Practicum I

Practicum II
Internship

Florida SouthWestern State College

Education Department

Pre-service Teacher Professional Development Plan for:

Robert Green

Date: August 17, 2014

Directions: Your Professional Development Plan (PDP) serves as a guide toward continuous improvement during your teacher preparation
program. List specific competencies, skills and dispositions you would like to improve on this form, using input from FEAP evaluation reviewed
with your mentor teacher, feedback from your faculty steward, and other sources you deem reliable.
What do I want to improve?
(list specific improvement goals)
By the end of the Fall 2014 semester, I will incorporate one
cooperative learning activity for each test review that cover math
topics I taught during my final internship.

By the end of the Fall 2014 semester, I will use reflective teaching
practices during my final internship by keeping a reflective journal of
my experience teaching in my mentor teacher's sixth grade math
classroom on a weekly basis.

How will I achieve this?

(list specific steps you will take)
* Research Kagan strategies.
* Align questions and activities with assessment
and Florida State Standards.
* Ask mentor what cooperative activities she
used in the past for test review.
* Search online for other cooperative activities
not based on Kagan strategies.
* Compose each entry based on the events that
occur during the week and give send it to my
mentor by Saturday at noon.
* Make notes about the pros and cons of weekly
events and how I would incorporate them into
my classroom.
* Attend and reflection on in-service training and
professional development events.
* Discuss with my mentor teacher about my
performance and compare notes.

When will I
achieve this?
By December 2,
2014

By December 2,
2014

What do I want to improve?

(list specific improvement goals)
By the end of the Fall 2014 semester, I will utilize the results from a
pretest to guide my instruction on one math unit I will teach during
my final internship to help increase my students scores by 20%.

How will I achieve this?

(list specific steps you will take)
* Create a pre-test and post-test that has the
same validity, reliability, and rigor.
* Create quizzes to help guide segments of the
unit.
* Find activities that reinforce areas students
have not learned or struggle with on the topics
being taught.
* Have the students do an informal assessment
of my lesson using a Likert scale of 4.

When will I
achieve this?
By December 2,
2014

Reflection
Goal 1: Cooperative Learning Activities
During my final internship was first goal was to create a cooperative learning activity to review for each quiz and test I was
responsible for during full take over. I want to create cooperative learning activities because I believe that when two or more students
work together, they have the opportunity to bounce ideas off each other if they did not know how to do a question or had a question
about a problem. This semester, I created four cooperative learning activities. The first activity was Numberwood Squares based off
the game show Hollywood Squares. The students worked in pairs in order to solve math problems. The goal of the game was for each
team to get four squares in a stamp shape on the board. The second game I created was based off the game Deal or No Deal. The
students worked in pairs to solve the math problems, but it was up to the entire class as a group to choose the correct brief cases to
give them extra credit on the upcoming assessments. The third game was Students vs. Mr. Green. The game was modeled after 1 Vs.
100 on Game Show Network (GSN). The students again worked in pairs and had to answer every question correctly. If one group

answered all question correctly, the students beat me. If all the students fail to answer one question correctly, I won. Needless to say,
I lost all four periods. The final game was Musical iPads. The students had to work with their partners to answer question after they
scanned a QR code. The questions rotated around the classroom with a time limit of two minutes. After looking back at all the games
I created, every single one of them was successful and the students enjoyed playing them. Based on this evidence, I have met my first
professional development plan goal.

Goal 2: Reflective Journal

The reflection journal was my lifesaver this past semester. I was able to discuss what went well during the week and what did
not go as planned. It also gave me the opportunity to voice my achievements and concerns to my mentor who usually responded to
my reflections on a weekly basis. In my entire life, I have had a hard time keep up with a journal whether it was for this program or for
personal reasons; however, this semester, I was able to keep the most important events of the week documented and received feedback
on those events. I know that keeping a journal can be time consuming especially when you have to plan a week full of lessons on the
weekend, but I found this activity to be a valuable tool that I would use again in the future. Since I was able to reflect on important
events on a weekly basis, I have met my second professional development plan goal.

Goal 3: Assessment Project

At first, I thought I could accomplish the integer, rational numbers, and the coordinate plane unit in two weeks. I was strongly
mistaken. If it was not for the due date of this project and Charlotte County Public School's pacing guide, I think I would have spent a

couple of days more on a few topics. For a majority of the unit, I felt I did an excellent job teaching the students what they needed to
know by teaching to the standards. With the exception of absolute value of integers, only a handful of students did not master the
skills on integers. I felt they did an excellent job on this section. Also, I believe the students did an excellent job on graphing points
and identifying parts of a coordinate plane. The only portion of I felt I failed my students was during the rational portion of the test as
previously discussed. I think they did not fully understand the topic which reflects in the results of the post-test.
On a more positive note, I felt this project had helped me improve my instruction as well as increasing my understanding on
how to modify the pacing of a unit when encountering obstacles. The pre-test portion of the project helped me restructure my pacing
and instruction of the unit. I figured out where to add addition on time on a particular topic and omit activities and assessments in
order to spend more time on instruction rather than assessing the students. During the instruction section of the project, I learned that
you might have to develop mini lessons in order to bridge the gap between a previous skill and a new concept. Finally, the post-test
portion of the project allowed me to see the fruits of my labor despite the obstacles the students and I had to overcome. Overall, I feel
that this assessment project was successful since I was able to achieve my goal of increasing the class average by 20%.
The purpose of this assignment allowed the teacher candidate to create a unit plan on a given topic by his or her mentor
teacher, analyze the results from the pre-assessment based on the lesson, modify the lesson plan according to the results, reassess the
students using the same or similar assessment, and analyze the results of the post-assessment. After completing this project, I believe
that all educators, both in-service teachers and current educators, should complete this type of and data analysis several times a year to
track their students progress. Future use of this project would also allow teachers to keep anecdotal records of their students

progress for accountability purposes. On a personal note, I feel that my ability to guide instruction according to assessment data has
improved. I feel more confident in planning and creating my lessons. As I adventure into my own classroom, I will definitely use this
project as a template to help improve or guide my instruction. Based on this evidence, I have met my third and final goal of my
professional development plan.

Goal 1 Artifacts
Numberwood Squares

Caption: The students were divided into three teams. The team with the most correct answers would receive the question square. The
students had the opportunity to help their fellow classmates with each problem with in the allotted time for each question.
Deal or No Deal!

Caption: I used the format of Deal or No Deal to create a review game for the students. The students worked in pairs for this game, but
made decisions as a whole group. The students had the opportunity to earn extra credit points on their quiz or post-test.

Students Vs. Mr. Green

Caption: The students worked in pairs for this activity. The goal of this game is to have one pair answer all of the questions correctly
in order to beat the teacher. Students who answered the questions incorrectly were not left out of the game.
Musical iPads

Caption: The students worked in pairs for this activity. Each pair received a pair of QR code. The students had to use the QR Scan
application to scan the code in order to view the question. Each round had a time limit of two minutes. After each round, the students
would rotate the questions around the room.

Artifact 2: Reflection Journal

Week 1 Reflection
Dear Ms. A,
This week was very informative and fun! I had an idea of how much work teachers put
into being ready for the first day of school, but my expectation was exceeded after interning with
you this week. This week we went over your classroom's policies and procedures, decorated
your room, attended several faculty meetings, planned out the first week of school, overcame the
IREADY training dilemma, and prepared and attended the sixth grade's open. Also, I really
appreciated you and your colleagues for warmly welcoming me back to PGMS. The atmosphere
the staff has created made me feel like I was part of the Eagle family (Go Eagles!).
I believe the internship transition went smoothly this week. I mean I had to overcome a
few obstacles this week, but these obstacles were something easy to fix. I felt at ease when I
went to the Welcome Back meeting, the math department meeting, the grade level meeting, and
the Nuts and Bolts meeting. I was able to get into the role of being part of the staff very quickly.
During the meetings, I took notes as if I was a PGMS teacher. Even though the staff is facing a
bit of anxiety due to the new curriculum for math and language arts, the change in
administration, and the introduction of new teachers and staff, I felt the meets flowed beautifully
taking these events into account.
Another aspect of my first week of internship I believe went well was our ability to work
together to plan out the first week of school and decide on how to decorate and arrange your
classroom. I really appreciate how honest you were about the ideas I had for planning. Even
though you gave me a few red lights when dealing with the substitute situation next Wednesday,
I had the opportunity to continue brainstorming until something would work. In this case, the

Tangram activities I chose for the cherubs to do while we are out. I also appreciate your
flexibility. Most math teachers I have had in the past would probably shoot down the idea to
have a word wall in their math classroom, but you were very flexible with the idea and allowed
me to experiment with the idea. I feel the interactive word wall would engage the students more
instead of just writing definitions in their notes. As a result of our team work, I feel ready for the
first week of school.
As I mentioned earlier, there were a few obstacles I faced this week. The first being the
change in the period schedule (from block to regular class periods). Since I started the Middle
Grades Math program, I have always dealt with block scheduling. I feel it is going to be a
challenge this year with planning and time management; however, I feel with your guidance and
team work we will overcome this obstacle in time. The second obstacle I encounter this week
was the creation of the word wall. My first idea of covering the cabinets' doors with butcher
paper was a bust. At first, I felt a bit discourage that my idea did not work, but I was able to
work through it thanks to K's, the art teacher of PGMS, advice of making a back drop for the
word wall instead of trying to cover the doors. I took the advice and ran with it. I believe the
final product came out excellent!
Looking back at this week's event, I feel that my performance was spot on; however, I
have room for improvement. When I get my own classroom, coming in early to decorate and
arrange my room would be one of the many things I would do during the few couple of weeks
before school. Since I am very detail-orientated due to my Type A personality, I will definitely
need the extra time to get ready for the school year. Another improvement I could possible work
on is asking other math teachers in the district how they plan to structure their class periods if we

would ever change the type of scheduling (regular periods to block or a mixture of the two). As
a result of this week's events, I am looking forward to meeting the cherubs on Monday.
Week 2 Reflection
Dear Ms. A,
I had a great time meeting out students this past week. I have high expectations for this
group of students, and I know they will rise to the challenge. In our core classes, we took the
students on the tour of the school, introduced them to our policies and procedures in the
classroom, and introduced them to math by allowing them to participate in a Tangram activity.
In our exploratory wheels (Real-World Math), we introduced the students to our policies and
procedures, allowed them to get to know each other by having them participate in the interview
project, and allowed them to use a Tangram to recreate patterns. Also, this week was the first
time I had the opportunity to witness how to create a lesson plan for a substitute. Finally, I had
my first in-service training this past Wednesday on how to use and administer I-READY.
One of the biggest successes I had this week was the feedback from the students about
the Tangram activity I created. During the development phase of the activity, I was worried this
would be too hard for the students because of the likelihood they have not had the opportunity to
work with a Tangram in elementary school. However, my doubts disappeared after reading
some of the comments the students left me on their recording sheet and talking to them in person.
I am glad a majority of the students loved the Tangram assignment and wanted to do it again.
Over ninety-eight percent of the students finished all four patterns within the forty-five-minute
period. After viewing the grades, I was glad my doubts were wrong and the students rose to the
occasion and did their best of the assignment.

The second biggest success was work with JK this week. At first, I had some issues with
his accommodations and trying to implement them into the classroom. I did not make this
apparent to you during our conversations this past two weeks, but it was on the back of my mind.
I believe in trying to incorporate as many accommodations into my lessons based on the practice
of universal design. However, some of his accommodations would not have been favorable in
this practice. I am glad you received guidance from Mr. W about that accommodation and how
to implement it within the classroom without singling JK out. Despite this rough patch, I am
glad I had the opportunity to work with this student this past week in our exploratory class for
the interview project. I was able to find common ground with him to create a rapport with him.
As a result, he was able to slowly adjust to the class in his new environment. I know we still
have a long way to go to meet his needs in adjusting to middle school life, but I believe he has
the potential to overcome some of the boundaries associated with his disability.
The only major bump in the road this week was the inconvenience of the I-READY
training we had to attend on Wednesday. Throughout my course work at Edison State
College/Florida SouthWestern State College, my professor always told me that the first few
weeks of school are important because you have to set the tone for the classroom. I was not
happy that the math and language arts teachers were pulled out on the third day of school for
training. I felt it interrupted the classroom policies and procedures cycle we had planned the
week before. I understand it was required by the county since we are no longer using FAIR and
SAM to monitor our students' progress in reading and math, but I felt it should have been done
before school started. As a result of this training, we had to have a substitute for out afternoon
classes. I believe the substitute did an excellent job with the kids; however, the interruption for
setting the tone in our classroom resulted in major behavior problems for him during fifth period.

In order to address this problem in the future, I will add and address procedures when student
have a substitute.
Overall, I had a wonderful time this week and cannot wait to begin instruction next week.
Week 3 Reflection
Dear Ms. A,
This was another wonderful week with the students. The highlights from the week
include overcoming a technology meltdown, going to my first professional development
seminar, and finding a solution to my ESOL Project and ESOL Capstone. I was also excited to
start the math curriculum this week. In our core classes, we reviewed long division and adding
and subtracting decimals, and you introduce multiplying decimals. Our exploratory classes had a
bit of a rough start this week with starting the "math stuff" as you put it in class. We had to
change the lessons we planned because of the survey, so Period 2 and Period 5 are off a little bit,
but it will work it out in the end.
Normally, I would start with the "what went well this week" section, but I would like to
change it up this week and discuss the challenges I faced this week instead. The first major
challenge this week was finding an ELL student to complete my ESOL Project and ESOL
Capstone. It was heartbreaking that I could not work with the ELL student we have in Period 7
because the parent did not give permission for screening/testing; however, it is the parent's
choice and we cannot override it. I am glad you were able to help me set up an appointment with
Mrs. D, the principal, to discuss this issue. Everything worked out in the end! The best part
about the solution I get to work with N.P. again! N.P. is an awesome student, and I know he will
benefit from working with me.

The second obstacle this week was the technology meltdown we had with the
ActivExpression 2 devices. You were a great example for me on how to change lesson plan
modes when your initial plan went down the tubes. If it was me, I might have started the next
lesson and revisited the tutorial of the ActivExpression 2 devices at a later date; however, I
realized it would not be ideal in this case because most of our lessons will be built around using
the devices for warm-ups and texting answers during the lesson. Looking past this minor hiccup,
I am glad I was able to figure out how to get the devices to talk with the hub in order to use them
with the rest of our core classes. As we say to our students, "I love technology...especially when
it works!"
Okay...enough about the challenges I faced this week. Allow me to discuss what went
well this week. First, I was excited to go to my first professional development seminar. It was
awesome! I learned so much from Amie Dean on how to deal with students whom exhibit
challenging behaviors. I absolutely loved warning card system she introduced. First, you give
the student who is misbehaving a nonverbal reminder with a behavior card. When the student
continues to act up, you flip the card over to show the student the number two on the other side
and give the student a verbal warning. I like the phrasing of the verbal warning because it takes
the responsibility off the teacher and places it on the student to correct their behavior. If the
student repeats the behavior for a third time, he or she will receive a consequence. I think this
will be a helpful strategy to use when I am in full take over.
Finally, I am glad to have started the curriculum this week. I loved how you have
structure the class given this is the first year we are returning to forty-six-minute periods. Also, I
like the flexibility of the structure because if we need to focus on a lesson, we can change the
beginning of class procedures to meet our needs. On another note, I am still upset that the

curriculum has moved the Order of Operation to later in the semester, but I am dealing with it
well...except when someone keeps remind me it is my favorite topic, and we are not going to get
it until later in the semester. I am just kidding Ms. A. Well...it is onto Week 4. I cannot wait
to start working with N.P. and taking over 5th Period. I am ready for the challenge!
Week 4 Reflection
Dear Ms. A,
I am going to be totally honest with you. This week felt a bit foggy for me. I felt like my
brain was on overload because it was shifting gears frequently throughout the day. Even though
I have not started full take over yet, the pressure valve was reaching its limit. Not only did I
have to help plan for this week's lessons, I also had to create mini lesson to work with N.P. I
believe I told you that I felt I was an intern and an ELL paraprofessional because of the situation
with N.P. For a quick recap, we taught dividing decimals, played Math Quest as a quiz review,
and administered a quiz on adding, subtracting, multiplying, and dividing decimals in our core
math classes. The exploratory classes started to work with more real-world math. We started the
week with movie theater math and ended with how to use a Publix ad to buy groceries. Despite
the fogginess, I think this was another good week.
There are several activities and events that went well this week, but I am only going to
focus on two of them. I am glad I had the opportunity to have the classroom to myself
yesterday...with the exception of having the substitute in the room with me. I was able to see
how it would feel to actually be the teacher. The exploratory classes did have some problems
yesterday with behavior; however, I managed to get them back on track. I had to move a few
seats, maintain volume of the students talking as they work, use proximity approach to deal with
one student, and I had to take time to give fifth period a pep talk on respect. With that being

said, I am glad everyone finished the worksheet on time. After school, I felt at home like it was
my own classroom. I made copies of the materials we will need for Monday, I updated the
boards, and I graded most of the quizzes. Don't take this the wrong way, but I enjoyed teaching
yesterday with you not there.
Another positive event this week was working with N.P. on vocabulary. I created a
vocabulary book for him to use while he is working with me and continue using it with Mrs. Z.
So far, we have completed one vocabulary unit and are still working on another. The first
vocabulary unit was on integers. After seeing what he understands about integers with the word
sort, I used yellow and orange chips as integer chips to help him solve problems on his math
homework. Since one of his ELL accommodations is to use a calculator, I wanted to show him
that the chips will help him calculate the same answer. He became so excited that he could solve
integer problems with chips instead of using a calculator. Whenever I get a chance, I will make
sure I will use manipulatives with my ELL students.
There were two bumps in the road this week. The first one was the feeling I had this
week about being an intern and an ELL paraprofessional. I just felt I was doing double to triple
the work just to meet the need of my internship. Normally, I would use universal design to
incorporate ELL activities, accommodations, and practices into my lessons. Having to do this
separately and with a different grade was a challenge. I am just glad I was still able to meet your
expectations and work with N.P. at the same time.
The second obstacle was the Math Quest review game. During first period, I felt it was
hard to keep up with the questions and answers for the game. After reading your comments for
first period, I was able to make the game a bit more manageable. Instead of having the question
and answer sheet separate, I added the questions to the flipchart using the linking tool and certain

tool. After completing the game with third period, I was able to improve it more, based on your
suggestions, by adding the answers incognito to the question pages.
Overall, I think this was another great week. I cannot wait for next week since I will be in
full takeover of the exploratory classes and third period.
Week 5 Reflection
Dear Ms. A,
This week was interesting (think of the way you say it in class) week for me.
Technically, this was my first week of full takeover with the exception of seventh period because
I am still working with my ESOL student to finish the ESOL Project and ESOL Capstone. I
have to say that the beginning of the week went smoothly with the cherubs, but it started to fall
apart on Wednesday and continued that path for the rest of the week. As a quick recap of the
week, I taught the greatest common factor (GCF), simplifying fraction with GCF, and a quick
review on how to convert from a mixed number to an improper fraction and vice versa in our
core math classes. As for our exploratory classes, we finished the Publix Ad 2 assignment and
had the students take a quiz on how to navigate through the Publix ad to find calculate prices of
items to purchase. Again, normally I start off with the positive aspects of the week; but, for this
week, I am going to start with what did not go well.
The major problem I experience during full takeover was behavior and classroom
management. Out of the five periods I taught this week, third period was my most challenging
group this week. The students were calling out, talking, out of their seats, and off task just to
name a few misbehaviors. I tried the stalling approach, but it was totally ineffective. I am glad
we had the opportunity to talk during our planning this past Wednesday to make a plan. I think
the At Task Observation Matrix and Classroom Communication Chart will help aid me in what

direction to go with this class. Whether the interventions will include my warning cards, a new
seating arrangement/new assigned seats, trying a new classroom management strategy, or a
combination of the three.
The second issue I would like to briefly talk about is time management. It is hard
adjusting to forty-six-minute periods when we had block periods last year. I did feel frustrated
that I could not go through more examples in each of the lessons I taught. Giving the students
more time to complete the problems, going off on tangents, making sure everyone is caught up,
and not managing the transitions between activities in the lessons contributed to this problem.
Again, I am glad we had the opportunity to talk about these issues. In this case, less is more. If a
student has not finish copying down notes, tell them to look at his/her seat buddy and move on.
When it comes down to addressing issues, state what the students need they know and exclude
the in-depth explanations. I hope this week I can remember to incorporate these strategies while
I am teaching.
Now for the good stuff! I was very happy with lessons I created for this week's lesson.
Yes, I had to modify and fine tune the lessons as the day went on, but that is what teachers are
suppose to do in order to make the lessons effective. For example, my simplify fraction lesson
and my converting mixed numbers to improper fractions lesson both contain problems that were
a bit difficult for the students. After consulting your suggestions, I had the opportunity to fine
tune the lesson for our last two core classes. As a result of my lessons being a bit difficult, I
loved how the students reacted to the lesson. Several of the students thanked me for making the
lesson harder than the homework because they were able to whip through the homework within
five to ten minutes. I know...ideally you want the lessons to match, but I took into account the
workload the students have this year (The change of period and timer structure).

Finally, thank you for helping find a way to keep our communication open during the
day. I love the sticky note idea, but I would like to wean off the sticky notes once I enter my
fourth or fifth week of full takeover if it is okay with you.
Week 6 Reflection
Dear Ms. A,
I think this week was a bit of a snowball week even though we had two days of IREADY
testing for our core classes. I thought I was okay when I began this week, but it felt like I was
burnt out at the end of the week. I am glad you noticed, and we were able to discuss the weekly
events yesterday. Before I go into the good, bad, and ugly, let me do a quick recap of what we
did this week in class. In our core class, I taught multiply fractions (fraction by fraction, fraction
by whole number, and mixed numbers). As for our exploratory c lasses, we continue ad math
with a Target ad and a Kohl's ad. It was a light planning week because I was able to take the
flipcharts you created and modified them to meet our time adjustment need and to put my own
twist on the lesson. As you will see in the following paragraphs, I found teaching to be a bit
harder than I imagined it to be.
One of the most influential events that happened to me this week was being able to
recognize when to remediate a lesson. I should have started restaurant math first before
introducing sales take with the shopping ads, but it was a good learning experience for me. Even
though I thought the students could handle finding items in a shopping add, calculating the total
and sales tax, and adding both the subtotal and sales tax together, it did not end up that way.
Many of the students were frustrated with the new skill. I am glad I took the opportunity to
remediate sales tax by having the students complete a guided practice activity with me. After the

remediation lesson, I feel the cherubs have a better understanding. We will see if the seed I
sowed will flourish when they take the quiz on Monday.
Another positive aspect of this week was being able to brainstorm and implement some
new classroom management strategies. First, I think the new seating assignment for the students
in our fifth period exploratory is working well. They seem to be more focus on completing the
class work. I notice that the group's chattiness at the beginning of the week when I taught the
sales tax lesson was reduce during my guided practice activity. I felt I was a bit more in control.
I also like the new seat assignments in third period as well. Even though this period has a higher
boy to girl ratio, the students seem to be more focus during my lessons. I just hope the new
warning card strategy I will be introducing this week will be affective.
The time has come for the bad and ugly of this week. As I mention in my introductions, I
felt strong at the beginning of the week and burnt out at the end of the week despite only teach
core three times this week. I believe my new sleeping pattern has a role to play with the matter.
I felt more rested when I first started internship than I did this past week. This is probably due to
the lack of balance I had since last weekend. In order to fix this, I think it might be best to create
a daily priority list and allow myself to adjust it as events unfold.
Another possible explanation for this week's burnout was that I went into full takeover
too soon. I felt that since we have worked with each other in the past that I was able to go ahead
and jump in feet first with full takeover. In spite of my pride and perfectionist fuel ego, I was
wrong. I should have slowly taken on responsibility according to the handbook and listen to
your suggestion of watching you first and then teaching the rest of the periods. On the bright
side, I am glad that you are giving the opportunity to take a small step back just to see how I can
improve my instructional flow and time management as you model first period. Is it possible

you can do the same for second period (exploratory)? I think after this week I will be able to use
what you will teach me through your modeling instruction to improve my own. Thanks for the
awesome week and weekly pep talk as always!
Week 7 Reflection
Dear Ms. A,
Last week was interesting, but at the same time helpful. I think taking a step back in
order to watch you model a core class and an exploratory class was the correct choice. I learned
so much from seeing you in action. I was able to see different way on how handle flow problems
(i.e. See how you instructed the students switch gears in order for you to put the Class Dojo
points in for the period.). There were still several stressful moments, but I am just glad I made it
through the periods. Here is the quick recap for the week. In our core math classes, we had the
students participate in a review game to be prepare them for the quick; they took the quiz the
next day; and, we started the unit on dividing mixed fractions. As for our exploratory classes, we
introduced the restaurant math unit with finding the totals of food orders and gradually added
sales tax. What top my week off was participating in my first 504 Plan meeting yesterday.
Now, it is time to discuss my highs and lows for the week.
I am not trying to pick on third period, but they are the hardest period to manage thus
farfifth and seventh period are not too far behind. This week, the third period cherubs had a
meltdown with the ActivExpressions claiming that they did not work. It felt like the domino
effect happened during this warm-up. Once one student said she/he put in the right answer and
the device said it was wrong, everyone started complaining about the devices. Whether the
problem was entering the question or claiming the answer was right and the device was wrong.
With this being said, I felt the rest of the day was off.

On a positive note, I believe I made some progress with flow and classroom management
last week. When it comes to classroom management, I know it takes a while for a new teacher to
get their feet wet and move to the music. Therefore, I promise I will not back down when I
encounter a stressful situation. I just need to learn how to work through it and use a different
strategy if my current strategy is not working.
Going to my first 504 Plan meeting and finishing up with my ELL student were my
positive experiences of the week. At the 504 meeting, I am glad that everyone who attended
treated me like a colleague and allowed me to expression my opinion on G.A.s performance.
Since the beginning of the school year, I have seen G.A. make a total one-eighty when it comes
to his academic achievement. He is more active in class and during instruction. I was thrilled
that his mother was content with his accommodations and was willing to help G.A. anyway she
could. I think it is awesome that this school has so many proactive parents that are involved in
their students education.
Even though finishing with my ELL student is a cornerstone in my final internship, it is
still a bittersweet moment for me. N.P. has grown so much since I started working with him. He
can recall the main operations and can identify other operation words with its parent operation
with eighty-five percent accuracy. This is coming from the same student who could not tell me
if a number was even or odd. In addition to operations, N.P. also has the ability to identify if a
number is a positive integer, a negative integer, or neither (the number zero). I just N.P. will
keep up his end of the promise and continue to practice English through the activities and
materials I gave him.
Ms. A, this week has had its ups and downs, but I am glad I had your support to work
through them. As always, I really treasure your comments, thoughts, and suggestions on my

work. We are almost at the midpoint of my internship. With nine weeks remaining, I cannot
wait to soak up as much as I can from this experience. Thanks again for another wonderful
week!
Week 8 Reflection
Dear Ms. A,
Well...I have reached the halfway point of my internship. It seems like I only began a
few weeks ago. This week, my advisor came by to check in, I finished another unit in core, and I
started having major behavior problems in fifth period. Before I go into depth on these issues, I
am going to recap what we did this week. In our core classes, the students finished the dividing
fractions unit by going over how to divide mixed numbers. We continued the restaurant math
unit in our exploratory classes for a majority of the week with the exception of Wednesday
where we introduced sports math from the newspaper. I think this was a great mini break for the
cherubs. So are you ready for the good, the bad, and the ugly?
There are two positive aspects of this week, I would like to discuss. The first has to deal
with my flow. Compared to my choppy flow prior to my midterm evaluation, I believe my flow
has improved. I have taken your suggestions and incorporated my ideas as well to accomplish
this feat. Despite the rough start to the week, I believe Wednesday's lesson had the best lesson
flow of the week. I took your suggestion of collecting the homework first before having the
cherubs start on the Write What You Know activity at the beginning of the period. I believed it
saved me time because the students did not have to search for an assignment, pass two
assignments down the row, and sort them for me. As a result, sixth and seventh period flowed
fluidly.

Having my advisor see me teach this week was the other positive event I would like to
discuss. I know the lesson did not go perfectly. In addition, I know I tried to impress my
professor by raising my expectations as I taught. As a result, I think the flow of the lesson
became a bit choppy once I collected the homework and the Write What You Know assignment
after moving on to the tracking sheets. On the bright side, I received a positive report from my
professor. I will have to admit that both of you were on the same page during several key
moments of the lesson. I am glad that it is over, but I am ready to move on in order to improve
for the next observation. This time I am not going to through in all those bells and whistles in
order to impress her. She knows my work ethics, so I just need to be myself.
The bad and ugly this week has to reside with what occurred with fifth period this week.
Okay...they are a bit chatty, but I came to terms with that during non-instructional moments.
What frustrated me with them this past week was their misbehavior and disrespect I received
when I tried to start class and moved onto the lesson. This occurred two days in a row. I asked
them to get their Mad Minute recording sheets out as I started pass out the Mad Minute. As I
stated before, I was okay with the bit of chattiness because I did not start the activity yet.
However, this is when things changed. I tried to get their attention. First, I gave several verbal
warnings that we were going to start the Mad Minute. The students did not respond to either of
them. Then I asked A. D. to remove a magnet because they were not listening. This continued
for about ten minutes! By the time we started, they lost three magnets and J.K. already left the
room because it was too noisy for him.
After the Mad Minute, I told the students to switch the person next to them, so I could go
over the answers. A simple two second pause of non-instruction ended up being a five minute
talk fest of which I tried to nip in the bud. It took J.K. to create leave again to get them under my

control. Am I being unreasonable about this portion of the lesson? I mean...switching papers is
like two to five (at most) seconds of downtime. I think I should have started reading the answers
out aloud and continued onto the lesson. If they did not hear the correct answers, the
responsibility would be on them for talking. Correct me if I am wrong on this idea.
Week 9 Reflection
Dear Ms. A,
I believe this was a better week for me. I believe my flow is improving with the help of
your guidance and suggestions. Also, I am excited to start the rational number and coordinate
plane unit where I will complete my Impact on Student Learning Assessment Project. I have to
admit this week felt a bit short, but I think it was due to the Data Day we had on Monday. So
let's recap what the students learned in our core and exploratory classes. The students in our core
classes finished the pre-test, were introduced to integers, and learned how to compare integers.
In our exploratory classes, the students finished the unit on restaurant math by finalizing their
entries, creating the book, and taking the quiz. With that being said, I am going to discuss the
good, the bad, and the ugly of this week!
As I mentioned previously, I feel my flow has been improving over this past week. I am
starting to find my own rhythm that works for me with the busy first ten to twenty minutes of
class. I still feel it is a juggling act with having the kids do the warm-up, allowing the managers
to do their jobs, and putting dojo points into the computer; however, I feel more confident
completing these task than I did when I started taking over your classes. What made this
accomplishment the star of my weekly reflection was due to a comment you said to me on
Thursday. After first period, you told me that my flow was perfect. The students were engaged
in learning for the entire period. I just need to find out the pattern of that rhythm and repeat it for

the rest of the day. I know you told me that I have to treat each period like I did first period, but
I have to figure out what this rhythm on my own. I know you will be there if I need guidance.
Another positive from this week was the results from my pre-test. I believe the students
did an excellent job. I had a majority of the students score in the 50% to 70% range on the pretest. One student even received a 90% on his/her pre-test. The result from the data tells me that
the students have been introduced to integers and the coordinate plane in elementary school.
With my action plan in place, I believe that I will be able to meet my professional development
plan goal of having the students increase their pre-test score by 20%.
There was only one bad/ugly moment I had this week, and it was yesterday when you
were out. Every period I taught went well until I taught seventh period. At the beginning, my
flow was steady, but soon wavered when the behavioral problems started. Before I began
instruction, I asked the students to please move the desks the behind the blue line in front of
them. J.V. took it way out of hand and pushed the entire desk towards him which looked like he
was pinned to the wall. I intervened and told him to put the desk in the correct spot, but he just
kept mouthing off to me. At that point I decided to move on. During the lesson, the domino
effect happened. M.L., J.V., and J.O. started calling out answers and mouthing off to me or other
peers and soon a majority of the class was involved in their misbehaviors. I only had a handful
of students that kept with me during the entire lesson. One of the possible issues I had was not
having access to dojo. I did tell the students that they would lose a dojo point, but I did not have
a tangible way of following through. Another was letting these misbehaviors mess with my flow
which result in the loss of engagement. I am still reflecting on the day and will talk to you on
Monday about it.

Anyways, I am still looking forward to next week. I have an awesome lesson planned for
our core classes as well as a review game. I am also excited about the Sport Math mini unit I am
creating. I am going to chunk the mean, median, mode, and range to allow the students to absorb
the information over the week. I hope will have a great weekend, and I will see you on Monday!
Week 10 Reflection
Dear Ms. A,
This past week felt like it went past way too quickly. I think a majority of this feel was
due to the field day yesterday and the light lesson load I had this week. I will have to admit,
frustration-wise, this was one of my better weeks. So before I even go into the good, the bad,
and the ugly, I would like to recap what we did this past week in class. Our core classes finished
the introduction to integers section of the rational numbers and coordinate plane unit. I just hope
the students are ready for the more...interesting...part of the unit in the upcoming weeks. In the
exploratory classes, I taught the kids mean, median, mode, and range, and I related these
measures of central tendencies to sports and growing pumpkins. Overall, I think the week went
well, but now it is time to discuss the good, the bad, and the ugly.
I have to admit there was one ugly moment this past week. It was near the beginning of
the week when I was teaching the students how to order numbers. I totally lost confidence in
myself and my teaching ability because of the negative behaviors of seventh period during the
first part of the lesson on ordering numbers. I let M.L., R.G., and J.V. really get to me. While I
was teaching, I was at a total loss and gave up. Many people who know me know that this is not
one of my typical traits. I am glad we a chance after school to discuss how I could work through
these behaviors and remain cool as a cucumber. Asking the class their opinion was a great idea.
I felt that their feedback was extremely valuable when it comes to why they are misbehaving. As

of right now, I have to strategies I am going to use to see if we can get the students back on track,
behavior-wise, with the rest of the periods. First, I am going to create a signal to make sure
everyone knows I need their attention. This was actually one of the suggestions a student
provided in his/her behavior improvement response. The second strategy is changing the seating
layout of the classroom from four rows facing each other to three to four rows of pairs facing the
front of the room.
At this point and time, I do not remember a bad moment, so I am going to move onto the
positive moments of this week. The first positive moment from this week is the student's
performance on the introduction to integers quiz I administer on Thursday (yesterday for first
period). Almost every receive a perfect score on the quiz. The major error I found on the quiz
was several of the students left out one of the numbers when they were told to put the integers in
order from least to greatest. Based on this result, I will make sure to empathize that all numbers
must be used when putting them in order from least to greatest or greatest to least during my
ordering rational numbers lesson. Otherwise, I think the cherubs did an excellent job! I hope
this quiz will boost their moral and engagement for the rest of the unit. It will only get harder
from here, but I have a feeling a majority of the students will rise to the occasion.
The other positive moment from this week was the field day the students had the
opportunity to participate during third through fifth period yesterday. Based on my observations
as I walked around the events outside in the wonderful weather we had that day, I saw that this
event was a positive influence on the students. Not only did they have fun while participating in
the fundraiser, but the students also has some relief time to spend time with their friends which is
absent during the school day. During this stage of their development, preteens need to have
social interaction in order to be able to identify where do they belong in the world and what is

their purpose. Right now, I am hoping they discovered it was being a middle school student, but
this outlook will change as they advance their way through middle school and towards high
school. Also, the post-field day behavior was not too bad for fifth, sixth, and seventh periods. I
just think they were still pumped from the previous activity which made it hard at times to focus.
Week 11 Reflection
Dear Ms. A,
Compared to the last couple of weeks, I think this has been one of the best weeks for me
when dealing with classroom misbehavior. After reflecting over the other classroom strategies I
have used, some were effective and others were not. As a result, I decided to let the students
know I mean business. I know I made one or two mistakes along the way, but for the rest of the
week I did not have problems with certain periods. Anyways, I will discuss this in more detail
later in my reflection. This past week, I taught a four-day lesson plan on the coordinate plane
with our core classes and started the recipe unit with our exploratory classes. I think the
honeymoon period with the integer unit is kind of over because of this past week's lesson on the
coordinate plane; however, I know the students will still rise to the occasion for the rest of the
unit. The time has come to discuss what went well and did not go well during this week.
This past Thursday, I decided to be more stern with our fifth period exploratory class and
seventh period core class. This strategy was effective because I did not have as many behavior
situations as I did near the beginning of this four-day week. I know fifth period I might have
went a bit overboard with maintaining the class as we discussed after before school on Friday,
but my intention was to let the students know that I am the teacher and when I am talking or
expecting them to watch a video and pay attention it was their job to do so. The following day, I
did not have any problems with the students when I taught the Introduction to Recipe lesson.

Yes, the students were excited to see the cool gadgets I brought in for the lesson, but they were
able to refocus on the lesson portion with the lesson.
A similar situation occurred with seventh period the following day. The students were
engaged in the lesson for more than ninety percent of the class period. The only time the
students loss their focus was during the independent practice portion of the lesson. My personal
belief is that it was the end of the day and they were already for the weekend to begin, so they
did not really want to do another owl plotting and identifying activity on their own. More than
half the class claimed they did not know what to do despite the step-by-step instruction I did with
the article handout for a majority of the class. I think if they would stop the in between chit chat
and focus on the lesson, they would have understood what they had to do for the second part of
the worksheet. I did explain the directions several times and related the skills back to the ice
cream activity. Despite the slight loss of control during the last eight minutes of class, I felt it
was a more successful day for them. Despite the last two part of this reflection sounded a bit
negative and ugly, they were actually my positives for the week because of the students'
improvement.
The bad moment I had earlier this past week was with one of our colleagues. Earlier this
week, I had to send one of our students out the classroom because his behavior was affective the
behavior of the class and the flow of the lesson. At the time, I was in a bit of a panic and could
not decide on which classroom to send him. I could not think where Mr. S's room was in the
sixth grade hall. I did not remember if Ms. V would accept students. Also, Ms. L had a sub and
I did not want to send a student over there. The only person I could think of was Ms. S because
the student had her for social studies. I did send the student with a note to her. The phone call I
received about ten minutes later was something I did not expect. I was told not to send any

students to her. When I tried to explain to her that I was just following your instructions, it
sounded like she would not hear of it. Also, her tone on the phone felt cold towards me as if I
was just an intern who did not know what I was doing. This was not the first occasion I have felt
this way with her. I know we talked about this, but I still feel uneasy about it/
Week 12 Reflection
Dear Ms. A,
This week has been filled with both excitement and disappointment. At the beginning of
this week, you gave me the opportunity to substitute for you while you were out on Monday. It
gave me the chance to have a day without a mentor observing me and having the students on my
own or as you call it OMO! This week, I also encountered a great disappointment. This
disappointment has to deal with myself. I have to take about two days off from my internship to
deal with my eyes. In a sense, I feel I have let myself down and the kids down, but I will discuss
this in more detail in the following paragraphs.
As with any reflection entry I have completed and sent to you, I have to brief discuss
what I taught (or was suppose to teach) this past week. In our exploratory, two periods started off
in different places, but ended in the same spot at the end of the week. To be brief, the
exploratory classes learned how to double a recipe, halve a recipe, and increased a recipe. In our
core classes, the students learned how to solve the absolute value of rational numbers, relate
absolute value to real-world situations, and convert between fractions and decimals to prepare
them for next week's lessons. On Friday, you gave the students and I a break and did Candy
Math with the cherubs. In advance, I would like to thank you for listening to my suggestion
about changing the percent portion of the activity to decimals since we have not covered percents
yet in the curriculum.

Since the week started off to a great start, I am going to begin this entry with my
substitute experience. I know you like people to be honest with you, and I am going to tell you
the truth flat out right. I loved having the cherubs to myself without have any supervision. I
actually felt a small glimpse how it would be to have my own classroom in the near future. The
day started off smoothly with first period taking the quiz and second period starting and finishing
the food and culture lesson. The kids were well behaved. Second period was so engaged in the
lesson I felt their excitement overflow upon me when they were learning about how difference
cultures have influenced our food culture in the United States. As the day went on, I
encountered more behavior problems and had to send at least one student per period (with the
exception of sixth period) out because his or her behavior was distracting other from taking the
quiz (third and seventh period) or the lesson on doubling a recipe (fifth period). When it comes
to sending students out, we share a common ground that sending a student out of the classroom is
our last resort. In these cases, I felt it was warranted. Other than these three mishaps, I felt my
first day as a substitute and stand alone teacher was a success!
The last portion of my reflection, I would like to discuss my disappointment of this
week...falling ill. Before internship started, I made a vow that I would try and not use my
sick/personal days during the semester. I wanted to experience everything from my first day to
my last day. However, the vow of mine fell through this past week. I already accumulated about
a day worth of absences because I had doctor appointments. The past week, I used the remaining
time up because of a reoccurrence of my eye disorder. Being out one entire day and trying to
come back during the early middle of the day was tough on me. Even though I created the
lessons, I felt behind and off with my teaching. Is this a normal feeling after returning from a
day or so of leave? If so, does this feeling go away or become easier with time as I gain more

experience as a teacher. Another major emotion I felt towards the end of the week was the
feeling of disappointing the cherubs. I know you said they missed me in their own unique way,
but I feel that I let them down with this week's lessons. Is this also normal? Another possible
explanation is that I just missed teaching period. What are your thoughts?
Week 13 Reflection
Dear Ms. A,
This week has been a bit of a roller coaster, but I mean it in a good way. I am glad that
classroom management will not be the focus of my reflection this week. I think most of the
teachers felt this way this week, but this week felt short due to the teacher development day we
had on Tuesday. Before I go on to discussing the good, the bad, and the ugly for this week, let
me state what I taught this week in class. In core, we spent the entire week on comparing and
ordering rational numbers. Needless to say, this week's lessons were part of my frustration point.
I will go in more detail in a minute. In exploratory, the students finished their sixth and seventh
entry for the real-life math recipe books. Entry 6 taught the students how to decrease a recipe,
and Entry 7 brought in more of the real-world component from child cooking competition
winner's story to space food. Finally, I had the opportunity to help you and Ms. V create the
midterm exam for the sixth grade core classes. Despite some of the frustrations I encountered
this week, I think this week went well.
I would like to start off with the bad and the ugly for this week. My lessons for
comparing and ordering rational numbers were a disaster. The comparing rational numbers
lesson went entirely over their heads. I believe it had to do with the difficulty of the problems.
Both Prof. R and you concurred that some of the problems were a bit difficult for an introductory
lesson. At this point, I decided to restart the lesson, but combining both comparing and ordering

rational numbers with simpler questions and a familiar format I have used for previous lessons in
the unit. Again the lesson did not take with the students. Plus the lesson did not have a good
combination mix of rational numbers.
After reflecting on the disconnects and frustrations from the lessons, I realized that we (as
in with your permission) should have taught the least common multiple before having the
students compare rational numbers. This would have made a big difference since most of the
students had a hard time conceptualizing the idea of ordering positive and negative fractions. As
a result, I decided to do a mini lesson on the least common multiple and relate it to the least
common factor using the method you suggested. I think after adding the mini lesson and a few
word problems to give the entire lesson a better combination mix of rational numbers, the lesson
cleared some of the confusion the cherubs encountered. As I told them in class, it is okay that
they do not understand a new, difficult concept right away. It takes time, practice, and effort of
their part for their schema to recognize and reorganize the information. Even though it was a
tangent, this is why I explained to the student my frustrations when I was a middle student and
could not understand probability. Just like fractions, the idea of independent and dependent
events is a bit abstract even though you can use manipulatives to help students understand the
concept itself. With this being said, I am just glad this section in now behind us ("Let It Go!"
music in the background).
This week has also brought several wonderful opportunities for me. First, Ms. D accepted
my request for an informal assessment on my instruction. I love the feedback you give me, but I
just wanted to broaden my horizon of people evaluating how well I teach. Next, I was
appreciative to receive excellent feedback from the cherubs. The information they presented me
was helpful, and I will try to utilize their suggestions with the time I have left in your classroom.

However, the high point of the week had to have been being part of the creation of the midterm
for the core classes. I felt accepted by Ms. V and you when I gave my input and suggestions for
the midterm. I never realized how much work was involved in creating one!
Week 14 Reflection
Dear Ms. A,
The bitter sweet moment is almost upon us...that is for you, the cherubs, and me. I
cannot believe I have only two weeks on my internship left. There were several positive events
this past week. The first was having Mrs. D come to observing me teaching. I will give you my
thoughts on that in a moment. The second event was getting my first teaching interview this
coming week. I am just glad my eye appointment and the interview aligned perfectly. Third, I
am overjoyed that my Impact on Student Learning Assessment Project is finished...well...at least
the teaching, testing, and number crunching part of the assignment is finished. I still have to
write up the report of which I am in the process of doing. The only major pain I had this week
was justifying myself to seventh period about my hurricane tracking lesson, but besides that I
think the week finished on a positive note. It was a good thing I created the word "remarktastic"
for the made-up word for the weekend because it has been.
I think I got a bit ahead of myself! I forgot to recap what happened this week. In core, we
finished the unit on integers, rational numbers, and the coordinate plane. First I had to wrap-up
using rational numbers on the coordinate plane. Next, the cherubs played Musical iPads by
scanning QR codes to find out what question they would solve as the questions rotated around
the room. Then, I taught a lesson on hurricane tracking to bring in the real life component of the
coordinate plane. Finally, they took the post-test yesterday. As for exploratory, I had the
students finish their recipe books and had them take a quiz. Second period earned their next

reward day which was kickball, while fifth period earned their reward of a two-day movie. I have
to admit this was a busy week for me because it was my last week of full takeover.
As I mentioned before I had many positive experiences this week, but I would like to
start with having Mrs. D observing me this past Wednesday. I know that we talked about this
outcome of the lesson during planning on that day, but I have to say that I felt a bit nervous
having her in the room even though I was the one to ask her to do an informal evaluation. It felt
different than when Prof. Robertson came to observe me. This time, I was just myself and not
the person pulling out all the bells and whistles like I did with Prof. Robertson (No defense
Mary!). Maybe this was just the normal feeling all teachers felt when administration informally
or formally observes them. Despite the feelings I had about the experience, I am glad she did
come to observe and cannot wait to hear her thoughts. In addition, I appreciate your thoughts
and comments on the lesson. Even though I felt flushed with anxiety, you said this was one of
my best flowing lessons I have presented. Thank you!
The only pain I had this week was explaining myself to seventh period why I was teaching them
how to plot points on a hurricane tracking sheets. First of all, I think I went into too much detail
when I said that the standard requires us to make a real-world connection with the coordinate
plane and rational numbers. I am not trying to be arrogant or rude, but I should have just went
the with second part of my explanation that they will need to know how to use this skill in the
future when they have to start planning for hurricane seasons when they become adults. Also, I
think my rapport with this period has not yet settled like the other core math periods. I do have a
rapport with some of the students but that is not enough to keep the whole class in sync with me
while I teach. As a result, they have this defiance behavior whenever I teach them a lesson. I

wish I had more time with them to develop this rapport, but since I am handing over this period
to you later this coming week, I do not think I will have the chance.

Artifact 3: Assessment Project

Instead of copying the entire assignment, I decided to include only the tables and graphs from the
project as my artifacts.
Table 1
Third Period's Pre-Test Data
Pseudonym
Gender
Pre-Test Score
62
Student A3
Male
52
Student B3
Male
42
Student C3
Male
28
Student D3
Male
0
Student E7
Male
42
Student E3
Male
54
Student F3
Male
50
Student G3
Female
30
Student H3
Female
57
Student I3
Female
34
Student J3
Male
72
Student K3
Female
72
Student L3
Male
73
Student M3
Female
40
Student N3
Male
30
Student P3
Female
67
Student Q3
Female
52
Student R3
Male
70
Student S3
Male
Note. Student E7 had a schedule change and
moved from seventh period to third period.
Student O3 had a schedule change.
Table 2
Seventh Period's Pre-Test Data
Pseudonym
Gender
Pre-Test Score
32
Student A7
Female
62
Student B7
Female
11
Student C7
Female
16
Student D7
Female
16
Student F7
Male
32
Student G7
Female
24
Student H7
Female
29
Student I7
Male
39
Student J7
Female

52
Student K7
Female
0
Student L7
Female
72
Student M7
Female
34
Student N7
Male
41
Student O7
Male
8
Student P7
Male
38
Student Q7
Male
16
Student R7
Male
42
Student S7
Female
52
Student T7
Male
61
Student U7
Female
28
Student V7
Female
Note. Student E7 had a schedule change and
moved from seventh period to third period.

Table 3.1
Question Analysis of Pre-Test Part I
Number of Students Who
Number of Students
Answer Incorrectly or
Questions Who Answered Correctly
Received Partial Credit
1
29
11
2
29
11
3
22
18
4
24
16
5
25
14
6
16
24
27
7
13
26
8
14
26
9
14
13
10
23
17
11
33
16
12
34
27
13
13
Note. Due to limited space restrains of the paper, this is the first part of the
question analysis for the pre-test.
Table 3.2
Question Analysis of Pre-Test Part II

Questions
14
15
16

Number of Students
Who Answered Correctly
10
22
1

Number of Students Who

Answer Incorrectly or
Received Partial Credit
30
18
39

35
17
5
34
18
6
33
19
7
34
20
6
40
21
0
32
22
8
23
23
17
29
24
11
40
25
0
Note. Due to limited space restrains of the paper, this is the second part of
the question analysis for the pre-test.

Table 4
Original Instructional Map for Integers, Rational Numbers, and the Coordinate Plane Unit
Number of Days Topic/Assessment
Cluster/Standard(s)
MAFS.6.NS.3
1
Pres-Test
MAFS.6.NS.3.5
1
Introduction to Integers
1

Comparing Integers

Ordering Integers

Integer Review

Integer Quiz

Introduction to the Coordinate Plane

Plotting Coordinates

Identifying Coordinates

Eagle Assessment

1
2
2
1

Absolute Value
Decimals to Fractions
Fractions to Decimals
Comparing Rational Numbers

1
1
1
2

Ordering Rational Numbers

Rational Numbers Review
Rational Number Quiz
Rational Numbers and the Coordinate Plane

MAFS.6.NS.3.6
MAFS.6.NS.3.6
MAFS.6.NS.3.7
MAFS.6.NS.3.6
MAFS.6.NS.3.7
MAFS.6.NS.3.5
MAFS.6.NS.3.6
MAFS.6.NS.3.7
MAFS.6.NS.3.5
MAFS.6.NS.3.6
MAFS.6.NS.3.7
MAFS.6.NS.3.6
MAFS.6.NS.3.8
MAFS.6.NS.3.6
MAFS.6.NS.3.8
MAFS.6.NS.3.6
MAFS.6.NS.3.8
MAFS.6.NS.3.6
MAFS.6.NS.3.8
MAFS.6.NS.3.7
Prerequisite
Prerequisite
MAFS.6.NS.3.6
MAFS.6.NS.3.7
MAFS.6.NS.3.6
MAFS.6.NS.3.7
MAFS.6.NS.3.6
MAFS.6.NS.3.6
MAFS.6.NS.3.8

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Unit Review
1
Post-Test
Note. Unit plan prior to pre-test

MAFS.6.NS.3
MAFS.6.NS.3