Shelby Williams

Portfolio Teacher Work Sample

Mathematics 2nd Grade
3/21/2016
Unit 5: Time and Bar Graphs
Below you will find my Pre and Post Test Data, along with my classroom manifest. Students are
identified by their gender, and first and last initials to keep their identity anonymous.
Student ID
ML
JH
KE
CH
DS
DD
AM
GG
LM
SD
VC
CM
JG
BC
AK
SH
TS
CK
SS
AS

Male

Female
X

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Special
Education

X
Does

Pre-Test
3
6
7
7
2
4
3
4
3
5
7
6
5
4
8
7
5
7
4
Not

Post-Test
Absent
Absent
19
19
12
17
17
19
17
18
19
17
12
15
20
20
16
17
17
Test

Community Factors: With a population of 1,825 people, and the median income for a family of
4 at $86,820, Frenchtown is considered a middle to upper class town. It has one Elementary
School which serves K-4, and the Intermediate School on the same campus, serves 5th and 6th
grade. The Middle School, serving grades 7th and 8th, is a separate campus on the other side of the
freeway, and next to it is the High School, which serves grades 9 through12. Most families are
employed within the surrounding area (Missoula) or locally, in Frenchtown, working family
business. Many of the students have divorced parents, as well as younger and older siblings,
attending the school. Because Frenchtown is a smaller district, they bus 95% of their students in
from other smaller towns, and well as the outskirts of Missoula County. Of the 20 students in my
class, 4 students live with grandparents, one is adopted, and one boy lost his mother to cancer
recently.

Student Factors: As mentioned above, there are 20 students total in my 2nd grade classroom. All
students are white males and females, which the exception of one female, who is of
Alaskan/Islander heritage. There are 8 females and 12 males, and the primary language spoken is
English. We also have a new student from Russia, who joined our class last November during the
beginning of my five week placement, and who speaks fluent Russian at home. Of the 20
students, 5 students are being tested for special education services, and 3 are being placed in
advanced math and reading classes twice a day. Meanwhile, 6 others are being tested for title
reading or math services, and of those, 3 receive speech therapy twice a week and 4 of those
have since been placed in title reading services every other morning. There are also 2
Individualized Education Plans, one 504 Plan, and 8 parent plans/contracts in effect within this
one classroom. One of my students also has severe ADHD and needs assistance completing
many daily assignments due to his low level of frustration/tolerance, and his ability to get off
task quickly. Since my experience with him in my 5 week placement however, he has been tested
and qualified for Special Education Services and is pulled out for the majority of the day to do
work at his own level and receive therapy as well as other services.
Classroom Factors: This is by far one of the smoothest functioning classroom designs I have
seen. The desks are lined up in four rows, two by the door and two by the windows. There are
cubby desks in the back of the class for students who need to have more individual space when
they work, as well as a larger group work table, that can seat 5 or 6 students. The computer area
(housing 4 computers) and book shelves are in the back for easy access, but also located in such
a way to limit distraction. Students have cubbies outside in the hallway where the coats, shoes,
and backpacks are kept during the day. Students also have Tuesday Take Home Folders that get
sent home with important announcements and assignments completed for the week. We also
have two white boards, a smart board, and an Elmo reader. Parent involvement is virtually nonexistent, however, students are asked to bring snack every day (it changes everyday who brings it
in, and that person gets to have show and tell) for the class and this is never forgotten. The
classroom recites the Pledge of Allegiance and School Motto every day and it really aims to hold
students accountable for their words and their actions towards others. (Colts Creed As a
member of Frenchtown Elementary School it is my job to be honest, be responsible for myself,
show fairness, be respectful of myself and others, and be a good citizen).
Subject: Math
Grade: 2nd Grade
Title: Introduction to Reading and Solving using Bar Graphs and Reviewing Time.
Learning Goals
Bar Graphs:
1. Students will be able to understand the difference between a horizontal and vertical bar
graph. Students will also need to know what a picture graph is.
2. Students will successfully be able to include a title, numbers, and labels for each graph
and explain why you need each component.
3. Students will be able to collect their own information and make a table from that data
using both numbers and tally marks.

4. From that data, students will then be able to make both a picture graph and bar graph that
represent their findings.
5. Students will be able to read their graphs and answer a series of questions related to their
graphs such as who has more?, or how many of something does so and so have?
6. Students also will be able to solve two step problems using a bar graph.
Time:
1. Students will be able to tell the difference between an analog and digital clock.
2. Students will be able to successfully tell the difference between the hour and minute
hand.
3. Students needed to understand time goes by intervals of 5s when counting the minute
hand (long hand) and hours (the short hand).
4. Students will be able to draw hands on a clock face, when reading the time on a digital
clock.
5. Students will be able to write the time on a digital clock when reading the time from a
clock face.
Common Core State Standards:
1. CCSS.MATH.CONTENT.2.MD.D.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up
to four categories. Solve simple put-together, take-apart, and compare problems using
information presented in a bar graph.
Mathematical Practice Standards:
1. CCSS.MATH.PRACTICE.MP4 Model with mathematics.
2. CCSS.MATH.PRACTICE.MP6 Attend to precision.
Assessment: The assessment to evaluate my students overall knowledge was an end of unit test.
At the beginning of the unit, I gave my students Unit Quiz form A, and at the end of the unit, I
gave them Unit Quiz form B. Both forms had 20 problems, each with the same questions, written
with different numbers and wording. Originally I thought I was going to give them the exact
same test for pre and post test assessment, but I decided I wanted to give students something with
the same wording just new numbers, to make sure that they were fully understanding and
comprehending the material and not just remembering the numbers.
Summary: In summary, I feel as though I was effective in teaching my students about bar
graphs, both how to read them, and how to solve multiple types of problems using information
found within the graphs themselves. My students are a bright group, quick to respond and tend to
pick up new material quickly. I was confident that this unit would be no different. Time took a bit
longer, but again, I felt confident that my students gained the necessary skills needed to pass
their final assessment regarding their knowledge about clocks and time as well. I feel I was
successful in teaching the above skills because, First, in relation to time, I wanted students to
know that counting by 5s was a major factor in telling time, and they needed to know that they
count by intervals of 5 on a standard 12 hour clock. Being able to explain, that no matter where

you are on a clock, being able to continuing to count on by 5s is important to find your next
minute and previous or upcoming hour. This was especially important when it came to more
difficult minute placements such as 50 or 55, when the hour hand was very close to the
upcoming hour number, but it was still the previous hour. Students needed to be able to think
logically about what hour they were in and how many minutes had passed. In regards to bar
graphs, it was important that students understood labels and how to distinguish a horizontal bar
graph from a vertical bar graph. They each would be labeled differently and students had to be
able to tell just by how one was labeled (even if they didnt have information represented in them
yet), and how they were going to use them. If they had a table and were asked to make a bar
graph from the information, they had to be able to tell by looking at an empty graph, what
information they would be using by the type of label found on the left or right side. More
importantly by looking at the top and bottom of their graphs, did it have numbers (and we always
start at zero!) or did it have places for labels of what we were organizing and counting. That was
our big indicator of vertical or horizontal graphs. By the end of this unit all my students were
able to tell these major differences without direction or instruction from me. This confirmed to
me that I had done my instruction well, and taught the lesson in alignment with the common core
standards listed in my teacher manual and reflects in my students successfully completing my
assessment.