Unit of Study 1

Unit of Study
Topic of Study: Divide by 1-Digit Numbers
Grade Level: 4th
Standards:
MACC.4.NBT.2.6 Use place value understanding and properties of operations
to perform multi-digit arithmetic.
o Find whole-number quotients and remainders with up to four-digit
dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by
using equations, rectangular arrays, and/or area models.
MACC.4.OA.1.3 Use the four operations with whole numbers to solve
problems.
o Solve multistep word problems posed with whole numbers and
having whole-number answers using the four operations, including
problems in which remainders must be interpreted. Represent these
problems in which remainders must be interpreted. Represent these
problems using equations with a letter standing for the unknown
quantity. Assess the reasonableness of answers using mental
computation and estimation strategies including rounding.
Assessment:
I decided to do a fill in the blank style assessment to test the students
knowledge on division. The assessment was made up of fifteen questions, including
ones on basic division facts, multiples, word problems and long division. I decided to
use a fill in the blank style because I wanted them to truly show what they know,
and not have the ability to make an educated guess through multiple choice answers
or a word bank. I also knew that they have seen division before through their
computer program, Success Maker.
The first ten questions covered the first standard, and were all fill in the
blank. Students had to answer basic division facts, as well as list multiples of certain
numbers. I was interested to see which students knew what a multiple was, so I only
gave them a few hints. I also knew that we would be going over multiples later that
day, so students would soon be learning the meaning.
The last five questions consisted of long division and word problems, and
covered the second standard. Students were required to read through the word
problems and apply multistep thinking in order to solve the problem. As for long
division, the students either knew the strategy or not. This chapter allows students
to learn multiple strategies and apply deeper level thinking to avoid the mundane,
systematic way of solving.
I have decided that answering eleven out of fifteen questions correctly will
count as mastery of the subject. This subject is fairly new to them, but I also know
that some students have had previous experience with division.
Unit of Study
Daily Lesson Plans

Lesson 4.1: Estimate Quotients Using Multiples
Tuesday, October 21
Standard:
Objective:
Student will be able to use multiples to estimate quotients.
Materials:
Smart Board
Go Math textbook
Go Math workbook
Pre-assessment (1 per student)
White boards
Procedures:
1. Hand out pre-assessment (allow 15 minutes for completion). Emphasize on
the fact that students are not expected to know every single answer, this is
simply to assess what they may already know and will not be taken for a grade.
2. Go over lesson 4.1 using the smart board and textbook. Go over pg. 137 and
138 as a class, have students work independently on pg. 139.
a. Access prior knowledge by writing division sentences on the board.
Have students solve and write the related multiplication sentence.
b. Introduce the term, multiple, and discuss the meaning.
c. Talk about the information they need to know, and how to find the
multiples of certain numbers.
d. Work through the steps with the class.
3. Check understanding by going over answers in textbook with the individual
white boards.
4. Have students tear out HW, P69 and P70, in their workbook.
Assessment:
Evaluate student performance on pre-assessment to determine level of
understanding. Design instruction based on scores, and create small groups
for students with least amount of prior knowledge. Check understanding of
lesson 4.1 through book checks and review in class.
Accommodations/Modifications:
1. Disadvantaged Students: Come in early to get extra teacher help
2. Pull struggling students to trapezoid table to give individual attention while
class is working on individual work.
Unit of Study
3. Walk around and answer any questions, make sure students are
understanding concepts.
Daily Reflection:
A. I didnt think the students would have has much difficulty with the pre-
assessment and lesson as they did. Many students were unable to answer
basic division facts, which surprised me. I am also OK with this though
because it means a lot of them will hopefully show large improvement. As for
the lesson, we learned about estimating quotients using multiples. I did not
like the way the book taught the lesson, so we did a brief lesson on multiples
and then took our own spin on it (using the white boards of course!) The
Boosterthon Fun Run Pep Rally happened at the end of the day, so I was
unfortunately unable to meet with my afternoon math class. I will have to
make up this lesson with them later on!
B. As I said earlier, I didnt think my students would have as much trouble as
they did. They understood the concept well; it was the way that the book
wanted them to display the concepts that was an issue. I am happy that the
students are understanding the basic concepts of division, and the only
reason I spent time going over the display is because they are going to be
assessed on it later on.
C. I will need to make up this lesson with the afternoon group, but I will worry
about that towards the end of the chapter. It is not necessary for them to
know this at the moment, and I do not want to take time away from learning
more important topics.
Daily Lesson Plans

Lesson 4.2: Investigate Remainders
Wednesday, October 22
Standard:
Objective:
Student will be able to use models to divide whole numbers that do not
divide evenly.
Materials:
Smart Board
Go Math textbook
Go Math workbook
Procedures:
Unit of Study
142 as a class, have students work independently on pg. 143 and 144.
2. Model how to draw pictures in order to divide. Show students how to draw
counters and show the remainder. Give examples that are pertinent and
exciting.
3. Allow students to create and solve their own division problems.
4. Go around and grade problems 1-12 in workbook.
5. Check understanding by going over answers in textbook.
Assessment:
Informally assess understanding of lesson 4.2 through book checks and
review in class.
1. Disadvantaged Students: Come in early to get extra teacher help.
3. Walk around, answer any questions, and make sure students are
understanding the concepts.
Daily Reflection:
A. We officially started division today! How exciting! The students enjoyed the
drawing strategy. This was the first strategy we learned, so every student is
using it. We will be learning multiple strategies in the future, so I am
interested to see which students will stick with this strategy and which will
choose a different one.
B. Based on the students textbook pages, they seemed to really understand this
lesson. I took a grade on questions #1-12, and the majority of students made
a 100%. I made sure to review a couple of problems with them, and I will
look at their HW tomorrow to double check their understanding.
C. I dont believe that any adjustments are needed, but I do want to make sure
that students know that this isnt the quickest strategy. If they use this on
every question, they may run out of time. As they develop a repertoire of
strategies, they will hopefully find a quicker one to use.
Daily Lesson Plans

Lesson 4.3: Interpret the Remainder
Thursday, October 23
Standard:
problems.
Objective:
Unit of Study
Student will be able to use remainders to solve division problems.
Materials:
Smart Board
Go Math textbook
Go Math workbook
White boards
Procedures:
1. Have students take out spiral notebooks so I can check their Edmodo work.
2. Complete and check Mad Minute (multiplication).
3. Go over Edmodo answers using white boards.
a. This should be a review for students because I posted a video on
Edmodo the night before going over this lesson.
5. Go around and grade problems #1-12 in workbook.
7. Students will not have math HW this evening since they completed Edmodo
the night before.
Assessment:
Informally assess understanding of lesson 4.3 through Edmodo spiral checks,
book checks and review in class.
Daily Reflection:
A. I was, again, surprised by how well the students grasped this concept. We
worked on interpreting the remainder. I actually did my first Edmodo lesson
on this topic. Edmodo is basically like a Facebook for younger students. I am
able to upload video lessons that the students watch and answer questions at
the end. This in itself changes things up a lot, in an exciting way. They watch
the video the night before and then we review the lesson the next day. This
allows them to get twice the instruction in.
B. I like Edmodo because I am able to assess their understanding, and then
review the confusing parts the next day. I was able to see which students
mastered the concepts and which needed reteaching and extra practice. I also
did review on the topic using the white boards to check their understanding
Unit of Study
at the beginning of class. The students did well with this lesson, based on
their answers to Edmodo questions and white board review.
C. No adjustments were needed for this lesson. I do have a student who is very
far behind though. She is being tested for an IEP, but until then we arent
allowed to give her any additional time or assistance. I do my best to pull her
aside each day and try to give her reteach material whenever I can. I wish I
could adjust the whole lesson for her, but then the other 22 students would
all fall behind.
Daily Lesson Plans

Lesson 4.4: Divide Tens, Hundreds, and Thousands
Friday, October 24
Standard:
Objective:
Student will be able to divide tens, hundreds, and thousands by whole
numbers through ten.
Materials:
Smart Board
Go Math textbook
Go Math workbook
White boards
Procedures:
1. Collect HW
2. Complete and grade Mad Minute (multiplication)
150 as a class, have students work independently on pg. 151 and 152. \
a. Assess prior knowledge by going over place value. Ask questions such
as, how can you rename 2,700 as hundreds? How can you rename
2,700 as tens?
b. Read the problem on pg. 149 and work through the steps with the
class.
c. Discuss the steps for a 3-digit and a 4-digit dividend.
4. While students are working independently, call over 3 students at a time to
the trapezoid table. Allow students to voice any concerns or problems they
are experiencing with anything learned up to date.
5. Go over answers in textbook using the white boards. Review with students
using additional questions not found in the book.
Unit of Study
Assessment:
Informally assess understanding of lesson 4.4 through book checks, review in
class, and trapezoid table discussions.
Daily Reflection:
A. Once the students remembered the concepts of place value, they were able to
master this concept. I had to spend extra time going over place value and
how to transform 3 and 4-digit numbers into basic facts.
B. Based on the trapezoid talks we had, the majority of students are
comfortable with the topics we have been covering so far. Many of them were
able to answer the review questions I gave them, and when asked if they had
any questions, most of them said no. The struggling student I mentioned
earlier requested extra time at the trapezoid table, so I allowed her to stay
and I went over the topics one on one with her. She seemed to gain a better
understanding and was able to answer a question on her own.
C. The only adjustment that will be needed tomorrow is a follow up review on
place value.
Daily Lesson Plans

Lesson 4.5: Estimate Quotients Using Compatible Numbers
Monday, October 27
Standard:
Objective:
Student will be able to use compatible numbers to estimate quotients.
Materials:
Smart Board
Go Math textbook
Go Math workbook
Procedures:
1. Complete and grade Mad Minute (multiplication).
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2. Go over lesson 4.5 using the smart board and textbook. Go over pg. 153 as a
class, have students work independently on pg. 154 and 155.
a. Access prior knowledge by having students pair up with one another.
Students will go over basic division facts. One student will name a
whole number from 2 through 9, and the other students will name the
first ten basic division facts for that number. Students will then switch
roles.
b. Read over the problem on pg. 153, and then go through the steps of
solving it with the class.
Assessment:
review in class.
Daily Reflection:
A. I took the first 10 minutes of the day to review place value from the other
day. The students were initially struggling with the topic so I decided it
would be beneficial to re-visit it. I was pleased to find that the students had
less difficulty than they had the day prior. Other than this, no adjustments
were necessary.
B. Based on the students textbook pages, students really understood the lesson
(with the exception of my one struggling student). I took this student aside
and retaught the lesson to her. I hope that this brief interaction helped
somewhat, and that she will be able to comprehend her HW.
C. No adjustments are needed, but I would like to re-visit compatible numbers
towards the end of the lesson. In my opinion, this is the better of the two
estimation strategies, so I want students to be comfortable with it.
Daily Lesson Plans

Lesson 4.6: Investigate Division and the Distributive Property
Tuesday, October 28
Standard:
Unit of Study
Objective:
Student will be able to use models to use the distributive property to find
quotients.
Materials:
Smart Board
Go Math textbook
Go Math workbook
Procedures:
a. Access prior knowledge by reviewing the distributive property for
multiplication. Have students then use it to find unknown numbers.
b. Discuss the distributive property for division and how to use it to find
a quotient.
c. Discuss how to break apart the equation and draw models to
represent it.
2. Review lesson using white boards. Play a review game. (3,2,1OLE!)
Assessment:
review in class.
Daily Reflection:
A. Students were not able to remember the distributive property for
multiplication, so I had them look it up in their books with a partner. They
then were able to answer the questions I put on the board with a partner,
and they would reveal their answers using the white boards.
B. Students were having difficulty grasping the concept of the model. I believe
that if they are able to complete the distributive property method without
using the model, they are fine. I went ahead and told them this, and many
seemed relieved to not have to draw additional images. The drawings helped
some students though, so I made sure to teach it thoroughly as well.
Unit of Study
C. We will need to review distributive property before the unit test. The great
thing about this chapter though, is that students have the ability to choose
whichever strategy they are most comfortable with. I have made sure to tell
them this multiple times as well, so they are not as nervous.
Daily Lesson Plans

Lesson 4.7: Divide Using Repeated Subtraction and Mid-Chapter Checkpoint
Wednesday, October 29
Standard:
Objective:
Student will be able to use repeated subtraction and multiples to find
quotients.
Materials:
Smart Board
Go Math textbook
Mid-Chapter Checkpoints
Procedures:
1. Go over lesson 4.7 using the smart board and textbook. Briefly go over pg.
163 as a class.
a. Explain to students the steps involved in repeated subtraction, and
model a problem. Explain that we are not spending much time on this
strategy because it takes a lot of time and is not very efficient.
2. Have students tear out their mid-chapter checkpoints.
3. Allow students to spread out to pre-determined seats.
4. Pass out the mid-chapter checkpoint and allow students to have the rest of
the class to complete.
5. Remind students that they have HW on Edmodo tonight.
Assessment:
Formally assess understanding of lessons 4.1-4.6 through scores from the
mid-chapter checkpoint.
2. Allow Hudson to receive extra time if necessary.
Daily Reflection:
Unit of Study
A. No adjustments were necessary to this lesson. Although short, students were

able to demonstrate understanding of lesson 4.7 through answers to practice
problems.
B. 7 students scored below a 70% on the mid-chapter checkpoint. I have sent
each of them home with a reteach packet that they will need to turn in. I have
also created a video on Edmodo for them to watch and help them hopefully
better understand the topics. I reminded each of them that I am here early in
the morning for additional practice as well.
C. I will review answers from the mid-chapter checkpoint with the class
tomorrow.
Daily Lesson Plans

Lesson 4.8: Divide Using Partial Quotients
Thursday, October 30/Friday, October 31
Standard:
Objective:
Student will be able to use partial quotients to divide.
Materials:
Smart Board
Go Math textbook
Go Math workbook
White boards
Procedures:
1. Students were given an Edmodo lesson last night, so check students spirals.
3. Go over Edmodo answers using white boards.
4. Go over pg. 167 and 168 together as a class. This should be a review because
of the Edmodo lesson.
a. Go over the meaning of partial quotients and the steps to solving a
problem using them. After completing the example, ask students to
formulate a generalization on how to solve using partial quotients.
b. Complete one more example using the white boards.
5. Have students tear out HW, P83 and P84, out of their workbooks.
Assessment:
Informally assess understanding of lesson 4.8 through spiral checks and
white board review in class.
Unit of Study
Daily Reflection:
A. I needed to cut out the independent work on todays lesson because of the
Boosterthon Fun Run. All classes were cut short in the morning. I decided to
do an Edmodo lesson on this topic because I knew our time would be short,
and I wanted the class to have as much practice as possible.
B. Students were struggling with the concept of partial quotients, and all of the
vocabulary that is included in this lesson. They were mixing up the divisor
and the multiple, and unsure of which number to use to subtract from the
product.
C. I am continuing this lesson tomorrow for two reasons: the first is because
they need extra practice, and the second is that their fall party is tomorrow,
meaning that they will be riled up. I am going to allow students to work in
groups tomorrow and have them solve fall related division problems using
whichever strategy they choose. We will go over the answers at the end and
there will be prizes for the group with the most correct answers.
Daily Lesson Plans

Lesson 4.9: Model Division with Regrouping
Monday, November 3
Standard:
Objective:
Student will be able to use base-ten blocks to model division with
regrouping.
Materials:
Smart Board
Go Math textbook
Go Math workbook
Procedures:
Unit of Study
2. Access prior knowledge: have students get in groups and create models for
dividing basic facts through 81/9/ Have students determine the number of
groups, the number in each group, and the quotient for each model.
3. Discuss problem on pg. 171.
a. What does equally among 3 groups mean?
b. Discuss and complete steps A-D.
4. Draw conclusions.
a. Understand that 2 tens were left over. These must be regrouped as 20
ones before continuing.
5. Have students complete pg. 172 and pg. 173 independently. Have Carys come
to the trapezoid table to work with you.
6. Remind students to tear out P85 and P86 for homework.
Assessment:
group discussion.
Daily Reflection:
A. This lesson was important because it begins to explain the meaning behind
division. Many students only know how to divide using an algorithm, and not
why they are doing it. I decided to go through each step with a lot of detail to
make sure they know the basic concepts of place value and regrouping. Many
students expressed that they did not enjoy drawing the picture as well, so as
long as they were getting the correct answer, I was OK with them not
drawing a picture.
B. Students are still stuck in the mindset of just going through the steps to find
the quotient and not understanding the meaning behind it. They are at least
getting the right answers!
C. I will continue harping on the importance of understanding division and
explaining concepts in depth.
Daily Lesson Plans

Lesson 4.10: Place the First Digit
Tuesday, November 4
Standard:
Unit of Study

Objective:
Student will be able to use place value to determine where to place the first
digit of a quotient.
Materials:
Smart Board
Go Math textbook
Go Math workbook
Procedures:
1. Collect HW.
3. Read and go through problem on pg. 175.
a. After students have read the problem, discuss how they will use the
information to find the quotient.
4. Work through examples 1 and 2 and allow students to make connections
between the algorithm and place value.
a. Ask students, why is correctly placing the first digit important?
5. Complete pg. 176 as a class.
6. Have students complete pg. 177 individually.
a. Stop every 5 minutes to go over a problem on the board.
7. Have students tear out their HW, P87 and P88.
Assessment:
group discussion.
Daily Reflection:
A. Today was the most difficult lesson in the chapter. Students are stuck in the
mindset of using the algorithm, and not understanding how it works. I want
them to have a deeper understanding before they learn the traditional
algorithm.
B. Students struggled with this lesson, especially those who havent previously
learned the traditional algorithm.
Unit of Study
C. I will be teaching this strategy for the next two days, so I will see which
students grasp the concept better tomorrow.
Daily Lesson Plans

Lesson 4.11: Divide by 1-Digit Numbers
Wednesday, November 5
Standard:
Objective:
Student will be able to divide multidigit numbers by 1-digit divisors.
Materials:
Smart Board
Go Math textbook
Go Math workbook
Procedures:
1. Collect math HW.
3. Complete pg. 179 as a group.
a. After students read the problem, ask:
i. Why do we use division to solve the problem?
ii. How do we know what our divisor is?
iii. Will the quotient be closer to 100 or 200?
4. Go through the steps.
5. After students complete the division, ask:
a. Is your answer reasonable? How do you know?
6. Have students work independently on pg. 180 and pg. 181.
a. Allow Carys to come to the trapezoid table to work one on one with
you.
Assessment:
group discussions.
Unit of Study
Daily Reflection:
A. No adjustments were necessary to this lesson.
B. The second day of teaching this strategy went a lot better than the first!
C. I am going to teach them the standard algorithm of long division tomorrow.
Daily Lesson Plans

Lesson 4.12: Multistep Division Problems
Thursday, November 6
Standard:
Objective:
Student will be able to solve problems by using the strategy draw a diagram.
Materials:
Smart Board
Go Math textbook
Go Math workbook
Procedures:
1. Collect math HW.
3. Have a student read the problem on the top of pg. 183.
a. After students read the problem, discuss what they need to find. Point
out that this is a two-step problem and that they may need to draw a
diagram for each step to help us solve it.
b. Ask the following questions:
i. How does making a diagram help you?
ii. What does the first bar model represent?
iii. What does the second bar model represent?
4. Go through the rest of the steps on pg. 183. Allow students to work
independently on pg. 184, and go over the answer after about 5 minutes of
independent work.
5. Remind students that they will have a math review on Edmodo as HW
tonight.
Assessment:
Informally assess understanding of lesson 4.12 through book checks.
Unit of Study
Daily Reflection:
A. No adjustments were necessary to todays lesson. It went really well!
B. Students understood this lesson and were enjoying decoding the problems.
Daily Lesson Plans

Lesson: Chapter Test Review
Friday, November 7
Standards:
equations
Objective:
Student will be able to demonstrate understanding of topics reviewed in
chapter 4.
Materials:
Unit 4 review test (1 copy per student)
Procedures:
1. Check Edmodo HW
2. Allow students to spread out across the classroom to pre-determined seats.
3. Hand out test.
4. Allow students to have the rest of the time to complete.
Assessment:
Formally assess students based on their answers to the chapter 4 review test.
Daily Reflection:
A. No adjustments were necessary.
Unit of Study
B. As I sit here grading the assessments, I am overall proud of the classs

performance.
C. 4 students scored below a 70%, so I will give them additional reteach
material, as well as suggest them come in early for additional practice.
Daily Lesson Plans

Lesson: Test Review and Post-assessment
Monday, November 10
Objective:
Student will be able to demonstrate an understanding of topics reviewed in
chapter 4.
Materials:
Unit post-assessment (1 copy per student)
Jeopardy Game
White Boards
Procedures:
1. Pass out post-assessment to students. Allow about 15 minutes for students to
complete.
2. Have students grab a white board. Using a jeopardy game format, have
students answer and go over questions on topics that will be covered on the
Unit 4 test.
Assessment:
Formally assess students based on their answers to the chapter post-
assessment.
Informally assess students based on answers to the review game.
Daily Reflection:
A. I originally wasnt going to use a jeopardy template, but I thought it would be
a fun switch from the usual bookwork we do. The students really enjoyed it.
B. Students were answering the questions well and understanding the concepts.
There were a couple times when a lot of students would get the wrong
answer or blatantly say that they dont understand, so I would stop and go
through multiple examples using that strategy.
C. Tomorrow is the test! I hope it goes well!
Unit of Study
Daily Lesson Plans

Lesson: Unit 4 Test
Wednesday, November 12
Standards:
equations
Objective:
Student will be able to demonstrate understanding of topics reviewed in
chapter 4.
Materials:
Unit 4 test (1 copy per student)
Procedures:
5. Allow students to spread out across the classroom to pre-determined seats.
6. Hand out test.
7. Allow students to have the rest of the time to complete.
Assessment:
Formally assess students based on their answers to the chapter 4 test.
Daily Reflection:
D. No adjustments were necessary.
E. As I sit here grading the assessments, I am overall proud of the classs
performance.
F. I will allow Carys and four other students to retake the test since they scored
below a 70%. The highest they can bring it up to is a 70%.
Unit of Study
Assessment Analysis
Student Pre-assessment Post-assessment Gains (Raw)

Raw Score (out of Raw Score (out of
15) 15)
Alexis 7 11 +4
Carys 4 4 0
Ben 9 12 +3
Annabelle M. 7 9 +2
Josh 8 11 +3
Piper 6 8 +2
Cole 8 Absent
Joseph S. 11 15 +4
Erin 5 6 +1
Joseph G. 7 12 +5
Meghan Absent 12
Omari 8 11 +3
Jillian 9 15 +6
Anna 8 12 +4
Brianna 7 11 +3
Melissa 8 13 +5
Raymond 8 14 +6
Seth 11 15 +4
Wyatt 12 15 +3
Annabelle D. 5 8 +3
Miles 8 10 +2
Cooper 7 11 +4
Layla 8 11 +3
Connor 6 12 +6
Carson 6 Absent
Megan 4 10 +6
Lauralynn 6 11 +5
Avery 9 13 +4
Hamilton 7 9 +2
Jack 7 11 +4
Fletcher 10 15 +5
Caleb 5 7 +2
Caroline 5 11 +6
Hudson 5 8 +3
Kyan 6 12 +6
Andria Absent 13
Diamond Absent 6
Viraj 7 11 +4
Rowan 6 11 +5
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Kayli 8 12 +4
Olivia 10 13 +3
Pre-Assessment Analysis:
How would you characterize the performance of the class on the assessment? What
data led you to draw these generalizations? What factors might have influenced the
scores and/or explained these outcomes?
Overall, the class did really well on the first section of the assessment. The
first part tested them on their basic division facts, meaning 10 divided by 3, 12
divided by 4, 8 divided by 2, etc. I included questions about multiples and long
division, which the students had difficulty with. I believe that the students did well
with basic division because they are familiar with it due to their Success Maker
program. They are asked to solve basic division facts and are taught to view it as just
another multiplication problem. Those who knew their multiplication facts were
able to answer these. When it came to multiples and long division though- there was
an uproar! No one knew what a multiple was, so they had trouble answering the
question. When we reviewed what a multiple was after, they all groaned upon
realizing how simple it actually was. I wasnt expecting students to know how to do
long division either, but I was surprised by how close some students got. Two
students even knew that algorithm already. Only 3 students demonstrated mastery
on the pre-assessment, and they are all students I would have predicted.
What implications do these results have for the planning and implementation of the
upcoming lessons of the unit?
This pre-assessment shows me that students have a basic understanding of

the division principles when using 1-digit numbers only. I will take this
understanding and expand it to include 2, 3 and 4-digit numbers. This lesson will
span over the length of two weeks and will include the teaching and implementation
of multiple strategies in order to enhance students confidence in this area.
Post-Assessment Analysis:
Describe overall student performance from the pre-assessment to the post-assessment.

Explain any factors that may have contributed to changes in scores.
I was beyond pleased to see that no scores went down after taking the post-
assessment. Everyone increased their score with the exception of 1 student, who
stayed at the same score. Only 3 students had shown mastery in the pre-assessment,
compared to 28 during the post-assessment! It is also important to note that 5
students were absent during the testing dates. This was a difficult chapter and a
completely new topic to the majority of the students. The fact that they were able to
use whichever strategy they wanted probably helped ease a lot of the stress though.
Unit of Study
Based on the class student data, describe your next steps with regards to curriculum
planning and teaching for the students. For example, do you need to re-teach any
concepts? How might you differentiate instruction?
The next step in regards to curriculum planning is to continue integrating

division into everyday lessons. The more practice the students get the better and
more natural they will become at division. I believe that education is an ongoing
ladder; you must keep building off of your base to master certain concepts. They
now have the base, and will be able to use it to achieve other goals. I dont believe I
need to explicitly reteach any certain subject, but instead expand upon these topics
in the future.
As for Carys, the one student whom did not show any improvement, I will
continue to pull her to the trapezoid table for individualized attention. She is already
going to the computer lab in the morning for additional math support, as well as
being tested for an IEP, as I mentioned earlier. She needs to be taught things very
literally, and be shown models for every problem. She has a problem
comprehending the question, and I believe more hands on instruction would benefit
her greatly.
Based on your data and your personal experience of planning and teaching this unit,
what insights have you gained about the importance of utilizing pre-assessment,
formative, and summative data in the implementation of effective instruction?
During my experience of designing and implementing this unit, I found the

pre-assessment to be rather beneficial. It allowed me to see where my students
were starting off, and what prior knowledge they had on the subject. It also allowed
me to see that my students were all across the board- with some students scoring
rather high and some students hardly knowing the basics. The pre-assessment
provides a glimpse into how much the students actually retain during a lesson, and
it can create a rewarding experience. I am not sure if I would always use a pre-
assessment in my teaching, because it sometimes seems useless to pre-assess them
on something they truly have no idea about.
Formative and summative data were extremely useful as well. Formative

assessments allowed me to see which areas my students were weak in, and which
ones I needed to reteach. It is important to catch these areas of weakness before it
comes time for the summative assessment. It would be useless to work for so long
without formative assessment in order to check their current progress. The
summative assessment is a great way to wrap everything up in one, cohesive test.
This assessment allows you to see what your students are capable of doing
independently. I believe that a summative assessment may take multiple forms, and
each one may have its pros and cons.

Unit of Study 1

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Unit of Study 1

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Unit of Study

Topic of Study: Divide by 1-Digit Numbers

Grade Level: 4th

Daily Lesson Plans

Daily Lesson Plans

Daily Lesson Plans

Student will be able to use remainders to solve division problems.

Daily Lesson Plans

Daily Lesson Plans

Daily Lesson Plans

Daily Lesson Plans

A. No adjustments were necessary to this lesson. Although short, students were

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Daily Lesson Plans

MACC.4.NBT.2.6 Use place value understanding and properties of operations

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Daily Lesson Plans

Daily Lesson Plans

B. As I sit here grading the assessments, I am overall proud of the classs

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Daily Lesson Plans

Student Pre-assessment Post-assessment Gains (Raw)

This pre-assessment shows me that students have a basic understanding of

Describe overall student performance from the pre-assessment to the post-assessment.

The next step in regards to curriculum planning is to continue integrating

During my experience of designing and implementing this unit, I found the

Formative and summative data were extremely useful as well. Formative

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