Analysis/Recommendations

Overview: The instructional strategies used throughout the unit were direct instruction (traditional method), interactive
instruction (creating learning environments with interactions and discussions), and experiential learning (trying problems
on their own). All of these strategies worked well, appealing to each type of learner throughout the lessons. Students
progressed through the unit with an open mind, participating in lessons, completing homework, overall leading to
increasing assessment scores.

Pre-Assessment vs. Post-Assessment Data: In the graph below, data was taken from the pre-assessment and
post-assessment scores from each student. The blue shows each student's pre-assessment score and the orange shows
each student's post-assessment score. To keep the privacy of each student, they were given a number 1-21.
Post-Assessment Recommendations:
After the completion of the unit, I was able to analyze each aspect of the lesson, making recommendations about what
went well, what changes could be made, and how to improve the unit next time. The overall layout and timeline of the unit
worked well. After teaching new material, we were able to work through sample problems together, ask questions, and
gain understanding before students completed an individual assignment. This scaffolding worked well, leading to more
overall student understanding.

The timeline of the unit was the perfect length. There were five lessons and ten assignments, each building upon the next.
Halfway through the unit, students took a mid-chapter checkpoint quiz, identifying skills they mastered and skills they
needed remediation on. The pre-assessment was given on the first day, identifying what skills students already knew
about division. After analyzing the results, the scope and sequence almost exactly followed the same path we needed to
take. The post-assessment was given on the last day of the unit, testing students on all skills learned throughout the
lesson. A review was done the day before the test, working through sample problems and questions students have. This
unit worked well to complete a work sample on because of the extensive data I was able to collect from each student.

One challenge faced throughout the unit involved relating prior knowledge of division to new learning. Based on my
cooperating teacher and the Yankton School District, a scope and sequence is decided upon in the beginning of the
school year. Chapter 2 instructed the following lessons: 1-digit divisors, interpret the remainder, partial quotients, modeling
division, and problem solving using division. As we progressed through the lessons, students showed confusion on 2- and
3-digit divisors. These lessons were skipped since students have been exposed to 2- and 3-digit divisors in previous
lessons, within previous grades. To make the unit more successful, I would recommend reinstating these lessons into the
unit or taking a day to review the skills necessary to complete the problems.

Another challenge faced was student-disconnect when leaving the room for math intervention. Students who participate in
math intervention leave the classroom on assigned days throughout the week during our math time. This can be difficult
because students who are behind already, struggle to catch back up. When students go to math intervention, they work
on past skills and lessons they don’t understand, typically in grade levels lower than fifth grade. When they miss math
class, they are now also behind on the fifth grade standard taught as well as the homework attached to that. Although this
affects student learning, there is little we can do to change this, but moving forward it is something to consider.
The resources used to support instruction were primarily the Go Math! curriculum books. Within the teacher manual, you
are able to see the lesson, differentiated instruction, remediation instruction, homework help, questions to ask, and the
unit explanation. This allowed me to develop a unit plan with detail, never leaving question to interpretation. In addition to
this curriculum, my cooperating teacher provided additional resources used throughout the lesson. This included
handouts, problem examples, and notes. Between the Go Math! curriculum, my cooperating teacher, and the Internet, I
was able to build an entire unit around division. Students completed assignments, took notes, and kept handouts in their
binders. Overall, the unit goals were met throughout chapter 2 on division and student learning accelerated due to the
resources that were provided to them.

Sample Report/Letter
Sample Report: Whole Class
Dear Parent or Guardian:

I am writing to tell you about a unit we just completed in our class. As Mrs. Roth’s current student teacher, I dug deeper
into chapter 2, analyzing class results, individual results, and recommended where to go from here. Within this letter, I am
going to share the unit process we took to receive the data shown below.

As you may already know, we use Go Math! curriculum within each lesson and throughout each unit this year. Chapter 2
taught students about dividing three- and four-digit whole numbers, interpreting the remainders, dividing using partial
quotients, and problem solving using division. Students are able to learn the material, practice problems, and complete
assignments each lesson. Therefore, we spent roughly three weeks learning material, practicing the material by
completing homework problems, and testing over the material. Through the unit, students took a pre-assessment,
mid-chapter checkpoint quiz, and post-assessment showing me results of their individual progress with division.

The graph below shows the whole class’s assessment scores, comparing the pre-assessment (taken before learning any
material) and post-assessment (taken after learning material throughout the entire unit). The average pre-assessment
score was 59.9% and the average post-assessment score is 82.5%.
At the beginning of the unit, we set a classroom goal to raise their post-assessment score by at least 10% from their
pre-assessment score. Our class did exceptionally well with the unit on division, most raising their percentage score by
more than 10%.

I have really appreciated my time in your students’ classroom student teaching and enjoyed being able to see the
progress your student has made thus far. Please do not hesitate to contact me if you have any questions, comments, or
concerns about the results or unit. I would be happy to speak with you further.

Sincerely,

Ms. Mueller
Sample Letter: Individual Parent
Dear Parent or Guardian:

I am writing to tell you about a unit we just completed in our class. As Mrs. Roth’s current student teacher, I dug deeper
into chapter 2, analyzing class results, individual results, and recommended where to go from here. Within this letter, I am
going to share the unit process we took, data showing how the class did, and data on how your individual student did.

As you may already know, we use Go Math! curriculum within each lesson and throughout each unit this year. Chapter 2
taught students about dividing three- and four-digit whole numbers, interpreting the remainders, dividing using partial
quotients, and problem solving using division. Students are able to learn the material, practice problems, and complete
assignments each lesson. Therefore, we spent roughly three weeks learning material, practicing the material by
completing homework problems, and testing over the material. Through the unit, students took a pre-assessment,
mid-chapter checkpoint quiz, and post-assessment showing me results of their individual progress with division.

The graph below shows the whole class’s assessment scores, comparing the pre-assessment (taken before learning any
material) and post-assessment (taken after learning material throughout the entire unit). The average pre-assessment
score was 59.9% and the average post-assessment score is 82.5%.
At the beginning of the unit, we set a classroom goal to raise their post-assessment score by at least 10% from their
pre-assessment score. Each student reached this goal, most students exceeding this by more than 10%. The graphs
below show your individual students’ progress. Student 21 scored a 60% on her pre-assessment (indicated by the 1 at the
bottom of the graph) and a 109% on her post-assessment (indicated by the 2 at the bottom of the graph). She increased
her post-assessment score by 49%.
I have really appreciated my time in your students’ classroom student teaching and enjoyed being able to see the
progress your student has made thus far. Please do not hesitate to contact me if you have any questions, comments, or
concerns about the results or unit. I would be happy to speak with you further.

Sincerely,

Ms. Mueller