrants in South Dakota to complete their word search, crossword puzzle, and
word scramble.
Lesson Closing
 To reemphasize the lesson objectives that were taught during the lesson by
completing a concept map.
 I will draw the web with immigrants as the central idea on the Promethean Board and
as a whole group we will create a concept web about the information that they
learned during the lesson that goes along with the objectives.
For the post assessment students were asked to complete the What I Learned part of the KWL cart
using at least two facts that they learned during the lesson.
Analyze
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South Dakota Immigrants Pre and Post Assessment Results
5
4
Points Out of 5
0
Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9
Student
Pre Post
Based on the post assessment results, the students were able to tell me about facts they
learned during the lesson. They did learn facts about the immigrants, but I could have been
more specific with my instructions for how they were to complete their chart. Most students
wrote vague answers like they learned about the culture and language of the immigrants.
This could have had something to do with how I gave the lesson. The students were not able
to make connections to what they were learning because I did not incorporate the objects
from the box during my instruction as well as I could have. I also could have shown more of
the pictures and used the Promethean board to incorporate more pictures as well to help
students make those connections to what they learned. If they would have had those
connections, they would have been able to write reflectively about what they learned during
the lesson.
Reflect
revisions.
During the I Do part of the lesson I think that I did a great job of incorporating the important
information that was included in the teacher resource for our box on South Dakota Immigrants. This
box from the South Dakota Historical Society was very extensive and included a lot of great
information about the immigrants that came to South Dakota in the 1860’s during the Dakota. I think I
was able to pick out the most important information to give to the students. I also think that I did a
great job of initiating discussion during the lesson to have students reflect on what they are learning
and connecting with their own lives and the real world. I also think that using the KWL chart was a
great assessment technique to help me understand what the students already have learned about the
topic so that I was able to guide my instruction of the lesson to meet the needs of my students and
include more of the information that they were interested in learning. I liked this chart, but if I would
have given more clear directions when I gave the assessment, I would have gotten more students to
write more about what they learned, not just vague statements about what was taught during the
lesson. Another thing that I did well was using a concept map to close out the lesson. I brought up the
objectives that we had for the lesson and asked the student to help me create a concept map to bring
together some of the information that was discussed during the lesson. I asked students to give me
ideas about what influences immigrants had on South Dakota communities, compare and contrast
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how life today and during the 1800’s is similar and different, and how immigrants affected the growth
and expansion of South Dakota. I think that this was a great way to conclude the lesson to help
students reflect on some of the information that they learned during the lesson.
Students will be able to apply what they have learned during instruction to their independent work.
One thing that I would change if I were to give this lesson, is to be more prepared. I read through and
knew the information that I was talking about, but I should have spent more time looking at the
artifacts that were included in the box to make sure that I knew what each object looked for and the
background information about the object. I could have also incorporated the objects from the box
during the instruction to help students stay engaged and make more connections to the information
that they were being taught. When there is a lot of information being taught, these students tend to
lose interest, but if I would have incorporated more of the artifacts and pictures during the
instruction, they would have been more engaged and kept their attention on the lesson instead of
looking around the room and talking to each other. Another thing that I could have changed during
the lesson was my management. During these types of lessons, there is a sort of organized chaos.
Another thing that I needed to change was to redirect nonsense questions that students want to ask
during discussion that have nothing to do with the topic at hand. There were also a few students who
were also talking out of turn. There seemed to be discussions going on with a few students during the
lesson because they were getting bored or they just did not want to pay attention. I think that I could
have addressed those students better to make sure that they know it is disrespectful to me as the
teacher and other students to be talking during a lesson when they have not been called on.
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Appendix:
Pre- /Post Assessment
Name_____________________________________ Date____________________
KWL Chart
Before the completing the lesson, list details in the first two columns about what you already
know and what you want to learn about the topic. Fill in the last column after completing the
lesson.
Topic____________________________________________________________
What I Know What I Want to Know What I Learned
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Lesson # 3
Subject: Science
Date: March 20, 2019
PLANNING
4.P.1.2.- Properties remain as mass changes.
4.S.1.1.- Describe how people continue to invent new ways of doing things- solving problems getting
work done.
4.P.1.1. Students are able to describe observable physical changes and properties in matter.
4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) on grade 4 level topics and texts, building on others’ ideas and expressing their own clearly.

According to Jean Piaget’s Theory of Cognitive Development, students in this age group are most
likely in the concrete operational stage of development. This means that they are able to understand
and apply logical operations to interpret experiences objectively and rationally, but not abstractly.
This aligns with this lesson because students will use what they learn about density to help them
understand why each candy bar either sank or floated.
According to Leo Vygotsky’s Sociocultural Learning Theory, we learn best from interactions with
teachers and our peers. This lesson aligns with this theory because students will use what they learn
from my instruction about density to help them understand why certain candy bars will sink or float.
According to Howard Gardner’s Theory of Multiple Intelligences, everyone processes things in

different ways. There is no one way that someone can process information. This lesson applies to the
needs of bodily-kinesthetic and verbal-linguistic learners During this lesson students are able to use
their hands to unwrap the candy, drop the candy in the cups of water, and maybe even squish the
candy. These learners learn best through moving and using their hands, so this is a great lab to help
these students learn about density and buoyancy. This lesson also applies to verbal-linguistic learners
because these students learn best through analyzing information that they have read or heard and
write about what they have learned. This is a great lesson for these students because they will write
about what they what they learned and what they observed during the lab.
 Students will be able to compare and contrast the different candy bars.
 Students will be able to recognize what properties are different about each candy bar that
makes them either float or sink.
 Students will be able to engage in whole group class discussion during instruction.
 Students will be able to analyze the information that they have learned during instruction and
through observation during the lab to reflect on their learning.
17 | P a g e
The learning objectives are appropriate for the age level of students because students in fourth grade
are able to analyze the information that they learn to compare and contrast objects. Students in this
level of development can also think logically, meaning that they are able to use the information that
they have learned to draw conclusions about the density of the candy bars.
There are 9 students in the class, 4 boys and 5 girls, they are all Caucasian. Student H is two grade
levels behind in reading, so he does not usually participate in science, but will be participating in this
lab. 7 students are at grade level in achievement. 2 students are on IEP for writing.
This class has completed labs before, and I know that I have to make sure that I explicitly give the
instructions for the lab because there are a few students who do not follow the directions written on
the page. They all seem to be quite interested in learning more in science.
 The Great Candy Drop Lab Sheets

 Pencils
 cup filled ½ with water
 Candy- KitKat, 3 Musketeers, taffy, Tootsie Roll, Whoppers, and Snickers
Technology
The Promethean Board will be used to display the objectives of the lesson.
During this lab I will make accommodations to meet the needs of my students by reading through the
directions beforehand, to make sure that all students understand what they need to do to complete
the lab. I can also sit with student H after I have given the directions to make sure that he understood
what he needs to do and answer any questions he may have before moving forward.
How Certain Are You? Challenge students to brainstorm everything they feel they already know
about the topic at hand. Ask them to record each idea on a separate sticky note. Then, create a way
for them to display these notes according to levels of certainty. For example: post a scale at the front
of the room. Label the far left end of the scale “very uncertain” and the far right “very certain.” Ask
learners to post their sticky notes on the scale according to how certain they feel about their
background knowledge. For this lab, I will use this assessment strategy to learn what the students
already know about what makes an object float or sink, density, and buoyancy. I will ask students to
think about those topics and then they will write down ideas and place them on the scale that I have
made. This assessment will be given the day before the lesson.
18 | P a g e
Density and Buoyancy Pre-Assessment Results

2
1.8
1.6
Number Correct
1.4
1.2
1
0.8
0.6
0.4
0.2
0
Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8
Student
The results from the pre-assessment will guide my instruction because I will use the
information that I have gained from the pre-assessment to guide my instruction. The results
from the pre-assessment have shown that eight out of the nine students did not know
anything about buoyancy and density. Knowing this I will not need to change my instruction.
During the lesson, I will explain what both concepts are and how they can be used to
understand why certain candy floats and why the rest sinks.
the lesson.
I will make sure that I explicitly state the directions of the lab to make sure that they know exactly
what they need to do to complete the lab. I will also walk around the room while they are completing
the lab to observe them as they are working and also to answer questions if they have any.
Implementation
“I Do”
 I will start the lesson by introducing the objectives or goals.
 Then I will use direct instruction to go through the passage included in the lab.
 We will discuss the passage.
 Then I will go through the directions of the lab.
 Model the steps that students will do to complete the lab.
“We Do”
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
During guided practice, students will take their candy bars and place each one in a cup
of water.
 Students will observe what happens with the candy bars and record their
observations.
 As an extension activity if there is time, students can try to make the candy that
floated sink.
 Another extension activity is to try to make the candy that sank float.
“You Do”
 Students will complete their Great Candy Drop observation sheet independently.
Lesson Closing
 To close up the lesson students will complete a think-pair-share to reemphasize what
was discussed during the lab.
 Students will first think independently about what the relationship is between density
and buoyancy? They will also reflect on their mastery of the goals
 Then they will pair up with another student who is close by to think about the
question.
 Lastly they will share one of the ideas that they discussed together.
I will use the same assessment that I used for the pre-assessment to make sure that I can see what
the students have learned about density, buoyancy, sinking, and floating.
Analyze
Density and Buoyancy Pre and Post Asssessment Results

2
Number Correct
1.5
0.5
0
Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9
Student
Pre Post
20 | P a g e
The post assessment results show that the students understood what density and buoyancy
were. When we were discussing what density and buoyancy during the lesson, the students
were able to understand that density is how tightly packed an object is. They were also able
to understand that buoyancy is what makes an object float. I think that they were able to
effectively achieve the learning goals that I had set before completing the lesson. When
asked they were able to compare and contrast the candy bars, they were able to recognize
properties of the candy bars that could make them sink meaning that the candy bar had a
higher density than the water, they all were highly engaged during the classroom discussion,
and they were able to use what they observed during the lab to reflect on their learning.
Reflect
revisions.
I think that giving the students each an individual copy of the passage that was read during the lab
was a good way to help them follow along, but I could have also projected the passage on the board
like my supervisor had suggested. This would have been a great opportunity to incorporate the
technology that is available in the classroom. I think that I did a great job of observing the students
while they were working independently to make sure that if they needed any help, I could help them.
One thing that I could have done better was give better directions. I should have been clearer in my
directions and explaining how they needed to complete their lab sheet and the reflection. If I were to
give this lesson again, I would make sure that I tell the students exactly how to move through the
steps of the lab so that there would have been less confusion in completing their lab sheet. I would
give them a writing prompt to make sure that every student knew exactly what I expected them to
write about in the reflection. Another issue that I had was time constraint. Science is only about thirty
minutes after the students come back from gym class, so one they are settled in their desks and we
were ready to begin the lesson, there was only about 25 minutes. I could have given the students a
time limit for how long it should take them to complete their trials and observations to make sure
that we were able to complete the lab before they moved on to the next class. Not having enough
time during science, caused us to have to use part of our Social Studies time to complete the lesson
closing. Having that time between the lesson and the closing, caused students to lose focus on the
lesson and goals that I had set for the lesson.
Appendix-
Pre-assessment idea from- http://www.brilliant-insane.com/2015/04/10-creative-pre-assessment-ideas-you-may-not-

know.html
The Great Candy Drop Lab from- https://www.teacherspayteachers.com/Product/Engagement-Made-Easy-Sci-Fri-

Candy-Edition-6-STEAM-Activities-3181252
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Lesson # 4
Subject: Math
Date: April 10, 2019
PLANNING
4.NF.C Understand decimal notation for fractions, and compare decimal fractions.
 6. Read and write decimal notation for fractions with denominators 10 or 100. Locate these
decimals on a number line.
means that we learn through interactions with others. This lesson allows students to learn about
hundredths and place values through direct instruction and class discussion.
According to Piaget, students in this age range are most likely in the concrete operational stage of
development. This means that students are able to perform a variety of mental operations and
thoughts using concrete concepts. They are able to think logically, but not abstractly or
hypothetically.
According to Vygotsky, students need support throughout the early stages of learning. During this
stage of development, scaffolding instruction is appropriate to help students through mastery. In
scaffolding you provide students support in their learning and gradually diminish that support as they
move on to mastery. During this lesson, students are given the support that they need to scaffold
their learning. They have already learned about place value, decimals, and tenths. This lesson
continues to give students support as they learn the skills that are necessary for mastery of
understanding decimal notation.
 Students will be able to understand that parts of one hundred equal parts represents
hundredths.
 Students will be able to understand how to represent hundredths using decimals and word
form.
 Students will also be able to understand how money can relate to decimals.
These objectives are appropriate for the developmental level of students because students are able
to think logically using numbers. They are able to understand how decimals and fractions represent
parts of a whole. These students have already learned about place value, decimals, and tenths, this
lesson just continues their learning about place value using hundredths.
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lab. 8 students are at grade level in math achievement. 2 students are on IEP for writing.
In the previous two lessons, these students have learned about place value, decimals, tenths, and
hundredths, so they already know how to convert a written statement into a decimal, how to write a
decimal in words, and how to use a place value chart. There are a few students in this class who
struggle to understand a math concept sometimes because they overthink the question. Knowing
this helps me to understand that some students may need more guidance during this lesson to help
make sure that they are able to understand what is being taught.
 Chapter 10 Lesson 3, Hundredths, from their math book on Hundredths, pages 643-648
 Promethean Board- presentation that goes with the lesson
 Mini white Board
 Dry erase Marker
 Exit Ticket
Technology
The Promethean Board will be used to project the presentation for the lesson. The Promethean Board
will also be used as a white board during the lesson and to write the questions for the pre and post
assessment for students to have another visual representation of the questions that they are
answering.
Knowing this group of students, I am aware that I may need to differentiate my instruction by
explaining things in more than one way to help make sure that they are able to understand. I also give
plenty of examples for students to practice the skills before they move on to their independent
practice and homework. One accommodation that I have made is to use mini white boards during
whole group instruction. If I have a question that I would like the class to answer, I write the question
on the Promethean Board and I ask them to write their answer on their board. I walk around as they
are working to answer questions and check their answers. This gives students room to work out the
problem on their own and also helps to make sure that I can see which students may be struggling. If I
notice that they are not on the right track, I can discuss the mistake so that I can redirect them to the
correct answer.
To measure the students’ level of knowledge on hundredths, decimals and place value, I will give a
ten-question quiz. For the pre-assessment students will be asked to write a decimal for the part of the
image that is shaded, write each decimal in word form and solve a word problem by writing the
answer as a decimal.
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Hundredths Pre-Assessment
10
9
Number Correct Out of 10
8
7
6
5
4
3
2
1
0
Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7
Student
The results from the pre-assessment were what I was expecting. I knew that a few students
would do very well because before this lesson, we have already touched on the topic of
hundredths in a previous lesson, so I knew that there would be a few students who would
remember the information. I also knew that some students would struggle with writing
hundredths as a decimal, a decimal in word form, and writing the value of coins as a decimal.
The results from this assessment will guide my instruction of the lesson because they show
me that I will be able to continue with the lesson as planned. This lesson already reviews how
to write hundredths as a decimal, how to write decimals as fractions, and how money relates
to decimals and fractions.
the lesson.
I will make sure that during instruction, I only call on students who are raising their hands. I will also
give wait time to make sure that they have time to think of how to answer the question. I will also
make sure to walk around during guided and independent practice to make sure that all students are
participating and completing the questions in a timely matter.
Implementation
“I Do”
 To start out the lesson, I will have students complete the math journal question that
goes along with the lesson as a bell ringer.
 I will give the students about three minutes to work on their math journal before we
go over the answer.
 I will reread the question out loud and ask for a volunteer to talk through how they
got their answer for the question.
24 | P a g e
 Then I will have the students complete the seven-question common core quick check
from the lesson presentation.
 They will write out their answers to the questions on their mini white boards.
 I will give them about three minutes to answer the first six questions.
 After they have their answers written, I will have them raise their boards to show me
their answers or I will have them show me their answers as I walk around the room to
observe as they work.
 Before moving to the last question, we will discuss the answers.
 I will ask for volunteers to tell me how they got their answers.
 After we have discussed the first six questions we will go on to the last question.
 They will answer the last question by writing the letter for the correct answer on their
board.
 Once everyone has answered the question, we will discuss the question.
 Then I will introduce the objectives for the lesson.
 Then I will review what we have already learned about place value charts, decimals,
tenths.
 We will also discuss what they already know about hundredths and how they can be
represented.
 We will also discuss why a penny can be compared to one hundredth of a dollar.
 We will also review the value of different coins.
“We Do”
 During guided practice, I will choose a student to read through example 1 from their
book while the other students follow along.
 After reading through the example, I will ask how many puzzle pieces are corner
pieces.
 Then I will ask how many pieces are there were in the puzzle.
 Then I will write 4 out of 100 on the Promethean Board and have the students shade
in 4 hundredths on the model.
 Then we will go over the place value chart on the Promethean Board.
 We will discuss how many whole models were shaded. Zero whole parts were shaded,
so I will write a zero in the ones place, while they write on their papers.
 We will then discuss how many tenths were shaded. Zero tenths were shaded, so I
will fill in the tenths on the chart with a zero, while they write on their papers.
 Then we will discuss how many hundredths were shaded. Four hundredths were
shaded, so I will write a four in the hundredths place, while they write a four on their
papers.
 Before moving to the next example, I will ask why they didn’t write the four in the
tenths place instead of the hundredths.
 Next, I will have another students read through example 2 while the other students
follow along.
 After reading, I will ask how many days did it rain and how many days were there in
all.
25 | P a g e
 They will complete the model and place value chart just like in example 1.
 Before moving to the guided practice from the lesson, I will have a few questions
written on the Promethean Board to check their understanding about hundredths and
how to write the value of change as a decimal.
 They will write their answers on their mini white boards and I will walk around to
check their answers and we will discuss the answers before moving to the next
question.
 After we have gone through the examples we will move on to the guided practice
questions.
 I will have the students look at the model for numbers 1 and 2 and write the decimal
that is represented by the model on their boards.
 I will have them all raise their boards so I can check their answers.
 Before moving on to the independent practice, if there are any students who still
have not understood how to get the right answer, I will have to go over the correct
way to write hundredths as a decimal.
“You Do”
 Before moving on to the independent practice and their homework, I will go over the
directions that they will follow to complete their independent work.
 After going through the directions, I will let them work independently.
 I will also walk around to observe as the students are working to help if they have any
questions that they need help with.
Lesson Closing
To reemphasize the lesson objectives I will have the students complete an exit ticket. To
complete the exit ticket students will be asked to reflect on what they learned during the
lesson. They will write a complete sentence about what they learned during the lesson or
write down a question that they still need to have answered.
The post assessment is the same as the pre-assessment. This will be given on the same day as the
lesson takes place.
Analyze
26 | P a g e
Hundredths Pre and Post Assessment Results
10
0
Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7
Student
Pre Post
The results from the post assessment show that the students know that hundredths
represent a part of a whole, understand how to represent hundredths using decimals and
word form, and how money can relate to decimals. Many of the mistakes that students were
making on their post assessment were forgetting that if there is only one number and it is in
the hundredths place, they must write a zero in the tenths place to make sure that they are
writing the decimal as hundredths and not tenths. Another common mistake was counting
the value of the coins. I could have made this easier by using images that were easier for the
students to tell which coin was which.
Reflect
revisions.
I think that I did a great job of getting the students involved during the lesson. At the beginning of the
lesson during the math journal and the common core quick check, I made sure to ask for volunteers to
walk me through how they solved the problem. During the guided practice, I also chose a student to
read the examples aloud to engage them more with the lesson. I also made sure to repeat the
answers to the problems that we went through as a class so that everyone had the correct answer
even if they could not see the answer on the board. I also think that the pre and post assessment that
I gave effectively measured what the students have learned during the lesson.
One thing that I would have changed about the lesson would have been to pay more attention to the
slides that we were going through for the independent practice and homework. Towards the end of
the lesson, I did not switch the slides as I was going through the instructions for their work. I realized
this toward the end, but I know that I should have been paying more attention so that the students
would have known exactly which questions I was giving directions for. I also would have changed the
way that I gave the exit ticket. I think that exit tickets are a great way to assess student learning at the
end of a lesson, but I should have given more clear directions for the students. My cooperating
teacher also brought up the point that I could have told the students about the exit ticket and the
instructions at the beginning of the lesson so that they would have been aware of what I am
expecting of them. If I were to give this lesson again I would have the students write a fact that they
learned during the lesson like the four hundredths can be written as the decimal 0.04 and how they
27 | P a g e
knew to write the decimal with a four in the hundredths place instead of the tenths place. Or I would
have given them the option to write down a question that they had throughout the lesson that they
would like to have answered pertaining to the lesson. Giving the instructions at the beginning of the
lesson would be a great way to engage students in their learning because they will have to reflect on
what they have learned throughout the lesson to complete the exit ticket and also cuts back on the
amount of time that will have to be spent explaining this at the end of the lesson so that thet can just
complete the task.
Appendix
Hundredths Pre/Post Assessment

Write the decimal.
1. Six hundredths 2. Seventeen hundredths
______0.06________ ________0.17___________
3. forty-seven hundredths 4. Seventy-five hundredths

______0.47________ ________0.75___________
Write the decimal in word form.

5. 0.05 6. 0.32
five hundredths_______ thirty-two hundredths______
7. 0. 99 8. 0.13
Ninety-nine hundredths thirteen hundredths_______
Write the decimal for the value of the coins.
9. 10.
_______0.26_________ _________0.50__________
Book Pages
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29 | P a g e
Lesson # 5
Subject: Math
Date: April 16, 2019
PLANNING
4.NF.C Understand decimal notation for fractions, and compare decimal fractions.
 5. Express a fraction with denominator 10 as an equivalent fraction with denominator 100,
and use this technique to add two fractions with respective denominators 10 and 100. For
example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
 6. Read and write decimal notation for fractions with denominators 10 or 100. Locate these
decimals on a number line.
means that we learn through interactions with others. This lesson allows students to learn how to
model the relationship between fractions and decimals using grids and number lines.
According to Piaget, students in this age range are most likely in the concrete operational stage of
development. This means that students are able to perform a variety of mental operations and
thoughts using concrete concepts. They are able to think logically, but not abstractly or
hypothetically. This also means that they are able to understand how to write decimals as fractions
and fractions as decimals.
According to Vygotsky, students need support throughout the early stages of learning. During this
stage of development, scaffolding instruction is appropriate to help students through mastery. In
scaffolding you provide students support in their learning and gradually diminish that support as they
move on to mastery. During this lesson, I will support student learning by teaching them about the
relationship between decimals and fractions through modelling. Learning this information will help
them with completing their homework and on the next lesson.
 Students will be able to use a tenths grid to model how decimals can be written as a fraction
with a denominator of 10.
 Students will be able to use a hundredths grid to model how decimals can be written as a
fraction with a denominator of 100.
 Students will be able to understand the relationship between decimals and fractions.
 Students will be able to use a number line to represent that decimals and fractions are a part
of a whole number.
These learning objectives are appropriate for the age and developmental level of students because
they are able to think logically using numbers. This means that these students are able to understand
that decimals and fractions represent parts of a whole number. Because they are able to think
30 | P a g e
logically they are able to also understand how fractions and decimals are related because many
decimals and fractions are equivalent.
lab. 8 students are at grade level in math achievement. 2 students are on IEP for writing.
In the previous three lessons of the chapter, the students have learned about place-value, decimals,
tenths, hundredths, how to write a decimal in word form, how to use a place value chart, and how
money can be related to decimals. Overall, this class of students does well in math as long as they are
following directions and pay attention during instruction. However, there are few students in this
class who struggle to understand math concepts sometimes because they tend to overthink. Knowing
this helps me to understand that some students may need more guidance during this lesson to help
make sure that they are able to understand what is being taught.
 Promethean Board- to project the presentation

 Pages 651-656 math book
 Work Mat 5: Tenths and Hundredths Models
 Work Mat 6: Place-Value Chart
 Work Mat 8: Number Lines
 Mini White Boards
Technology
The Promethean Board in the classroom will be used to project the presentation that goes along with
the lesson. The students will also use computers in the computer lab to take the pre/post assessment
for the lesson.
Knowing this group of students, I am aware that I may need to differentiate my instruction by
explaining things in more than one way to help make sure that they are able to understand. I also give
plenty of examples for students to practice the skills before they move on to their independent
practice and homework. One accommodation that I have made is to use mini white boards during
whole group instruction. If there is a question that we are going over as a class like the examples from
the book or my own examples, I ask that they write their answers on their boards. I walk around as
they are working to answer questions and check their answers. This gives students room to work out
the problem on their own and also helps to make sure that I can see which students may be
struggling. If I notice that they are not on the right track, I can discuss the mistake so that I can
redirect them to the correct answer.
31 | P a g e
I created a pre and post assessment with PollEverywhere. The assessment is a ten-question multiple
choice quiz that ask students to write decimals as fractions, fractions as decimals, write a fraction for
the value represented on a number line, and write a fraction for the parts that are shaded on a chart.
Decimals and Fractions Pre-Assessment Results

9
8
7
6
5
4
3
2
1
0
Student
The results from the pre-assessment show that the students have demonstrated partial
understanding of how to write decimals as fractions, write fractions as decimals, how to write
a point from a number line as a fraction, and write the shaded part of a chart as a fraction.
These results tell me that I will be able to continue with my instruction as planned, but when
I am instructing I will have to make sure to remind students to be sure that they check their
denominators when they write fractions because if they write a fraction that is out of ten as a
fraction out of 100 the answer will be wrong and vice versa.
the lesson.
I will make sure that during instruction, I only call on students who are raising their hands. I will also
give wait time to make sure that they have time to think of how to answer the question. I will also
make sure to walk around during guided and independent practice to make sure that all students are
participating and completing the questions in a timely matter. While they are completing the think-
pair-share, I will also allow the students to move out of their desks to come together in their small
groups, which will give them a chance to move out of their desk. I will make sure to walk around
during this time as well to monitor that they are actually discussing the topic.
Implementation
“I Do”
32 | P a g e
 To start out the lesson, I will have students complete the math journal question that
goes along with the lesson as a bell ringer.
 I will give the students about three minutes to work on their math journal before we
go over the answer.
 I will reread the question out loud and ask for a volunteer to come to the board and
walk through how they got their answer.
 Then I will introduce the goals for the lesson.
 Then I will review what they have learned previously in the chapter about decimals.
 I will have them brainstorm ideas about how fractions and decimals are related
before moving into the guided practice.
 Before moving on to the guided practice, I will model how we are going to use the
grids to understand the relationship between fractions and decimals.
 I will first use an example with the tenths grid.
 I will write the decimal 0.8 on the board and shade in the parts of the whole that can
be represented by the decimal.
 Then I will model how to write the decimal as a fraction.
 We will also discuss how to know what number is written as the numerator and
denominator.
 Then I will move on to an example using the hundredths mat.
 I will write 0.57 on the board and shade in the parts of the whole that can be
represented by the decimal.
 Then I will model how to write the decimal as a fraction.
 We will discuss why the decimal is written the way it was.
 The last example I will go through is a problem with the number line mat.
 I will write create a number line using tenths and hundredths.
 On the first number line I will highlight the point 0.8.
 I will then discuss how we can use this decimal to create a fraction with the
denominator of ten.
 The next number line I will create will be with hundredths and highlight the point
0.46.
 I will discuss how to write this decimal as a fraction with the denominator of 100.
 Before moving on to the guided practice, I will ask if there are any questions that
need to be answered.
“We Do”
 First, I will have students tear out the pages that they will need and the work mats
from their books and get out their white boards.
 I will start by leading the students through the hands on draw it activity.
 I will read through the directions for the activity first.
 First students will write their decimal in the place value chart on their mat.
 I will ask for a volunteer to tell me what they wrote in their chart and why.
 Then we will look at their tenths and hundredths grid.
 They will shade in the grid to represent four tenths.
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 I will ask for a volunteer to tell me how many tenths they shaded and how they knew
how many tenths they needed to shade in.
 Then they will write their fraction for the decimal.
 I will ask for a volunteer to tell me what they wrote as the numerator and how they
got their answer.
 The last part for this activity is to use a number line.
 Next, they will use their mat with the number line to show that 0.4 is 4 out of 10 or
4/10.
 Before moving on to the Try It, I will have the students discuss why the written form
of four tenths can help to determine the numerator and the denominator of the
fraction that represents 0.4.
 I will also ask students to look back at the question to find any patterns.
 Next, we will move on to the try it, where they are asked to write 0.45 as a fraction
with a denominator of 100.
 Then I will ask them to think about what decimal is halfway between 80 and 90 and
10 and 20.
 They will write the decimals on their white boards.
 Then they will write the corresponding fractions for each decimal.
 I will walk around as they work to monitor what they are doing.
 Once they have their answers on their boards, they will raise them up so that I can
see them and then we will discuss their answers.
 Then I will ask them to look for a pattern with the decimals and the fractions that they
just wrote.
 Then we will move on to the Talk About It.
 They are asked to shade in the models to show how 0.7 and 0.70 are equivalent.
 Then I will have them write the fractions that represent the decimals from exercise 1
on their white boards.
 I will walk around as they work on their answers. Once everyone has their answers I
will call on a student who is raising their hand to tell the class how they got their
answer.
 Then we will discuss the draw a conclusion question as a class.
 We will also discuss exercise 4 as a class.
 After discussing the questions, we will move on to the Practice It.
 We will complete numbers 5 and 6 as a class.
 I will have the students write their fraction on their white boards to check their
understanding before moving on to the next set of questions.
 In the next set of questions, we will go through numbers 11 and 16 as a class.
 Again, they will write the fractions on their boards paying close attention to the
denominator.
 Next, we will move on to the Apply it.
 As a class we will work on problem number 17.
 They will write their fraction on the white board to check for understanding.
 Next we will look at number 21, for this question they will have to write a complete
sentence instead of explaining to a classmate why 0.8 and 0.80 name the same
number.
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 For number 22 they will also have to write a complete sentence.
“You Do”
 The last thing that I will do before they move on to their independent practice is to go
over the directions on their homework pages.
 They will follow all of the directions that are laid out on their pages.
 I will make sure to remind them to go back and complete the rest of the Practice It
and Apply it problems.
 As they work independently, I will be walking around the classroom to monitor the
students as they work to make sure that they are actually working and answer any
questions that they may have.
Lesson Closing
 To reemphasize the lesson objectives, I will repeat the lesson objectives.
 Then I will have the students complete a think-pair-share activity to have them think
about the relationship between fractions and decimals or how they are related.
 First, students will think by themselves for 90 seconds to come up with at least one
idea.
 Then they will come together in their rows of three to think for two minutes to come
up with one point that they can all agree on as a group.
 Lastly, each group will present their idea to the rest of the class.
The post assessment is the same as the pre- assessment. This will be given after the lesson.
Analyze
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Decimals and Fractions Pre and Post Assessment Results
10
9
8
7
6
5
4
3
2
1
0
Student
Pre Post
The results from the post assessment show that the students have for the most part reached
the goals that I have set for the lesson. The students were able to use tenths and hundredths
grids to model how decimals can be written as fractions. They were also able to use a
number line to represent that decimals and fractions can represent a part of the whole. I also
think that they were able to understand that decimals and fractions both represent parts of a
whole. The questions that students seemed to struggle with were the questions where they
had to write a decimal as a fraction. They must not have been paying attention to what
denominator they had to use because in the decimal 0.09, they were asked to write the
decimal as a fraction over 100, but many forgot that the fraction had the denominator of 100
and chose the fraction 9/10 instead and 9/10 is nine tenths not nine hundredths, which was
what the decimal represented.
Reflect
revisions.
I think I did a great job of giving plenty of examples and modeling how the students are supposed to
complete the problems. I first showed the students how we can use models to represent decimals
and fractions by showing them examples on the board before we went through the guided practice
examples. I also gave the students plenty of chances to practice what they were learning by using
their white boards to solve problems. I wrote examples on the Promethean board and had the
students solve the problems individually on their white boards. I walked around during that time so
that I could see that they were working and redirect them if they were having trouble. I also think I
did a great job with the discussion. I asked the students to think critically about what they have
learned to solve a problem. I also think that my closing activity was a great idea to kind of bring
everything together. The students worked in groups to talk about how decimals and fractions are
related. Some of the groups were struggling to come up with an answer, but I did have one group that
was correct. They said that decimals and fractions are related because they both represent parts of a
whole. After I heard that I had the student repeat his answer so that the rest of the class would hear
his answer. After he had said that, many of the other students understood the point that I was trying
to make by asking this question.
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One thing that I needed to work on with this lesson especially was getting the students in their desks
and ready to start the lesson faster. During this lesson I had a lot of students who were wasting
valuable instruction time to do things like sharpen pencils when they should have done that earlier in
the day. The math lesson had to be moved back during the day to when we normally do science and
social studies because we had an activity that took up our math time. I think this was part of the
reason that they were taking up so much of that time after coming back from music. I could have also
stepped in and given them a time limit to get what they needed done quickly and get in their desks so
that we could start the lesson. Another thing that I could have done better was to do a formative
assessment during the lesson to check that they were understanding and make adjustments for the
students needs. I think that if I were to have done this during the lesson, there would have been less
confusion for the students when they were doing their independent work. If I were to do this lesson
again before I move on to the guided practice questions from the book, I would make sure to have a
few questions for the students to answer individually on their white boards, so that I can check their
understanding before moving on.
Appendix-
Pre/Post Assessment- https://pollev.com/margaretbieb660
Questions
1. What fraction represents 0.7 written with the denominator of 10?
a. 7/10 c. 0.7/10
b. 0.07/10 d. 70/10
2. What is the decimal for the fraction 16/100?

a. 1.6 c. 0.16
b. 0.016 d. 1.06
3. What fraction can be made from the point on the number line?
a. 5/10 c. 0.5/10
b. 0.05/10 d. 0.5/100
4. Write the fraction for the part of the chart that is shaded.
a. 64/10 c. 64/100
b. 0.64/100 d. 6.4/100
5. Write the fraction 0.09 as a fraction with a denominator of 100.

a. 0.09/100 c. 0.9/100
b. 9/10 d. 9/100
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a. 2.5 c. 0.025
b. 0.25 d. 2.05
7. What fraction can be made from the point found on the number line?
a.
a. 15/10 c. 1.5/10
b. 0.15/100 d. 15/100
8. Write the fraction for the part of the chart that is shaded.
a. 9/10 c. 9/100
b. 0.09/100 d. 90/100
9. What fraction represents 0.1 as a fraction with a denominator of 10?

a. 0.01/10 c. 1/10
b. 0.1/10 d. 10/10

a. 3.5 c. 3.05
b. 0.035 d. 0.35
Book Pages
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39 | P a g e

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Northern State University

Student Teaching Experience

Candidate Name: Margaret Bieber

Candidate Website Address: https://margaretbieber.weebly.com/

Candidate ID Number: 7306241

Name of School where data

Subject/Content Area: Guided Reading, Math, Science, and Social Studies

Grade Level: 4th Grade

Date Submitted: April 28, 2019

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

Signature of Candidate Submitting the TWS: electronic submission)

1. Conceptual Framework Goal Statement, Action Plan, and Reflection:

a. Identify the Framework Category to which your goal aligns:

e. Reflect on your progress/growth toward achieving this goal:

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students Students’ Grade: Fourth Grade

Community The community rural.

District Enrollment: 193

School Enrollment: 109

Task III: Instructional Design and Implementation

Millicent Atkins School of Education: Common Lesson Plan Template

List the Rationale (cite theories or theorists):

According to Vygotsky’s theory of constructivism, knowledge leads to further cognitive development.

The Dog’s Guide to Humans by Susan Griffiths

Dogs Guide to Humans Pre-Assessment Results

Dogs Guide to Humans Pre and Post Assessment Results

What genre is the book The Dog's Guide to Humans?

The Dog’s Guide to Humans

Is this book fiction or non-fiction? How can you tell?

What does the dog say about unhappy humans?

Why are watches useful?

Why do humans wear clothes?

When dogs choose their human, what do they look for?

The book is written from who’s point of view?

Were your predictions correct?

South Dakota Immigrants Pre-Assessment

Pre- /Post Assessment

List the Rationale (cite theories or theorists):

According to Howard Gardner’s Theory of Multiple Intelligences, everyone processes things in

 The Great Candy Drop Lab Sheets

Density and Buoyancy Pre-Assessment Results

Density and Buoyancy Pre and Post Asssessment Results

Pre-assessment idea from- http://www.brilliant-insane.com/2015/04/10-creative-pre-assessment-ideas-you-may-not-

The Great Candy Drop Lab from- https://www.teacherspayteachers.com/Product/Engagement-Made-Easy-Sci-Fri-

Hundredths Pre/Post Assessment

3. forty-seven hundredths 4. Seventy-five hundredths

Write the decimal in word form.

Write the decimal for the value of the coins.

 Promethean Board- to project the presentation

Decimals and Fractions Pre-Assessment Results

Pre/Post Assessment- https://pollev.com/margaretbieb660

2. What is the decimal for the fraction 16/100?

5. Write the fraction 0.09 as a fraction with a denominator of 100.

9. What fraction represents 0.1 as a fraction with a denominator of 10?

10. What is the decimal for the fraction 35/100?

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