PSU

TEACHER WORK SAMPLE

TEMPLATE

Your First and Last Name: Holly Coovert

Date Submitted: December 1, 2017

District where you completed

Blue Valley USD 229
the TWS:

Name of School Building

where you completed the Sunset Ridge Elementary
TWS:

Content Area of your TWS: Mathematics

Addition and Subtraction of Whole

TWS Unit Topic: Numbers

Grade Level of the Classroom

/ Students in Which the TWS 4th Grade
Unit Was Completed:

Pittsburg State University Teacher Work Sample 1

 I. Contextual Information and Learning Environment Factors
A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
Sunset Ridge Elementary is located in Overland Park, KS. The elementary school is one of twenty-three elementary schools in the Blue

Valley District which feeds into nine middle schools, and five high-schools. The District is quite large, however not the largest in the area.

Surrounding schools such as the Olathe School District are much larger. As of 2016, the population in Overland Park was 188,966 people.

Overland Park is a great place to raise a family and there is a lot of growth and potential for employment in the city. According to 2017 AreaVibes

Inc., Overland Park is made up of almost 85% Caucasian residents, almost 5% African American residents, and nearly 6.72% Asian residents. The

median income of the community is $103,899. There are numerous opportunities for various occupations in the community. For example, there are

several doctors who have students attending Sunset Ridge Elementary, along with teachers, lawyers, accountants, and business owners. Most of the

parents in the families in this school district are under the age of 40.

There are 22,078 students enrolled in the Blue Valley School district. Like the community, there is a significant number of Caucasian

students and a very low percentage of other ethnicities. According to the Kansas State Report Card, almost 96% of the students are Caucasian,

1.49% of students are Hispanic, and only .05% of the students in the district are African American. This information does not come as a surprise to

me. This year, Sunset Ridge Elementary enrolled 499 students. Of those students, nearly 71% of students are considered White, 7.5% are

considered Hispanic, 18.93% are considered other, and 2.68% are considered African American. Our school alone is extremely diverse in

comparison to the entire district. Most the students in this classroom are White, apart from a few Asian students and those of a mixed descent or

other. Nearly 43% of the students who attend Sunset Ridge are females, leaving about 56% of the students to be males. Only 5.74% of students

Pittsburg State University Teacher Work Sample 2

 are economically disadvantaged. I found this interesting, however, not surprising because I have observed a lot of parent involvement as well as

donations to the school and classrooms.

Table 1.1 Class Contextual Information (limited to 1 page)

Grade level: 4 Content area: mathematics Elementary: Math Topic: Addition & Subtraction of Whole Numbers
Age range of students: 9-10 Number of male students 10
Total number of students: 24 Number of female students 14
Percentage of students receiving free lunch: N/A Percentage of students receiving reduced lunch: 5.7%
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban __X___ Rural ______
Ethnicity of students (give numbers) ___0__ African American or Black __0__ Hispanic or Latino
___0__ Native American/Alaskan Native __15__ White
___3__ Asian or Pacific Islander ___6__ Other: Indian, Mixed ethnicities
Language proficiency of students (give __23__ Fluent English Proficient ___1__ English Language Learners
numbers)

Identified special needs categories
represented (give numbers)
___0___ Specific Learning Disability ___3___ Speech/Language Impaired
___0___ Hard of Hearing ___0___ Visually Impaired
___0___ Deaf ___0___ Orthopedically Impaired
___0___ Deaf-Blind ___1___ Emotionally Disturbed
___2___ Other Health Impaired ___1___ Autism
___0___ Multiple Disabilities ___0___ Mental Retardation
___0___ Brain Injury ___2___Gifted
___0___ Established Medical Disability (0-5 yrs) ____0___ Developmentally Delayed
___1___ At risk for developmental disabilities ___0___ Other (Specify)_______________

Subgroup Selected (describe the group): The first subgroup I selected was based on gender. I chose this subgroup because I was
interested to see how the dynamics of gender effected the instruction. For my second subgroup, I decided to focus on one student instead
of a group. This student has some differences and I wanted to see this specific students progress throughout this unit.

Rationale for Selection: The rationale for selecting the first subgroup was to see how the knowledge of males and females differs
throughout this unit. I am going to analyze my data to find if there is a significant number of females/males that score higher in this
content area. There may not be differentiated instruction or strategies specified for this subgroup. I chose to focus on one student in the
Pittsburg State University Teacher Work Sample 3
 class as my second subgroup because I believe this specific student would benefit from strategies throughout this unit. The student I chose
has trouble listening and following directions to an extreme degree. I believe the data results from this selected individual will provide that
with more one on one instruction and focus, the student would be more successful.

Provide appropriate charts/graphs to display demographic data for district, school l, and classroom in Appendix A.

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Student Characteristics
Intellectual Characteristics
- Including readiness,
cognitive abilities, learning
needs, developmental levels,
etc.
Previously demonstrated
academic performance/
ability:
% Above standard: 65%
% Meets standard: 26%
% Below standard: 8.7%
Social Characteristics
- Including emotional,
attitudinal, motivational, etc.
Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.
Specific Descriptions
This class is very mature, apart from a few students. There are a handful of students who have difficulty staying up
with the pace of the rest of the class. However, the way the classroom management is set up and the curriculum is
designed, there is not a lot of time for getting behind. Most of the class is intellectually on target and seems to follow
the curriculum well.
These are the scores from fall of 2017 MAP math scores. The class is excelling in math. It is normal too for grades to
drop from Spring to the fall due to the summer break. However, the results from the MAP test this year indicate
differently. It is fascinating to me that only two students in this class fall below standard. For the students to be above
standard, their scores must exceed the state requirements and the district requirements, which are even higher than
the states. These scores are remarkable, the students in this class are proficient in math to say the least.
There are a couple students who have trouble connecting socially and emotionally with the other students in the
class. There are several opportunities throughout the day for group work or social time and these are the two students
who prefer to work on their own. Most everyone in the class gets along with one another and there are no clicks
and/or attitudinal issues among the class.
There are a few students of diverse cultures in the classroom. However, Sunset Ridge Elementary is not extremely
diverse. There are nine students in the class that fall under different ethnicities. This does not seem to influence the
environment of the classroom. The socioeconomic of the school is considered upper middle class. Parents in this
school district hold occupations such as: doctors, lawyers, teachers, nurses, accountants, etc. The parents/guardians in
the community are known to be very supportive and involved in their childs education. Because of this, the parents
and the staff are always communicating about what is going on in the classroom and the school. This is helpful when
building and fostering relationships with students and their families.

Pittsburg State University Teacher Work Sample 4

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
The students in this class are motivated and hard working. They will do what you ask of them and most of them will ask questions if they
dont understand part of the lesson. There is a system in place for students who do not want to ask questions during the lesson that I plan to
continue to use during this unit. If a student needs help or more instruction and he/she does not want to ask in front of the class, they can place a
specific eraser on my desk to let me know they need help without everyone else in the class knowing. However, this group of students get along so
well there is rarely a need for using this strategy. For this unit, I plan on using whole group instruction, stations, and independent work time. I am
going to use whole group instruction because I believe to get the main concept/learning for that day across to everyone in a timely manner, it is
vital to provide an overview of the lesson all at one time. I will use the smart board and interactive power points to keep the students engaged and
fully attentive. Much of the classs academic performance is either at or above grade level. Knowing this information has been helpful when
deciding how to implement the instruction to the class.
After the mini lesson has been covered as a whole group, we will move into stations. The students have already been broken up into four
different groups based off their academic performance. During stations, I will have three or four different tasks for the students to complete
throughout the duration of the math period. For example, every group will have to rotate through stations similar to the following: meet with Miss
Coovert, Workbook Page (practice side), Math Game Board (with partner), and meet with Mrs. Engle. By using stations as part of my instruction, I
can meet with each student to check their understanding, and then I will guide my instruction from there based off their needs. Also, this allows
time for them to work independently on their workbook page, which I will then use as an informal assessment to evaluate their understanding
again. There will always be a game or app on the iPad for them to practice the math skill we learned that day. Hopefully, this will make the
learning more enjoyable and engaging. If the transitions between stations is quick and smooth, using this strategy gives the students several
opportunities to practice the material they learned that day, and I too gather information about how well the class understands each lesson.

Pittsburg State University Teacher Work Sample 5

C. Sub- Groups/Students Information
Describe this
Why was this
subgroup/student
subgroup/student What was learned about this subgroup/student?
using information
selected?
from Table 1.1
Intellectual
The group chosen for The rationale for This group puts a lot of effort into their school work. They are very determined
this focus group was choosing this and work hard to understand the content and keep up with the rigorous
males as opposed to subgroup was to curriculum. Both males and females contribute to the above average standards
females in the class. observe the correlation overall in the class. I believe the intellectual levels of the females and males are
There are 10 males and between males and very similar in most subject areas, especially mathematics.
14 females. females in Social
mathematics. I am The boys and the girls in this class interact extremely well with one another. The
anticipating I will clicks among the students is not very serious. They work very well in groups
create observations and have not had any issues thus far. Both genders volunteer to share their
SUBGROUP based on the thoughts and answers with the class during whole group instruction, and there is
stereotype that overall not one gender that volunteers more than the other.
males score higher in Personal
mathematics than It seems to me that all the students in the class are hardworking and active in
females. Also, I am their own lives outside of school. Almost every student in the class is involved
hoping to detect the in an extracurricular activity. For example, several students are involved in band,
different skill levels choir, soccer, gymnastics, basketball, piano, and even sewing. The common
based on different interest and participation in activities and sports around the community foster
topics of the math unit close relationships among both genders in the class.
in relation to the
gender of students in
the class.
Intellectual
I chose to focus on a I chose to use this This student seems to be falling behind the rest of his class both academically
specific student as my student as my second and socially. I believe the student would greatly benefit from having more one
FOCUS second focus group. subject because I am on one time with help from an adult. This student has a very hard time following
STUDENT This student seems to interested to see how directions right after they have been given, unless directly speaking to him. He is
stand out because his different strategies very dazed and seems to pay no attention unless he is specifically being spoken
throughout the until to.

Pittsburg State University Teacher Work Sample 6

 actions are different will benefit him. This Social
than those of his peers. student has a hard time There are numerous times throughout the day when this student is laughing
following instructions aloud to himself. He often will say things completely random and off topic. He
after they have been does not like to play with anyone at recess and would prefer to work alone rather
given and has trouble than in groups. However, when he is asked to work in groups, he does well.
interacting socially Personal
with his peers. This student has an individualized plan. However, he does not receive any
special services. The school IEP team has suggested he be assigned a para for
specific times throughout the day that are more difficult than others. However,
his parents do not want him to receive this service. This student is significantly
more immature compared to his classmates.

D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)

For the first sub-group, I will make no implications, nor will I differentiate the instruction based on their gender. I am going to use the data I

collect from this unit to decipher the different skill levels between males and females in mathematics overall. I will keep the four math groups that

have been created already based on their academic performance percentage and continue to enrich the students who need it and give more

instruction to the lower groups whose needs are more demanding. I am not favoring either gender, so that I may analyze the most accurate and

unbiased results. The focus student I chose will need additional support in all six lessons. This student sits at the front of the room. The most

important implications for this student will be to find strategies that support his attention span, to keep him on track. This student has a hard time

following directions that are given during whole group instruction. I am going to create a small ear icon to place on the corner of his desk. When

I begin to give whole group instruction, I will communicate non-verbally by putting my finger on the icon to indicate that he needs to start

listening. This will be challenging for him, but hopefully, this signal will help him make the connection that he should be paying attention. This is

the most beneficial strategy for this student because he struggles most with not knowing what to do. He does not have a problem with keeping

quiet and he does not disrupt other students, he seems to simply be zoned out and not paying attention unless spoken directly too.

Pittsburg State University Teacher Work Sample 7

 II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
For this unit, the students will practice using whole numbers to add and subtract. They will first start with a review by using mental math to
add and subtract. The purpose of this is to understand that some numbers can be added mentally by breaking them apart into calculations that are
easier to solve mentally. They will also learn how to estimate sums and differences. They have had a little bit of experience with this in the past,
but will need more instruction on the topic. Then, the students will practice adding and subtracting whole numbers with and without regrouping. In
previous years, the students have had practice with this type of problem, however, this year they will be using four digit numbers along with
subtraction across zeros. Lastly, the students will practice problem solving strategies such as drawing pictures and using diagrams to assist them in
solving equations.
I chose this unit because I wanted to build off some of the knowledge and practice they have already had. I think it will be interesting to see
the results from the pre-test and the post-test considering they have learned some of this information already. This is the fourth unit in math this
year and the students are finally starting to get in the swing of things. I believe this will be a great unit to use whole group instruction and stations
with. I am eager to build off what the students already know and create lessons that will enhance their understanding of addition and subtraction
across whole numbers.

B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do? (limited to 1 page)

Level(s)
Obj.
Unit Objectives (e.g. Blooms
No.
Taxonomy)
The students will be able to use mental math to add and subtract by breaking apart the number and using
1
strategies provided during the lesson
Comprehension

Pittsburg State University Teacher Work Sample 8

 The students will estimate the sums and differences of whole numbers by rounding to the nearest given number
2
at least 13 times
Application/Synthesis
The students will be able to add whole numbers by regrouping numbers greater than 9 to the next column by
3
solving at least 13 addition problems
Application/Synthesis
4 The students will be able to subtract whole numbers by regrouping numbers and solving at least 13 equations
Application/Synthesis
The students will be able to subtract across zeros by regrouping a top number when it is smaller than a bottom
5
number on at least 13 problems
Application/Synthesis
6 The students will solve word problems by drawing a picture and creating an equation
Create
7 The Students will complete the Unit 4 exam
Application

C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)
Standards for mathematic content:
Domain: Number and Operations in Base Ten
Cluster: Generalize place value understanding for multi-digit whole numbers
Cluster: Use place value understanding and properties of operations to perform multi-digit arithmetic.
CCSS.MATH.CONTENT.4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place.
CCSS.MATH.CONTENT.4.NBT.4 Fluently add and subtract multi-digit whole numbers by using the standard algorithm
CCSS.MATH.CONTENT.OA.3 Solve multi-step word problems posed with whole numbers and having whole-number answers using the four
operations.
At the beginning of each lesson I will provide two or three review questions from the previous lesson to build off their prior knowledge. Lessons
one and two work on place value. Lesson two however is mostly over rounding and being able to estimate the sum or difference based on the value
of the rounded number. By using their previous knowledge of place value, rounding, and mental math, the students will have had a lot of practice
in using the first two standards. In lessons three through five, the students are practicing their math fluency by adding and subtracting multi-digit

Pittsburg State University Teacher Work Sample 9

numbers. Finally, throughout lesson six, the students are asked to solve word problems using more than one step. They will use their knowledge
from lessons one through five to support them in solving the problems.
CCSS.MATH.PRACTICE.MP.1 Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP.2 Reason abstractly and quantitatively.
CSS.MATH.PRACTICE.MP.3 Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP.4 Model with mathematics.
CCSS.MATH.PRACTICE.MP.5 Use appropriate tools strategically.
CCSS.MATH.PRACTICE.MP.6 Attend to precision.
CCSS.MATH.PRACTICE.MP.7 Look for and make use of structure.
CCSS.MATH.PRACTICE.MP.8 Look for and express regularity in repeated reasoning. Above are eight practice standards that are met during this
unit. Each practice is used is all seven lessons. It is important to recognize these fundamental practice standards because they are revisited in most
math lessons taught through Envision-Math. They are vital concepts to master in the fact that they provide comprehension and problem solving
strategies for students to incorporate.

Pittsburg State University Teacher Work Sample 10

 Unit 7 Pre-test will be given as morning work on the first day of Unit 4, to evaluate what the students know before we begin
Pre-Assessment: the unit.
T Lesson Formative
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment
Strategies Differentiation
I ve(s) (formal/informal)
Unit 4 pre-test given before the first
lesson begins.
For students who need extra support, I will
4.1: Mental math and fluency, students
provide an extra activity that uses smaller
students are going to practice solving addition Unit 4 Pre-test
digits and requires less strategy. The
will be and subtraction problems mentally (formal
homework for this lesson will be to try and
T able to by breaking down the number and assessment)
solve at least 5 out of 10 problems on the
1 10/4 R use using compensation to solve 4.1 Workbook
I worksheet sent home. For students who
mental multiple math problems. The Page
comprehend the information, they may
math to students will participate in a near (informal
attempt to complete the assignment for
add and pod example on the IPad in stations assessment)
enrichment. Enrichment packet is optional
subtract with my cooperating teacher, and
as well.
me, number of the week activity, and
4-1 mental puzzles.
Addition and subtraction of whole
4.2: The
numbers, the students will begin the
students
math lesson in stations that are
will be For students who need extra support, I will
displayed on the smart board. The
able to provide an extra activity that uses smaller
stations include: re-teaching 4.2
estimate 4.2 Workbook digits and requires less strategy. I will also
R workbook page while meeting with
2 10/5
I
sums Page (informal group the students who need more support
me, rounding estimation activity
and assessment) with students from the class that would
using white boards, independent
differen benefit from this type of enrichment.
work out of their textbook, and a clip
ces of Enrichment packet is optional as well.
and cover activity to support the
whole
estimating to find sums and
numbers
differences.
4.3: Addition and subtraction of whole For the students who need extra support I
students numbers, students will participate in will meet with them on- on-one to practice
T will be completing whole group examples 4.3 Workbook
problems from their textbook as extra
R
able to on the smartboard. Then they will Page; task cards
3 10/6
I
practice. For the students who need
add (informal
move into stations and practice using enrichment, they may continue to work on
whole that skill by completing: addition assessment)
their enrichment packet and help other
numbers scavenger hunt, addition task cards, students who need support.

Pittsburg State University Teacher Work Sample 11

 re-teaching workbook page, and
prodigy on the computers.
Addition and subtraction of whole
numbers, students will participate in
4.4: For the students who need extra support I
students completing whole group examples will meet with them one-on-one to practice
T will be on the smartboard. Then they will 4.4 Workbook
problems from their textbook as extra
4 10/9
R
able to move into stations and practice using Page
practice. For the students who need
I
subtract the skill by completing the scavenger (informal
enrichment, they may continue to work on
whole hunt on IPads, task cards in a group assessment)
their enrichment packet and help other
numbers with me, prodigy on the computers, students who need support.
and specific numbers out of their
textbook.
Addition and subtraction of whole
numbers with at least one or more
4.5: zeros. Students will participate in For the students who need extra support I
students completing whole group examples will meet with them one-on-one to practice
T will be on the smartboard. Then they will 4.5 Workbook
problems from their textbook as extra
R
able to move into stations and practice using Page
5 10/10
I
practice. For the students who need
subtract the skill by completing number of (informal
enrichment, they may continue to work on
across the week activity, specific numbers assessment)
their enrichment packet and help other
zeros out of their textbook, prodigy on the students who need support.
computer, and a practice activity
with me that required IPads.
4.6:
students
will be Addition and subtraction of whole
able to numbers, students will participate in
problem completing whole group problem 4.1-4.6 Review For the students who need extra support I
I solve by solving examples on the smartboard. Page (informal will meet with them one-on-one to practice
6 10/11 R
drawing Students will practice their skills assessment) problems from their textbook as extra
a picture from Unit 4 by participating in a practice.
and whole group Jeopardy game as a
writing review.
an
equation
On the Addition and subtraction of whole Unit 4 Exam
For the students who need extra support I
7 10/12 R last day numbers, students will complete the (formal
will read the directions to them one-on-one.
of this Unit 4 exam assessment)
Pittsburg State University Teacher Work Sample 12
 unit, the
students
will
complet
e Unit 4
Test
8
Etc.

Summative Assessment: Unit 4 test will be the day after we finish the last lesson in the unit.

Table 2.1 Instructional Design Unit Plan

T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K does this scored and/or the criteria to be
used this assessment
assessment used for evaluation.
address?
The pre-test has at least one
problem based off each lesson
taught in Unit 4. I used a
multiple-choice exam because
The pre-test was scored using an
most of the post test is a
answer key, however, the students
multiplication exam. I can
Pre-Assessment were given a grade for completion.
MC/short answer Exam address any misconceptions they 4/1-4/6
(Diagnostic) The scores from the exam were used
may have before starting the Unit
to guide my instruction throughout
by giving them the pre-test. The
the unit.
test was used to gather
information about students
previous knowledge of the
subject.

Pittsburg State University Teacher Work Sample 13


This assessment was used for me
Formative Assessment to check the students
- Formal 4-1 Homework Assignment understanding of the material in
this lesson.
This assessment was used for me
Formative Assessment to check the students
- Formal 4-2 Homework Assignment understanding of the material in
this lesson.
This assessment was used for me
Formative Assessment to check the students
- Formal 4-4 Homework Assignment understanding of the material in
this lesson.
This assessment was used for me
Formative Assessment to check the students
- Formal 4-5 Homework Assignment understanding of the material in
this lesson.
This assessment was used to talk
about the type of problems the
Formative Assessment
(discussion/Talk and share) students would be seeing on their
- Informal
exam to clarify any questions
they had.
The post-test is provided by the
math program the district uses.
Summative MC Exam The district uses Envision Math,
Assessment which provides both a review
sheet and post-test for the
instructor to implement.
Pittsburg State University Teacher Work Sample
This assessment was graded using an
answer key and the students were
scored based on the numbers of
4/1
questions correct vs. the number of
questions there were in total on the
assessment.
This assessment was graded using an
answer key and the students were
scored based on the numbers of
4/2
questions correct vs. the number of
questions there were in total on the
assessment.
This assessment was graded using an
answer key and the students were
scored based on the numbers of
4/4
questions correct vs. the number of
questions there were in total on the
assessment.
This assessment was graded using an
answer key and the students were
scored based on the numbers of
4/5
questions correct vs. the number of
questions there were in total on the
assessment.
This assessment was not taken for a
4/6 grade but participation was required
through random selection of students.
The unit exam was graded based on
an answer key and the scores were
4/1-4/6 recorded in the grade book based on
how many questions the students got
correct.
14
Narrative for Instructional Design
II. E.
Why are the lessons sequenced in this
manner?
II. F.
What learning strategies were incorporated
into this unit?
How do the instructional strategies/activities
address the learning objectives for this unit?
II. G.
How will critical thinking and problem
solving strategies be implemented? Give
specific examples of use.
II. I.
Pittsburg State University
The lessons are sequenced this way to build off prior knowledge from Unit 3, as well as scaffold the
information in a way that makes sense to students. It is important to scaffold the information to provide
connections from lesson to lesson. We first start the unit by practicing mental math skills to make adding
and subtracting more fluent for the students. Then, we practice estimating sums and differences by
rounding the numbers, which the students have previously been introduced to. The following two lessons
include solving multi-digit addition and subtraction problems which the students have had a lot of practice
in previously. During these two lessons the students practice regrouping across multi-digit numbers which
is important to know for the second to last lesson. When students subtract across zeros they must know how
to regroup accurately to solve the problem. Lastly, once the students have mastered the content, they will
practice using all the previous instruction and their prior knowledge to solve word problems.
- Students were taught how to break apart numbers to add them mentally
- Students were taught how to use compensation to find the differences of a subtraction problem
mentally
- Students learned how to estimate sums and differences by rounding to the nearest hundred
- Students learned how to regroup multi-digit numbers to find the sums and differences
- Students subtracted three or more digits to find the difference
- Students added three or more digits to find the sum
- Students learned how to read a word problem and look for key words to determine the type of
problem they need to perform
While planning the unit, I first started with the objectives in mind. I made sure that all the activities
practiced the learning from that day, along with the learning from previous days. At the beginning of each
lesson, as a whole group we would go over examples from the previous lesson to check one last time for
understanding. Each objective was practiced at least three times during the stations the students are required
to spend fifteen minutes at.
Lesson six incorporates a vast amount of problem solving. Also, in each homework assignment, at least one
of the thirteen problems are a problem-solving question, rather than a multi-digit equation. For example, in
lesson four, the last of the thirteen questions asks:
Writing to explain: It takes Jinny 56 minutes to drive to her friends house. She drove 15 minutes and then
stopped at the store. She then drove another 10 minutes. What do you need to do to find the amount of time
she has left?
Questions like this prompt the students to think deeper and gives them the chance to explain their
reasoning. It is important to practice this skill consistently to develop critical thinking skills.
Teacher Work Sample 15

Explain the reading strategies that will be
used throughout the unit. Give specific
examples. (Remember that using text is not a
reading strategy)
How will technology be integrated within the
unit? Explain both teacher use and student
use.
How does the unit demonstrate integration of
content across and within content fields?
II. J.
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the whole class?
Pittsburg State University
Throughout Unit 4 there are new vocabulary and academic language that the students have not been
introduced to. The vocabulary used during this unit:
- Inverse Operations
- Breaking apart
- Compensation
- Counting on
- Multi-digit
- Estimation
- Rounding
- Place value
In this unit, we are working with adding and subtracting multi-digit whole numbers. The unit first
introduces mental math, then rounding and estimating. The students are required to read the problems and
the specific directions they are given to answer the problem accordingly. These strategies can help students
read problems in a way that they can also understand. They also understand that using the four properties
listed below can help solve equations, but they must know how to read the math problem appropriately.
- Commutative property
- Identity property
- Associative property
- Zero property
As the teacher, I will use the smart board at the beginning of each lesson for whole group instruction. I will
use it to put up examples and allow the students who volunteer to write the correct answer and then explain
how they got it on the board as well. This is a great way to introduce the students to using more technology.
The students however, will have time during each day of stations to use an iPad or computer to complete
the math activity I have planned for them in relation to that days lesson. Most times I will have a QR code
on the white board for the iPads to scan. By using a QR code, the students are practicing their independent
skills and the code takes them straight to the game as well. Also, in two lessons throughout the unit the
students will participate in a scavenger hunt. During the scavenger hunt they will be required to use the
iPad to scan a QR code that gives them an addition problem, then they must find the answer around the
room. They must continue the process until they have filled out their recording sheet.
During this unit, we practice solving a lot of word problems which require students to use their inferencing
skills to determine what the problem is asking them to solve for. They are required to write their reasoning
for the steps that they took to solve the word problem. The students need to be fluent in reading and writing
to solve the word problems correctly.
For the students who need extra support, they will meet one-on-one with me or my cooperating teacher to
solve any misconceptions and/or receive the support they need. Additional examples and instruction will be
provided for students who lack comprehension of the lesson. Students who need enrichment throughout the
lessons will receive a packet of additional problems that will challenge them to think more critically They
Teacher Work Sample 16

What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the identified
sub-groups / students?
Provide a copy of two complete detailed lesson plans in Appendix B.
Pittsburg State University
will be asked to make connections between real world scenarios and their knowledge of the mathematics
throughout the enrichment packet.
For my first sub-group, I made no specific differentiations because I was observing the mathematical
outcomes based on gender vs. gender. However, for the identified focus student, we will work one-on-one
to make sure he has received and registered the instructions for each lesson. The most important strategy to
use with the focus student is to make clear he understands the instructions. I will do this by having him
recite to me what he is supposed to be doing after each instruction is verbally given.
Teacher Work Sample 17
 III. Teaching and Learning

A. Narrative: Daily Teaching Reflections (limited to 4 pages)

Day 1: I was extremely anxious about teaching todays lesson because mental math is a difficult concept for a fourth grader to grasp. However, the
way I tackled the lesson was superb. Having my cooperative teacher help me work one on one with a group was beneficial because we were both
able to dive deeper into the strategies of mental math. I used a nearpod PowerPoint to teach each group of students how to break numbers apart to
make them easier to add in their head, and my cooperating teacher did the same thing using compensation and subtraction. The students understood
the material more than I expected them too. The only thing I would change about todays lesson would be to double check with Student A (focus
student) to make sure he understood the instructions because he normally does not know where to go after his first station. I did not do whole
group instruction because I assumed that I would have lost most of the class during the beginning of the instruction, due to the concept being so
difficult. When the students were not meeting as a group with my cooperating teacher or me, they were busy working on two activities that
practiced using the mental math strategies. Today went great, I hope each lesson goes as smoothly as today did. The students appeared to
understand the lesson.

Day 2: Todays lesson went smoothly. Prior to beginning stations, I originally did not have anything planned to do as a whole group. However,
this morning when I was looking over the lesson for the day I thought it might be helpful to talk about a few vocabulary words they would see
during the lesson, and together review what they meant. So, as whole group we did a few examples of rounding numbers and estimating to find the
sums and differences. Then, we moved into stations. During stations, I had one student lose his workbook page (which was their homework). I was
not sure what to do at this point because there was not one I could print off for him. The workbook page was torn out from his workbook and now
that he did not have one, he had to copy the questions down from another students paper before the math lesson was over. This was a learning
experience for me because I had to improvise and solve his problem in such a short amount of time. The most important thing I learned through
todays lesson is to be flexible. Yes, if we searched the entire room for his paper we may have found it. However, because math is at the end of the
day and there is not a lot of wiggle room, the student had to copy down the questions instead. Being flexible is essential. I think it is important to
be flexible as a teacher but to also teach that to your students so that when something does not go as planned, it is okay and that learning still

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happens. The only change I would make for this lesson is to be more prepared and have backup copies and/or more work for students to do in case
they lose or complete their work ahead of time.

Day 3: Todays lesson was more of a struggle than the past two lessons have been. Today is Friday and because math is at the end of the day, my
cooperating teacher asks that I end math a little bit earlier than most days. I did not think this would be a problem, until I realized during my last
station that it was 3:10 and I was asked to end the math lesson at 3:00. I never realized how hard it is to close a lesson. I set a timer for each station
so that I could keep track of time and end when I needed to. However, when the timer would go off after each station, it would take the students
another two or three minutes to clean up, get to their next station, and get started. I should have known to account for this time so that I could have
been finished with the lesson earlier like I was asked. Through this learning experience, I learned to be more cautious of the time. The students and
I were getting so into the lesson and having such good learning experiences that it was hard for me to end it abruptly. In the future, I plan on
adding in transition time and keeping better track of time as a whole. I believe this is a struggle for a lot of teachers, so I am going to make it my
goal to be more aware of the time I have for specific instruction and use that time efficiently.

Day 4: Today we worked on subtracting multi-digit numbers. The lesson before was addition and the students seemed to really understand the
whole concept, however when I graded their homework the results were significantly lower than I expected. I believe the students rushed through
their homework because they thought that it was easy. Because I wanted them to take their time, even if they think they know how to regroup and
subtract, the first thing we did was discuss the importance of taking your time on homework and how the results will reflect on their grade card.
After talking about this with the students the remaining time went smoothly. As a class, we did six subtraction problems. I displayed example
questions on the smart board, meanwhile, they wrote the subtraction problem down on their personal white board and we worked it out together.
After whole group instruction, we moved into stations. Stations went much smoother today than they did on Friday because I was more cautious of
the time we had left. Each station lasted about twelve minutes. I only had one student ask me a question about what to borrow and that was my
focus student. At the end of the stations and after the students had packed up my cooperating teacher took the class back over. During this time, I
pulled my focus student aside and we worked out five more problems together so that I could check his understanding before sending him home
with homework.

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Day 5: Todays lesson was over subtracting multi-digit numbers with more than one zero in the number. I thought because the students understood
how to subtract regular numbers, they would not have trouble with todays lesson. For example, 2006 1467 =
This was difficult for the students because most of them did not know that when you borrowed for the tens place then you must borrow from the
hundreds place which results in taking two from the thousands place. I explained to the students that you first had to work the problem out
basically from the left to the right. You cannot regroup 0 without borrowing from the 2 in the thousands place. As a class, we did eight examples
together on the smartboard. For the last few examples I had students come up to the smart board and show us step by step how to solve the
problem to check their understanding. After this we moved into stations. We only had nine minutes at each station today because we needed to end
early to go over their grammar homework for the week. All the students I met with needed guidance in what to regroup at first. Then, once I had
them solve three or four on their own it clicked for most students and they seemed to understand the math concept. Today it was extremely
important for me to make sure the students understood the math because it is a concept they will be building off in the future.

Day 6: Today we worked on drawing a picture to solve word problems and then we played Jeopardy as a class to review for the test. We combined
the last lesson today with a short review because the students have a four-day weekend and it was my goal to have the test taken before the
extended weekend. One of the reasons I thought it was okay to do this is because the students have already had practice in solving word problems
using pictures and equations. The picture the students are required to use is a bar diagram which we practiced using during Unit 3. Most of the
students know how to use a bar diagram, so this lesson was more of a review for them. I created a slide show of six word problem examples to
solve as a class. The first three problems we did as a class and the last three I had students help me solve by coming to the front of the class and
walking us through their work. I think it is important to have students explain their work verbally because it helps them retain the information and
it also provides an explanation that their classmates can relate to. After we practiced and discussed the word problem examples, the class
participated in a jeopardy review game. The game had five categories based on each of the lessons in Unit 4. Each student was responsible for
keeping their own score. We did not play in teams because I wanted each student to answer each question on their personal white board for more
practice. This was an interactive way to review the unit and the class did a great job following along and staying on task.

Day 7: Today the students took the unit 4 assessment. We went over some of the questions together as a whole group before the students were able
get started because I wanted to make sure they knew what the directions were asking them to do. I was hoping this would eliminate any confusion

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 the students had. I also made the students use a cover sheet to prevent anyone from cheating. I know from observation in the classroom which
students have wondering eyes during exams. I think this is important to know as a teacher especially in a grade as young as fourth. If students at
this age begin to build bad habits like cheating they will only carry it on with them through middle school. The students took about forty-five
minutes to complete the exam which I believe is a good indicator that they took their time. I am anxious to see the classs results of the unit 4
exam.

B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
The classroom management has already been set in place from the beginning of the year and did not change throughout this Unit. I have observed
my cooperating teacher for a couple months and have learned the way she handles behavior problems in her classroom. I have attempted to use the
same strategies she does to keep the consistency in the classroom. The students are held to high expectations which they must meet or exceed. I
have used a lot of the same techniques for teaching mathematics that my cooperating teacher used as well. For example, the students know that
when they come in from recess they are expected to take out their math supplies which will be displayed on the smart board. They will then be
called to use the restroom once their supplies are underneath their desk and they are sitting quietly. Once everyone is back from the bathroom,
math begins. Most days if time permits, the students participate in whole group instruction/examples and then transition into math stations. During
stations, they are required to be at a level zero (no talking) unless the task requires cooperating with other students or teachers, then, they must be
at a level one (whispering or talking quietly). It was helpful to have these rules and expectations already set in place. If the situation arises where a
student cannot contain themselves during the lesson, they will be given a warning. After two warnings, the consequence becomes a think sheet that
is sent home for parents to sign. However, if the unacceptable behavior is severe enough, the student will be asked to leave the room right away to
complete a think sheet and then parents will be contacted. Although this has not happened thus far in the school year, the students are aware of the
rules and consequences.

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C. Student Interaction and Engagement (Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
Throughout this unit, the students worked in pairs almost every lesson. There were times they had to discuss a question as table groups, work
together to complete a scavenger hunt, and cooperatively solve math problems set out for them. One strategy I used almost every day was having
volunteers write on the smartboard as we solved a mathematical sentence together. The students in my class think it is so neat to write on the
smartboard, so, when I could tell that they were getting bored with the lesson or starting to lose motivation, I would ask for a volunteer to help me
solve the next step. I would do these multiple times throughout each lesson to give several students the opportunity to participate. Most of the
time the whole class was on task and engaged in the learning. On days we worked in stations, I tried to make each station interactive and more
enjoyable than a simple worksheet. For example, most stations included at least one source of technology. Another example was the addition and
subtraction scavenger hunt they were required to do. I think the most important part about each lesson was that it fit each students needs and kept
them engaged so that they could get the instruction necessary for themselves.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
Students were required to communicate with their peers and teachers during each lesson. They participated in whole group instruction which
required them to communicate with the entire class and myself. Each day during math stations the students were required to meet with me to
complete an activity based on that days lesson. They were required to communicate to their peers and me during this time. If the rules had not
already been established before this unit, it would have been extremely important to take the time and discuss my expectations. However, because
they had already been established prior to unit 4, I held a short discussion with the class explaining how I demand the same level of respect and
responsibility as they show my cooperating teacher. The students in this class do a great job following directions. They are especially good at
talking to their classmates and then quickly getting back on task when asked to do so. This is an important concept to establish in a classroom if
communication strategies such as turn to your shoulder partner and share are used. Overall, the students get along with one another and are
capable when it comes to getting back on task.

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Narrative: Analysis of Assessment
E. Pre-Assessment
Overall analysis of results.
Discuss the results in reference to
the learning objectives.
Describe how pre-assessment data
was used to proceed with instruction
for all students.
What is the plan to differentiate for
all learners?
F. Formative Assessment
Pittsburg State University
The pre-assessment was used to determine the students prior knowledge of the objectives in unit 4. They
were given a multiple-choice exam which had questions based off the six objectives implemented into this
unit. Each question assessed at least one of the objectives, if not more. The students results are
demonstrated below:
- 90% or above: 10 students or 43% of the class
- 80%-89%: 5 students or 21% of the class
- 70%-79%: 2 students or 1% of the class
- Below 70%: 5 students or 21% of the class
Most students who scored below 80% missed at least two questions which required estimating and rounding
the number. This is a challenging concept for the students because they have not had much practice if any in
estimating numbers. The other commonly missed question correlated with the mental math objective. The
students before this pre-assessment have never been introduced to mental math. According to the data
collected, I should be cautious that the students master these two objectives which they do not prove
mastery in.
After looking at the pre-assessment data I have decided which students will be placed in the two lower level
math groups and which students will be in the two higher level math groups. Almost every day I will meet
with each group to work on that days lesson and objective. By using the pre-assessment data, I can alter my
instruction to fit the specific needs of the students in each group. I also used the data to tailor my instruction
towards specific objectives that I knew were more challenging to comprehend by spending more time
checking the students understanding.
During math stations, I will pull my lower two groups first to make sure I always have time to meet with
them and give them the one-on-one attention they need. If I notice a student struggling more than the rest of
the group I will differentiate my instruction so that the math concept is broken down into simpler steps. By
breaking the troubling concept down for students, I am using a scaffolding strategy that will help solidify
any misconceptions the students have. For my higher two math groups, if I see that they have mastered the
concept during groups, I will provide enrichment opportunities such as:
- Finding the missing step
- Solving multi-digit subtraction numbers that include at least four whole numbers including zeros
- Correcting the incorrect math problem
Teacher Work Sample 23

Overall analysis of results.
Discuss the results in reference to
the learning objectives.
Are students learning what was
intended they learn?
Discuss any adaptations based on the the higher of the four math groups. Based off this information, I chose to have an informal debrief with him
results of formative assessments.
Identify differentiation needed to
help all students meet the goals and page to eliminate any confusion about the instructions. This was the only differentiation I made for the
objectives of this unit.
G. Summative Assessment
What did the disaggregated data of
the assessment reveal?
Discuss the results in reference to
the learning objectives.
Pittsburg State University
Several formative assessments were given during this unit. My cooperating teacher asks that I send home
homework at least twice a week. This was a helpful way to check the students understanding of each
objective in the unit. The formative assessment was a practice workbook page provided for us from the
curriculum. I used this as my formative assessment because each workbook page was directly correlated to
each objective.
- 90% or above: 18 students or 75% of the class
- 80%-89%: 5 students or 21% of the class
- 70%-79%: 1 student or 3.84% of the class
Based on the data collected from this formative assessment, most of the students are mastering the content.
The results from this formative assessment demonstrated that most of the class is mastering this specific
objective. I was surprised to find the student who received a C on this formative assessment was placed in
to check that he understands the material. During our debrief I asked him to show me the mistakes he sees
on his workbook page. He was quick to admit he rushed through the homework and noticed his
fundamental mistakes.
As a whole group, at the end of math stations, the class and I read through the directions on the workbook
formative assessment because I used this to check the students progress towards this specific objective.
The data from the summative assessment was informative and interesting to collect as this is my first unit
ever taught. The data demonstrated the level of readiness to move on to the next unit. The math curriculum
is set up in a way where the content is sequenced in a way that scaffolds. It is essential to understand the
content before moving on and building on their knowledge. The results revealed that
- 90% and above: 23 Students or 88%
- 80-89%: 1 Student or 3.84 %
- 75%: 1 Student or 3.84 %
- Below 75%: 1 Student or 3.84 %
Throughout this unit, I was constantly measuring the students knowledge of the objectives. Each night
homework was sent home and I graded it the next day to assess the students comprehension of the
objective. This unit was set up in a way that made building off prior knowledge easy for the students. There
was not a correlation between the missed questions on the exam, which tells me the students who did not
struggle with one specific objective or topic in unit 4.
Teacher Work Sample 24

Did all students learn what was
intended they learn? Explain.
For the few students who did not meet or surpass the passing percentage for this assessment, I believe they
did not apply themselves as well as they could have although the material was difficult for them. I worked
one-on-one with those three students who had extra support. The assessment was thirty-two questions long
and given at the end of the day on the last day of the week. I believe all the students learned what was
intended, however, if the test were given at a different time the results from the three students who fell
below 90% would have increased their scores.

Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.

H. Visual Representation of Disaggregated Data

Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Pittsburg State University Teacher Work Sample 25

 IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment

results, identify TWO learning objectives
from the unit students were most successful.
Objective 1: The students will be able to
subtract across zeros by regrouping a top
number when it is smaller than a bottom
number on at least 13 problems.
Objective 2: The students will solve word
problems by drawing a picture and creating an
equation.
Give more than one reason for each of the successes identified.
I believe the students showed success throughout this lesson because of the way it was presented. I
think it is important to simplify things. My cooperating teacher had a good explanation that she
shared with me which I then forwarded to my instruction. If students can understand the reasoning
behind what they are doing they are more likely to master the skill. Another reason I believe they
did so well is because they have had a lot of practice with subtraction. However, subtracting across
zero makes them think more about it. They are required to stop and think rather than rush through
the regrouping process.
Originally, I thought that this would be challenging for a lot of the class. However, I did not realize
that the unit before unit 4 had word problems that required the students to use bar diagrams. Most
of the students understood this objective before I began the lesson. A lot of the summative
assessment was presented through word problems. Once I gathered that the students understood
the concept, we did six questions together on the smart board to solidify the process. I had the
students tell me what to do to check their understanding before moving on.

Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.
The first thing I would do to continue the students academic growth is challenge them by giving them enrichment questions that still fit their need
but are not too easy so they are still encouraged. The second thing I would do is create an activity that is more engaging than in the interactive
PowerPoint I used to present the material. I would have liked to have the students work a PBL unit of some type throughout the unit to integrate
different types of curriculum.

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B. Narrative description of Least Successful Activities and future implications
Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.
The students have never heard of using mental math, before this unit. The concept, unlike most in
Objective 1: The students will use mental math this unit was foreign to them. This made it more difficult to explain because they could not relate
to add and subtract by breaking apart the or build off any prior knowledge. Another reason why I believe this concept was so difficult to
number and using strategies provided during the
understand is because of the way it was explained. Because the concept was so challenging I
lesson
decided not to do whole group instruction and move right into stations where I would eliminate
any confusion. However, during stations I felt like I was rushed to get through the instruction.
This objective was the most challenging to grasp for the class. Because they had just learned how
Objective 2: The students will estimate the to round in the previous unit they had not yet mastered the skill. If the students could not round the
sums and differences of whole numbers by numbers to estimate them, they would automatically get the answer incorrect. The second reason
rounding to the nearest given number at least
this objective was the least successful is because the students had trouble differentiating the
thirteen times
instructions from regular addition and subtraction.

Discuss at least TWO things to do differently in the future to improve students performance.
In the future, I will do a mini-lesson to check the students understanding of rounding. I understand that it is hard to build off prior knowledge if there
is nothing to connect to. I will determine where the students knowledge of the topic is and build off that. Also, if the unit objectives are similar
concepts such as adding, subtracting, and estimating I will find key words in the directions that help the student decide what the instructions are
asking them to do. This is a fundamental error, but it caused the class a couple points on the formative assessment.

TABLE 4.1 Communication Log

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
9/20-10/3 Mrs. Engle Person-to-person Pre-unit discussion Help guide beginning process Yes

10/3-10/17 Mrs. Engle Person-to-person Guidance in instruction Cooperative groups Yes

Add rows as needed

Pittsburg State University Teacher Work Sample 27

C. Narrative Reflection on Impact of Communications (limited to 1 page)
My cooperating teacher was extremely helpful during this unit. She was always there for me to ask questions when I needed to and helped me start
my initial planning. I wanted to use a similar approach to teaching the unit that she does to keep the instruction consistent for the class. I first
planned the unit and then she sat down with me to go over day by day what she thought of the lessons. During this time, she gave me any tips and
pointers that she would use if she was teaching the unit. I am grateful for the extra help and support she gave me. She also volunteered to meet
with math stations on most days so that we could really check the students understanding of the material and develop concrete understanding. It
was helpful to have her by my side during this unit. We did a lot of communicating and collaborating when I needed guidance on what the best
way to approach each objective was.

D. Narrative Reflection on Future Professional Development (limited to 1page)

Identify at least TWO aspects of instruction that could be improved.
Explain reasoning.
Aspect 1: The first aspect I would change was the approach I used to
teach the material. I tried to present the material in the best way possible
for the students. However, I think it would have been more beneficial if
they had a chance to be more hands on and connect the learning to real
life examples.
Aspect 2: The second aspect of instruction that I would change would be
to review more with the students in class for the exam.
What specific professional development opportunities/activities will
help to acquire that knowledge or skill?
One activity I would have liked to use throughout this lesson is project
based learning. I would have created a unit based on all the objectives but
required the students complete a project rather than their usual workbook
homework. However, time was limited and my goal was to keep up with
the other fourth grade teachers.
Because the students did so well on their homework, my cooperating
teacher and I didnt think we needed to spend a ton of time reviewing the
unit before the exam. We also wanted to fit the test in a certain time
frame which didnt allow us the time we needed to hold an extensive
review session. If the material was more difficult for the students and I
saw more struggle I would hold a review session before or after school
for the students who felt they needed the extra support.

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 REFERENCES

Blue Valley Schools. (2017). Sunset Ridge Elementary Curriculum Guide,

http://www.bluevalleyk12.org/

Common Core State Standards. (2107). Mathematics Standards,

http://www.corestandards.org/math/.

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 APPENDIX A

Overland Park Community Demographics

7%
5%

White
African American
Asain

88%

Sunset Ridge Elementary Gender

43%
females
males
57%

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 Sunset Ridge Elementary Economic
Disadvantages/Advantages

6%

Economically Disadvantaged
Non-Economically Disadvantaged

94%

Sunset Ridge Elementary Demographics

19%
White
3%
Hispanic
7%
African American
Other
71%

APPENDIX B

Pittsburg State University Teacher Work Sample 31

 Module/Topic Topic 4, lesson 2
Adding whole numbers
Objectives The students will be able to estimate sums and differences of whole numbers by
rounding to the nearest place value indicated

Standards CCSS.MATH.CONTENT.4.NBT.3 Use place value understanding to round multi-

digit whole numbers to any place.

CCSS.MATH.CONTENT.4.NBT.4 Fluently add and subtract multi-digit whole

numbers by using the standard algorithm

Warm Up/Fluency As an anticipatory set and short review, each group of students will get a multi-digit
number on a notecard and then each table of students will be asked to round it to a
different place value.
One person from each group comes up and writes their number on the smart board
and shows the class the steps they took to round their number.
Once everyone has rounded their number, we will move into stations.

Application After reviewing how to round with the students we will move into stations. The four
stations include:
Problem
- Comparing/contrasting Estimation activity
- Clip and Cover (in pairs)
- 4-2 Reteaching Workbook Page
- Page 94 questions 9-24 in their math journal

Concept - Comparing/contrasting Estimation activity

This activity will be done with the supervision of my cooperating teacher. The
Development
students will estimate the sums and differences by rounding to the nearest place
value given. Then, they will work out the math problem and decide if the two
values are reasonable. They will do this using dry erase markers and writing on
protective sheets which have worksheets in them to help guide their process.
- Clip and Cover
This activity will also practice rounding and estimating to find the sums and
differences. Students will roll a dice and whichever number they roll they will
find that number on the poster and clip it. Then, they will solve the addition or
subtraction problem to find the answer on the bingo board. The students will take
turns doing this until someone has marked four answers in a row. If time permits,
the students will play again.
- 4-2 re-teaching Workbook Page
The workbook re-teaching page will be completed with the supervision of
myself. I will meet with students at the front of the room and we will do some of
the workbook page together. The students will try to do some on their own and
then explain their thinking and their answer to the group.
- Page 94 questions 9-24 in their math journal
The students will complete questions 9-24 in their math journal. The questions

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 practice a range of strategies from unit 4. Most of the questions require the students
to round and estimate to find the sums and differences

Closing Once the final timer goes off and all the students have worked through each station, I
will give them one minute to clean up their area and have a seat back at their desk. At
their desk, I will ask them to tell me one thing they learned today. I will call on at
least four students to answer the question and then explain, It is important to know
how to round so that you can estimate sums and differences quickly. You can always
check your answer to see if it is reasonable by comparing your two answers.

Accommodations - During the warm up, I will give the group of students who are more advanced
in math a more difficult number to round.
- During stations, I will meet with the two lower groups first to resolve any
misconceptions they have about addition.

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 Module/Topic Topic 4, lesson 3.
Adding whole numbers

Objectives The students will be able to add whole numbers by regrouping numbers
greater than 9 to the next column

Standards 4. NBT.4 Fluently add and subtract multi-digit whole numbers by using the
standard algorithm

Warm Up/Fluency As a warm up I will give each group of students a math problem to solve
together as a group. I will give the students three minutes to solve the
addition problem. Then, I will have one person set it aside on their desk
while we move into whole group. We will return to the addition problem at
the end of the lesson.
Application Problem During whole group instruction, pose the problem 219 + 142 + 436 =
Write the addition sentence horizontally, then next to it show them how to
stack the numbers to make it easier to add.
Solve the addition problem.
Demonstrate regrouping.
Ask the following questions while solving:
- Who remembers where to carry the sum of the ones column if it is
greater than 9?
- Do I regroup the number 1 or my 7, and where does it go?
- Repeat these steps until the problem is solved.
Then, write the addition sentence 288 + 179 on the board. Have the students
copy down the problem on their white board and solve it on their own. Once
the students have finished, ask them to lay their marker down to indicate
they are finished.
(walk around and check students work)
Once everyone has finished, choose someone who had the correct answer on
their board to come up and solve the problem on the smart board while
explaining their thinking.
Repeat this using the addition sentence 7382 + 425

Concept After whole group instruction and I have checked the students understanding
of the skill, we will move into stations. At each of the four stations, the
Development
students will practice adding multi-digit whole numbers. There will be four
stations, and each station will be about thirteen minutes long. When the timer
goes off, the students will rotate to their next station. The stations include the
following:
- Solving several addition task cards by adding two or more multi digit
numbers together on a white board

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 - Addition scavenger hunt: the students must use an iPad to scan a QR
code around the room. Once they scan the code, it takes them to a
website where they will solve one addition problem. Then, they must
use the sum that they found and find it around the room. Then, there
will be another QR code for them to scan that will forward them to
the next addition problem. They will work on the scavenger hunt
alone, until the timer has gone off.
- Workbook practice side: complete the independent work in
designated working area.
- Prodigy: the students during this station will work on the computers
in the back of the room. Prior to this station, I will have set up the
addition problems I want the students to solve. They will have to
answer each question to move forward and advance in the game.

Closing Once the final timer goes off and all the students have worked through each
station, I will give them one minute to clean up their area and have a seat
back at their desk. At their desk, I will ask them to take out the addition
problem they first worked out together as a group. Then, I will give them
three minutes to make any changes they would like to make before they
share their thinking with the class. Once the three minutes are up and the
timer goes off, each group will choose a spokesman for their team. I will
move around the room as each group shares their addition problem, how
they solved it, any strategies they used, and the sum they finally came to.

Accommodations - During the warm up, I will give the group of students who are more
advanced in math a more difficult addition problem to work out as a
group.
- During stations, I will meet with the two lower groups first to resolve
any misconceptions they have about addition.

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 APPENDIX C
Pre-Assessment & Key

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Pittsburg State University Teacher Work Sample 37
Formal Formative Assessment & Key

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Summative Assessment & Key

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Pittsburg State University Teacher Work Sample 40
Pre- Assessment Data

Whole Class Performance by Grade

Letter

A B C D or worse

Sub-Group
Female vs. Male Grade Average

Female

Male

0.00 20.00 40.00 60.00 80.00 100.00

Focus Student
Class Average vs. Focus Student
100
90
80
70
60
50
40
30
20
10
0
Class Average Focus Student

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Post-Assessment Data

Whole Class Performance by Grade

Letter

A B C D

Sub-Group
Female vs. Male Grade Average

Female

Male

0% 20% 40% 60% 80% 100%

Focus Student
Focus Student vs. Class Average
1.00
0.90
0.80
0.70
0.60
0.50
0.40
0.30
0.20
0.10
0.00
Focus Student Class Average

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