Teacher Work Sample Final 2

Teacher Work Sample
Student Name: Alexis Kortan

Subject / Unit Title: 5.NBT.5- Numbers and Operations in Base
Ten.
School: Camelot Intermediate
Grade Level: 5th
Date: 12/10/18
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TABLE OF CONTENTS
CONTEXTUAL FACTORS…………………………………………………………………….3
Community
District/School
Classroom Implications for Instruction
REFERENCES……………………………………………………………………………………..6
GOALS AND OBJECTIVES……………………………………………………………………7
TIME LINE AND LESSON PLANS………………………………………………………….8
Time Line
Lesson Plans
REFLECTION LOG……………………………………………………………………………..35
ASSESSMENT…………………………………………………………………………………..38
Pre-Assessment
Ongoing Assessment
Post Assessment
DATA ANALYSIS AND RECOMMENDATIONS…………………………………...47
Individual students
Whole Class
SUMMARY OF STUDENT PROGRESS………………………………………………..52
Example: Letter to parents
Example: Website posting regarding unit
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CONTEXTUAL FACTORS
I am in Mrs. Vincent’s 5th grade math classroom for a full school year. This math class isn’t like
your average math class, it is an MCL (massed customized learning) classroom. In an MCL classroom
students work at their own pace, which can be ahead or a little slower. Students are still required to get
through all the district math essential skills. If students do not meet the objectives for a certain standard
they work on that the following year instead of just getting a grade and moving on, it is a way to fill in
those gaps. We do have a student that is a 4th grader that has met all the 4th grade standards for the
unit. We also have students in our classes that have met all the 5th grade measurement topics math
standards. They are provided 6th grade material for that unit, that my teacher and I provide. I will talk
more about the routines in our classroom later.
In this class, there are 25 students: 12 girls and 13 boys. The students are around the age of 10
or 11. There is currently one student on a behavior plan with a one-on-one aid. Four of the twenty-five
students were in advanced math the previous year. The ethnicity of my classroom is all Caucasian with
one Native American student.
Camelot Intermediate School is located in Brookings, SD. Brookings is considered an urban
community. The estimated population of Brookings in 2017 was 23,938 people. 91.6% identified as
white alone, 1.8% as African American, 1.1% as American Indian, 3.9% as Asian, 2.2% Hispanic or Latino,
and 1% identified as two or more races. There is an average of 97 males per 100 females in 2017. In
2016 there was an estimated 8,429 households in the town. The median household income in 2016 was
about $47,060.
In 2017 the number of students enrolled in the district was 2,559. The number of students
enrolled at Camelot Intermediate was 577. There are 765 students total in the district that have free or
reduced lunch and 175 at Camelot. The graduation rate in Brookings was about 84.80% in 2017. At
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Camelot there are 99 students on IEPs and in the district there 432 students on IEPs. There are 31
students at Camelot and 127 in the district that are ELL students.
I think Brookings is a safe and supportive town. It is nice that we live in a college town, due to
the extra resources available. I do know that Camelot has SDSU students come and do recess duty or
help in the classrooms. In my classroom there are many resources available from manipulatives to
technology resources. The technology available includes laptops, printers, and a Smart Board. The staff
is extremely helpful; there are ELL teachers, speech/language pathologist, TA, gifted instructor, nurse,
etc.
Here is an overview of how the class operates. As a class we will do one or two whole group
seminars. After those whole group seminars, we go into our rotations. The rotations have four parts
under iLearn which include M,A,T, and H. Lastly, we have been doing two rotations in a day; therefore,
we can meet with more students. Here are what the rotation groups stand for and what happens in
each one. M- Meet with the teacher (coaching session). A-At your seat (Quick Check). T-Technology
(Zearn or Prodigy). H-Hands on activity (with group). Once all those items are complete the student can
then advance to the iPractice portion which is usually one or two worksheets. Once they have
completed those worksheets, they will check their answers with a partner.
After the two days of rotations we have WIN time, which stands for what I need. That means the
students can work on whatever they need for math. This is where I am teaching but I have to be flexible
in what I am teaching, because students will be coming to me to receive help. I have a general idea of
what I will be helping students with, but it made lesson planning more difficult.
Students will then have their binders checked to see if they are ready to take the assessment.
For students to be able to take the assessment they must score at least an 80% on the Quick check and
the technology portion. If they did not score at least an 80% on both they will choose at least two voice
and choice. Voice and choice is a variety of activities, worksheets or Google Forms the students can pick
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from.
As a teacher in an MCL classroom I think giving students a voice and choice is a big thing.
Figuring out how each student learns best and using that information to help me create on going
assessments. For example, a lot of students enjoy Prodigy and other games; therefore, including those
as assessments or choices. Another thing that a MCL classroom affects is the way I teach. For example,
we don’t have many whole group seminars. Most of the time spent in class is either small group or WIN
(What I Need) time. WIN time is for students to work on whatever they need to get done for the class.
This allows me to take/ work with students one on one more.
Students from low income families may be affected by not having technology. Some of the
students in my class do not have internet at home. Therefore, I must provide a variety of ways to give
students and parents resources. I will have a printed copy of the students’ playlist and an online playlist.
For voice and choice, I will have some paper copies and some online choices. Brookings does have
resources available to the public including the Public Library, Boys and Girls Club and SDSU. There are
SDSU students that come to Camelot to help tutor or work in the classroom with the students.
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References
Data Access and Dissemination Systems (DADS). (2010, October 05). Retrieved from
https://factfinder.census.gov/faces/nav/jsf/pages/community_facts.xhtml
District Report Card [PDF]. (n.d.). South Dakota DOE.
https://doe.sd.gov/NCLB/reports/2017/reportcard/2017district05001.pdf
School Report Card [PDF]. (n.d.). South Dakota DOE.
https://doe.sd.gov/NCLB/reports/2017/reportcard/2017school05001-07.pdf
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GOALS AND OBJECTIVES
Unit Goal: Fluently multiply multi-digit whole numbers using the
standard algorithm.
Standard: CCSS.MATH.CONTENT.5.NBT.B.5
Fluently multiply multi-digit whole numbers using the standard
algorithm.
Objectives:
When given the directions of using any multiplication strategy, students
can solve six random multiplication problems with 100% accuracy.
When given just the standard algorithm, students will be able to solve
at least one problem by themselves correctly using the standard
algorithm.
After solving two practice problems with the teacher students will be
able to solve five out of six problems using the standard algorithm
correctly.
After learning about the standard algorithm, students will be able to
score at least an 80% on the post assessment when give two attempts.
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TIME LINE AND LESSON PLANS
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10
Date of 10/31/18 11/2/18 11/6/18 11/8/18 11/13/18 11/15/18 11/16/18 11/19/18 11/20/18 11/27/18
Objective When given When given When given After solving After solving After After After After After
the directions just the just the two practice two practice learning learning learning learning learning
of using any standard standard problems problems about the about the about the about the about the
multiplication algorithm, algorithm, with the with the standard standard standard standard standard
strategy, students students teacher, teacher, algorithm, algorithm, algorithm, algorithm, algorithm,
student can will be able will be able students students students students students students students
solve six to solve at to solve at will be able will be able will be able will be able will be able will be able will be able
random least one least one to solve five to solve five to score at to score at to score at to score at to score at
multiplication problem by problem by out of six out of six least an 80% least an 80% least an 80% least an 80% least an 80%
problems with themselves themselves problems problems on the post on the post on the post on the post on the post
100% correctly correctly using the using the assessment assessment assessment assessment assessment
accuracy. using the using the standard standard when give when give when give when give when give
standard standard algorithm algorithm two two two two two
algorithm. algorithm. correctly. correctly. attempts. attempts. attempts. attempts. attempts.
Content Wednesday Whole Whole MA TH WIN Time WIN Time WIN Time WIN Time WIN Time
Delivery Workshop group group Rotations Rotations (What I
(meet with (meet with Need)
two small two small
groups) groups)
Teaching Teacher Partner Partner Teacher Teacher Teacher Teacher Teacher Teacher Teacher
Strategy Modeling & work, work, Questioning Questioning Modeling & Modeling & Modeling & Modeling & Modeling &
Games Teacher Teacher Teacher Teacher Teacher Teacher Teacher
Questioning Questioning Questioning Questioning Questioning Questioning Questioning
& Making & Model
connections
Form of Observation & Observation Observation Observation Observation Observation Observation Observation Observation Observation
Assessment Student work & Exit ticket & Exit ticket & Student & Student & Student & Student , Student , Student , Student
work work work work work & Test work & Test work & Test
Length of 45 minutes 50 minutes 50 minutes 50 minutes 50 minutes 50 minutes 50 minutes 50 minutes 50 minutes 50 minutes
Lesson
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Lesson Plans
Lesson 1
Dakota State University
College of Education
Name: Alexis Kortan
Grade Level: 5th
Date: October 31, 2018
Time: 9:00 – 9:45
Reflection from prior lesson: In prior lessons students learn about place value. This can help students
line up the two numbers given to them. For example, 347 x 12 the seven and two are both in the ones
place. The four and one are both in the tens place. Lastly, the three is in the hundreds place and the
other number does not have a number in the hundreds place.
Lesson Goal(s) / Standards:
4.NBT.5- Fluently multiply two-digit whole numbers using the area model.
5.NBT.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.
Lesson Objectives:
When given the directions of using any multiplication strategy, students can solve six random
multiplication problems with 100% accuracy.
Materials Needed:
Students: Pencil
Teacher: Monster Math worksheets, water beads, rocks with numbers on them, bugs with numbers on
them, paper towels and https://bouncyballs.org/ (noise control website)
Contextual Factors/ Learner Characteristics: Unknown because I will be doing this on a Wednesday,
which is workshops for the students. Wednesday workshops is a time for teachers to assign students
into their classroom if they are getting behind or could just benefit from extra time in that classroom.
For example, my first workshop I have certain students assigned because I need them to finish my
pretest for my teacher work sample. For the other workshops it is open to all the students on our team.
Some of the students that might come in include students on IEP for behavior issues who have a one on
one aid. Another student has a hearing impairment. There are students that receive enrichment
services.
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A. The Lesson
1. Introduction (5 minutes)
 Getting attention: I will tell a brief summary of the fun activity the students will be
doing. Student’s you will have to reach into a bucket filled with something slimy and
slippery. If you are afraid to do that I have some creepy bugs for you to use.
 Relating to past experience and/or knowledge: I will make a connection to the area
model that they learned about in fourth grade. That will be during my content
delivery.
 Creating a need to know: I could use this to figure out how much candy I need to
bring if I am going to give each person eleven pieces of candy.
 Sharing objective, in general terms: I can multiply numbers with two or more digits
using the area model and/or standard algorithm.
2. Content Delivery (35 minutes)
 I will show students how the class will work for the day. I will pick two numbers
from the bucket of water beads and write them on the board. I will multiply the two
numbers using the area model and the standard algorithm way. I am going to do it
that way hoping students can see and possibly make connections with the two
ways. There will be buckets around the room that students can’t see through or
inside. What is inside those buckets are the water beads (slimy and slippery) and
rocks with numbers on them. Students will be paired into groups of two. I will just
have them be partners with their neighbor. One student from each group will reach
in the bucket of the unknown and pull out two rocks. Once that student pulls out
two rocks both students will multiply those two numbers using the area model or
standard algorithm. They will write their two numbers in the small boxes on their
Monster Math worksheet. Then in the big box to the right they will show their work.
Once they have both finished they will compare answers. If they are not the same,
they will discuss their answers and pick which one is correct. Once that is done the
student that pulled those rocks out will put them back in. When the rocks are put
back in the other student will reach in and pull two new rocks out and do the cycle
again. If a student does not want to reach into the bucket I will have fake bugs that
each have one number on them. The student can choose two bugs. Their partner
and them will both multiply those numbers. The same rules apply for the students
using the bugs as it does for the students reaching into the bucket of unknown.
While students are working they can have fun, but they need to remember there
are other classes going on around. That is where I will use the boucyballs.org to help
with the volume level in the class. On the website you can change the theme of the
bouncy balls, which I am doing eyeballs for the Halloween theme. You can also
change the sensitivity of the noise. For example, my activity there will be talking but
I don’t want yelling, so the sensitivity will be more in the middle. The balls will start
to bounce a lot if they are getting to loud. I can say look at the board we might be
getting to loud.
3. Closure (5 Minutes)- I will have students pack up their materials. I will have them put the
monster math worksheet in their math binders under iLearn. I will have the students give
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me feedback on how they think the activity went. What went well and what could I or this
class improve on?
B. Assessment Used- I will walk around the classroom and look at the students work. If something
is incorrect I can help them fix it.
C. Differentiated Instruction- If students are struggling to do the standard algorithm way they can
use the area model way. I have not taught the standard algorithm way yet, it will be taught the
next day. It will be completely new to them.
D. Resources
https://bouncyballs.org/
Darcy Vincent
11
Lesson 2
TWS Lesson 2
Name: Alexis Kortan
Grade Level: 5th
Date: November 2, 2018
Time: 10:10 – 11:00
Reflection from prior lesson: In prior lessons students learned about place value. This can help students
line up the two numbers given to them. For example, 347 x 12 the seven and two are both in the ones
place. The four and one are both in the tens place. Lastly, the three is in the hundreds place and the
other number does not have a number in the hundreds place. Those students who attended my
Halloween workshop got to refresh their memory on the area model.
Lesson Objectives:
When given just the standard algorithm, students will be able to solve at least one problem by
themselves correctly using the standard algorithm.
Materials Needed:
Students: Pencil and math notes
Teacher: Power Point
Contextual Factors/ Learner Characteristics: I have four students that have met the MT (math topic) 11
objective and will be extending their learning to new topics. One student is on an IEP for behavior issues
and has a one on one aid.
The Lesson

 Getting attention: There will be a problem on the board for students to solve when
they get in the classroom.
 Relating to past experience and/or knowledge: When students solve this problem, I
know some students if not all will solve the problem using the area model. I will
have one student come up and show their work on the board. While they are
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solving the problem, they will explain their thinking out loud. I will then ask if
anyone solved it a different way. If so I will have them come show their work on the
board.
 Creating a need to know: I could use this to figure out how much candy I need to
bring if I am going to give each person eleven pieces of candy. How many pieces of
candy total will I need.
 Sharing objective, in general terms: I can multiply numbers with two or more digits
using the area model and/or standard algorithm.
5. Content Delivery (35 minutes) – I will pass out the students new vocabulary for this topic. I
will tell students to put this in the vocab part of their math binders. I will keep that same
part as my introduction. I will then choose a student to come up to the board that used the
standard algorithm. I will have the student explain their thinking out loud. As a class we will
talk about the similarities we see between the area model and the standard algorithm. For
example, 17 x 26 area model way you break the numbers up by place value and then
multiply the numbers.
20 6
10 200 60
7 140 42
When solving this the standard algorithm way you line up the place value first. Then you
multiply the bottom one’s place by the one’s place value above, carry any numbers if
needed. Then you multiply the bottom one’s place by the tens place above. Next you put a
zero under your top number in the one’s place. That zero is placed there because your next
number you will multiply is in the ten’s place, not the ones.
17 x 26
17
x 26
The standard algorithm is like a short cut to the partial product way. This is because when we
carry those numbers we are adding them right away instead of adding them all at the last step.
We will solve one more together as a class, before I let them try and solve one with a partner.
I will ask students as a class what steps they took to get their answer. I will call on a student to
give me one step and the class will either agree or disagree. We will solve another problem
using the standard algorithm as a class. I will guide my students through the steps. I will have
the students check the answer using the area method. The next problem I will have student
solve with their group. I will walk around and help the students that have questions or that
might be getting stuck. I will have the students that understand it go around and help
classmates.
E. Closure (5 Minutes)- I will have students write their name on a sheet of paper at the top. I will
put my exit ticket questions on the board for them to answer.
F. Assessment Used- I will walk around the classroom and look at the students work. If something
is incorrect I can help them fix it. I created an exit ticket for my students to complete before they
leave the classroom. They will then write on a scale of 1 to 10 how confident they feel after the
lesson today. One being they have no idea at all. Ten being they could start solving
multiplication problems using the standard algorithm Monday no problem. I will have them
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explain their reasoning of the number choice they chose. Do you have any questions or parts
you got confused on?
Solve: 24 x 18.
Were you paying attention during the lesson?
If you get done early check your answer using another method.
G. Differentiated Instruction- Get one-on-one help
H. Resources
Darcy Vincent
14
Lesson 3
Name: Alexis Kortan
Grade Level: 5th
Time: 10:10-11:00
Reflection from prior lesson: In prior lessons students learned the connection between the area method
and the standard algorithm. When we connected those to the partial product way I think that confused
students more. I noticed student starting off using the standard algorithm and then getting confused
and accidentally switching to partial product while solving the problem. I had some great questions also
from the exit ticket and we will go over those in class.
Lesson Objectives:
When given just the standard algorithm, students will be able to solve at least one problem by
themselves correctly using the standard algorithm.
Materials Needed:
Students: Math binder with notes and a pencil.
Teacher: PowerPoint, smartboard and whiteboard mistake problems.
Contextual Factors/ Learner Characteristics: I have four students that have met the math topic (MT) 11
objective and will be extending their learning to new topics. One student on an IEP for behavior issues
and has a one on one aid.
A. The Lesson
Getting attention:
 Relating to past experience and/or knowledge: Students know how to solve
multiplication problems using the area method. I can have students check their
work by solving it both ways.
 Creating a need to know: This is the way your parents learned how to multiply
multi-digit numbers. You could quiz them at home.
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 Sharing objective, in general terms: I can multiply multi-digit numbers using the
standard algorithm.
2. Content Delivery (35 minutes)- As a class students answer, line them up by place value. If
students say you put the one number on top of the other I will not line up the place values
and ask if it is correct. They will say no and explain that the three goes above the two and
the four goes above the one. Once the numbers are lined up by place value I will have the
students tell me what the next step is. Students will say multiply the two by the three. I will
ask what the next step is, and they will say multiply the two by the four. I will tell students to
tell their partner what the next step is. I know from my previous lesson students forgot to
start a new line and put a zero in the ones place. I will have students raise their hands if they
think they know the next step. Students will say start a new line and put a zero below the
six. I will have the students explain to their partner why we should put a zero on the next
line in the ones place. I will walk around and pick a student to share. The student will say
because the number that we are multiplying switched to the tens place and is no longer in
the ones place. The class will agree. I will ask if there are any questions. I will also encourage
students to ask questions along the way. I will pull up the next question which is 32 x 81. I
will ask the students if it matters if I multiply 32 over 81 or if I multiply 81 over 32? Will I get
the same answer? Students will say no it doesn’t change the value. We will test it out and
solve this one together as a class 32 x 81. Then I will have students solve 81 over 32 with
their partner. Students will see that it does not matter what number is on top because you
will still get the same answer. I will ask students if this could be a way to check their answers
on a worksheet or test. They will say yes. I will talk about the carry numbers and when they
should carry numbers. We will talk about “hitting the wall”, because we have no more
number in the top row to multiply. I will have students solve the next problem by
themselves, which is 100 x 86. Some students will get one faster than others because they
remember the rule for base ten numbers. Once all students are done solving I will say and
ask I noticed a few of you got done right away, how did you do that? Those students will say
I took the 86 and saw that there were two zeros in 100, so they placed those zeros after the
86. I will ask the class if they agree or disagree. They will agree. I will tell the students let’s
check and see if that is correct. We will solve 100 x 81 using the standard algorithm.
Students will solve 72 x 61 all by themselves. We will walk through the steps together once
they are finished. Students will solve 123 x 14 by themselves. Then check their answers by
walking through the problem together.
3. Closure (5 Minutes)- I will have some problems written out on the small white boards of the
problems from the previous day. The problems I chose to write were incorrect (one mistake)
and I projected them onto the big screen. I will ask my students to find the mistake in the
problem on their own. I will have students raise their hand if they know where the mistake
is. I will wait until I get at least half the classes hands raised. I will pick someone, and the
class will either agree or disagree. We will do the same with the last one. I will then have
them take out a blank sheet of paper to complete an exit ticket.
B. Assessment Used- I will walk around the classroom and look at the students work. If something
is incorrect I can help them fix it. I created an exit ticket for my students to complete before they
leave the classroom. Rank yourself on a scale of 1 (no idea) to 10 (I could solve problems
tomorrow using the standard algorithm).
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Explain why you ranked yourself that.
Do you have any questions or parts you get confused on?
Solve:16x22
Solve:120x35
Were you paying attention during the lesson?
If you get done early check your answer using another method.
C. Differentiated Instruction –Get one-on-one help. Re-teach (if needed).
D. Resources
Darcy Vincent
17
Lesson 4
Name: Alexis Kortan
Grade Level: 5th
Time: 10:10-11:00
Reflection from prior lesson: In prior lessons students learned that it does not matter what number is
on top or bottom when multiplying, you will get the same answer. Students struggled to understand
when the bigger number was on bottom there were more steps that needed to be done before you get
the answer. For example, 24 x 163 if the 163 was on bottom there are more steps that need to be taken.
Lesson Objectives:
After solving two practice problems with the teacher, students will be able to solve five out of six
problems using the standard algorithm correctly.
Materials Needed:
Students: Math binder, empower, computer, and pencil.
Students meeting with me: Pencil and math binder.
Teacher: student groups, copies of worksheet (from the investigation book) for the group meeting with
me, printed test, white board marker, pen and computer.
that has a one on one aid.
E. The Lesson
Right when the students enter the classroom I will give them one minute to look at what
group they are in and get to that spot. I will let the students know that we are doing two
rotations in one day and will be doing the same tomorrow. I will go over the student’s paper
playlist (to do list). I will tell them for prodigy to cross off 24 and write 15. I will also have
them cross off bring worksheet when you meet with the teacher, because I will have the
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sheet. I will tell my students repeatedly to show all their work otherwise it will be counted
wrong. You must use the standard algorithm. I will then talk about goal setting with the
students. I will give the students thirty seconds to write in their goals.
Getting attention:
multiplication problems using the box (area) method. I can have students check
their work by solving it both ways.
standard algorithm.
5. Content Delivery (45 minutes)- Students all know what their group is supposed to be doing. If
they do not they have two playlists to look at paper and electronic. Therefore, all students
should be working. I will scan the room to make sure students are working. I will be working
at the back table with a small group of students on the worksheets I provide for them. This
is the first group I am meeting with. I placed my groups based on their two exit ticket
answers. This first group is the group that didn’t show any understanding of the standard
algorithm on either exit tickets. Once everyone in the group is at the back table I will hand
out the sheet and go over the directions. I will remind students that this is there time to ask
any questions they might have. I will have all students place their finger on 138 x 24. Once
everyone’s finger is on that problem I will flip my white board over and I will tell my
students to tell their partner what the first step is. On my board is 138 (on top) x 24 (on
bottom). I will listen to what students are saying and pick one student to share. The student
will reply multiply the four times the eight. The classmates will either disagree or agree. I
will have students write on their paper as we solve the problem. I will look where students
place the three and two (32). Students will tell me where to put the three and two. I will
have the students tell me the next step, which is, multiply four times three. Then they will
tell me the next step, multiply the four times the one. We will have a discussion about that. I
will ask student, why do we have to multiply the four times the one? I thought we just start
our new line. Students will reply, no because we aren’t done multiplying the top numbers
by the four. I will write that down. I will ask students; how do I know when I hit the wall?
Students will reply when you have no more number on top to multiply. What if my last
number I multiply gives me 12 what do I do with the one and the two (12)? Some students
will say carry it and others will say it goes on the bottom with the two. I will show my
students a trick where you put a zero in front of the top number. You then multiply as if that
number was there, students will get zero plus the one they carried. They will write the one
below and they will see that it is the same answer. I will ask do we need that extra step?
Students will say no, because you get the same number. Students will have a mini
discussion about the next step, because on the exit ticket most students forgot to put a
zero. I will have each group share what the next step is, I know some will say multiply the
two by the eight. After one group say put a zero all the students eyes will light up and they
will change their mind. I will ask, why do we have to put a zero, talk with your partner. I will
listen in and pick a student to share. The student will say because we are switching place
value. We were in the ones place and now we moved to the tens place. I will have the
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students write on their paper where the zero goes. I will have them show me on my board.
Then we will walk through the rest of the steps. After that I will tell the students to make
sure they are writing this down on their paper. I will give the next directions which are, cross
off the other 138 x 24, but be sure to save space because we will rewrite that problem. I
want you to write that problem with the 24 on top and the 138 on bottom. I write on my
board to show them what it should look like. I will have students walk me through the steps
like earlier. When we get the part where they need to put a zero I will say, tell your partner
what the next step is. Most students will say put a zero. We will keep solving. After students
say multiply the three by the two, I will tell the students to talk to their partner about the
next step. I think most students will say add them up or put a zero. I will ask my student are
we done solving? I did hear a group say put a zero. Do you agree or disagree? I will circle the
one in the hundreds place. Students will say that we are not done and that they agree.
Therefore, I will write 1-10 and right below that I will write 1-100. I will explain when we
went from the ones place to the tens place we had to put a zero. Tell your partner what you
think we will have to do when we move from the ones place to the hundreds place. I will
hear a lot of put two zeros. I will have the whole group tell me what the answer is. I will put
two zeros. I will have the students walk me through the rest of the problem. I will have the
students add them up on their paper and tell me the answer. I will ask is that the same
number as the first problem we solved? The students will reply, yes! Can you check your
answers this way? Students will say, yes! Okay I am going to say this one time so make sure
you are listening, put this in your iPractice part of your math binder. Some students may ask
again, and I will say ask a neighbor. I will have students get started on their next work group.
I will have a short couple minutes for anyone in the class to ask questions if they have any.
Then I will get started with the next small group and repeat what I did above.
6. Closure (3 Minutes) Students will look over their goals they set for themselves. If they did not
accomplish that goal they will take it home for homework.
F. Assessment Used- Observations, Quick check, voice and choice worksheets, and the test.
G. Differentiated Instruction – Re-teach (if needed). I will have the students that are getting
behind (not doing their work) or that are struggling, work with me at the back table.
H. Resources
Darcy Vincent
Investigation Book
20
Lesson 5
Name: Alexis Kortan
Grade Level: 5th

Time: 10:10-11:00
Reflection from prior lesson: In prior lessons students learned that it does not matter what number is
on top or bottom when multiplying, you will get the same answer. Students struggled to understand
when the bigger number was on bottom there were more steps that needed to be done before you get
the answer. For example, 24 x 163 the if the 163 was on bottom there are more steps that need to be
taken.
Lesson Objectives:
After solving two practice problems with the teacher, students will be able to solve five out of six
problems using the standard algorithm correctly.
Materials Needed:

Students meeting with me: Pencil and math binder.
Teacher: student groups, copies of worksheet (from the investigation book) for the group meeting with
me, printed test, white board marker, pen and computer.
I. The Lesson
Right when the students enter the classroom I will give them one minute to look at what
group they are in and get to that spot. I will give the students thirty seconds to write in their
goals.
Getting attention:
21
standard algorithm.
8. Content Delivery (45 minutes)- Students all know what their group is supposed to be doing. If
they do not they have two playlists to look at paper and electronic. Therefore, all students
should be working. I will scan the room to make sure students are working. I will be working
at the back table with a small group of students on the worksheets I provide for them. This
group is the group that showed some understanding of the standard algorithm on the exit
tickets. Once everyone in the group is at the back table I will hand out the sheet and go over
the directions. I will remind students that this is there time to ask any questions they might
have. I will have all students place their finger on 138 x 24. Once everyone’s finger is on that
problem I will flip my white board over and I will tell my students to tell their partner what
the first step is. On my board is 138 (on top) x 24 (on bottom). I will listen to what students
are saying and pick one student to share. The student will reply multiply the four times the
eight. The classmates will either disagree or agree. I will have students write on their paper
as we solve the problem. I will look where students place the three and two (32). Students
will tell me where to put the three and two. I will have the students tell me the next step,
which is, multiply four times three. Then they will tell me the next step, multiply the four
times the one. We will have a discussion about that. I will ask student, why do we have to
multiply the four times the one? I thought we just start our new line. Students will reply, no
because we aren’t done multiplying the top numbers by the four. I will write that down. I
will ask students how do I know when I hit the wall? Students will reply when you have no
more number on top to multiply. What if my last number I multiply gives me 12 what do I do
with the one and the two (12)? Some students will say carry it and others will say it goes on
the bottom with the two. I will show my students a trick where you put a zero in front of the
top number. You then multiply as if that number was there, students will get zero plus the
one they carried. They will write the one below and they will see that it is the same answer. I
will ask do we need that extra step? Students will say no, because you get the same number.
Students will have a mini discussion about the next step, because on the exit ticket most
students forgot to put a zero. I will have each group share what the next step is, I know
some will say multiply the two by the eight. After one group say put a zero all the students
eyes will light up and they will change their mind. I will ask, why do we have to put a zero,
talk with your partner. I will listen in and pick a student to share. The student will say
because we are switching place value. We were in the ones place and now we moved to the
tens place. I will have the students write on their paper where the zero goes. I will have
them show me on my board. Then we will walk through the rest of the steps. After that I will
tell the students to make sure they are writing this down on their paper. I will give the next
directions which are, cross off the other 138 x 24, but be sure to save space because we will
rewrite that problem. I want you to write that problem with the 24 on top and the 138 on
bottom. I write on my board to show them what it should look like. I will have students walk
22
me through the steps like earlier. When we get the part where they need to put a zero I will
say, tell your partner what the next step is. Most students will say put a zero. We will keep
solving. After students say multiply the three by the two, I will tell the students to talk to
their partner about the next step. I think most students will say add them up or put a zero. I
will ask my student are we done solving? I did hear a group say put a zero. Do you agree or
disagree? I will circle the one in the hundreds place. Students will say that we are not done
and that they agree. Therefore, I will write 1-10 and right below that I will write 1-100. I will
explain when we went from the ones place to the tens place we had to put a zero. Tell your
partner what you think we will have to do when we move from the ones place to the
hundreds place. I will hear a lot of put two zeros. I will have the whole group tell me what
the answer is. I will put two zeros. I will have the students walk me through the rest of the
problem. I will have the students add them up on their paper and tell me the answer. I will
ask is that the same number as the first problem we solved? The students will reply, yes!
Can you check your answers this way? Students will say, yes! Okay I am going to say this one
time so make sure you are listening, put this in your iPractice part of your math binder.
Some students may ask again, and I will say ask a neighbor. I will have students get started
on their next work group. This will get done fast then the groups from yesterday. The next
groups I will have a short meeting with are the students that pasted this standard. I will ask
them if they have any questions on their new math standard. If they do I can help them with
any questions they have. For some students, I will give them a practice question and have
them talk me through their steps.
9. Closure (3 Minutes) Students will look over their goals they set for themselves. If they did not
accomplish that goal they will take it home for homework.
J. Assessment Used- Observations, Quick check, voice and choice worksheets, and the test.
K. Differentiated Instruction – Re-teach (if needed). I will have the students that are getting
L. Resources
Darcy Vincent
Investigation Book
23
Lesson 6
Name: Alexis Kortan
Grade Level: 5th
Time: 10:10-11:00
Reflection from prior lesson: In prior lessons students learned the importance of checking their work.
They learned that they can do that by using the box (area) method, partial product, dividing or flip
flopping the numbers being multiplied. Students could choose one of those methods to check their
answer. A lot of students got confused with the “hitting the wall” (no more numbers to multiply in the
top row, so the last thing you multiplied comes down even if it is a two-digit number). We talked about
if you want to carry that number you can test it by putting a zero in front of the last top number you
multiplied. Multiply the bottom number by the zero which will be zero and then add that number.
Students will see that they didn’t need to do that step because the number just went down anyways.
Students also learned why they need to put a zero on the second line before they even start multiplying
(when needed). That is the same with putting two zeros on the third line.
Lesson Objectives:
After learning about the standard algorithm, students will be able to score at least an 80% on the post
assessment when give two attempts.
Materials Needed:
Teacher: Printed test, white board marker, pen and computer.
M. The Lesson
24
Right when the students enter the classroom I will have them take out their math binders
and open to their goals. We will have a discussion about goal setting. I will ask the students
if I have written down that I want to complete my quick in every goal box, is that a goal?
Students will reply no. I will agree and say no it’s not a goal because these goals are daily
goals. So what should I do if I don’t get my goal accomplished for the day? Students will
reply take it home. After the goal setting talk I will give the students thirty seconds to write
in their goals. I will let the students know that I am expecting them to test before
thanksgiving break. I will also talk about showing their work on everything. I will ask when
I’m doing my Prodigy assignment what do I need to do. Students will say show all work using
the standard algorithm. I will say yes, in order for me to count it correct you must show all
work using the standard algorithm. If you don’t show your work or use the standard
algorithm, I’m going to count it wrong and you will have to redo the whole assignment. Why
do you think that? What is the learning target? Students will say, multiply using the standard
algorithm.
Getting attention:
standard algorithm.
11. Content Delivery (35 minutes)- I will be working at the back table with students on their
worksheets. This will be a time for students to ask any questions they have, get help, check
their math binders with me, or have me check their voice and choice. I have to check
student’s binders to make sure they have completed all the required assignments from their
playlist for this measurement topic. Students are to have their coaching session done, quick
check and Prodigy done. Most students will be working on the iPractice worksheets or the
voice and choice. Once they have completed all of that I will check their binder and let them
know if they can test or not. If I don’t think a student is ready to test yet I will have them
come to the back table with me and do some practice problems. If a student is ready to test
I will give them a printed copy of the test and remind them they need to show all their work
otherwise it will be counted wrong. I will also encourage them to check their answers to
eliminate possible errors. If a student does not pass I will have them come to the back table
and do the quick check with me. They will also have to do two voice and choice even if they
did them before. Once I think they have met the objective, I will have them retake their test.
Students must receive 80% or higher on their test to be able to move on to the extension
activity. The extension activity is located on empower. Students can use a blank sheet of
paper or computer to write or type their two choices. The two worksheets under iPractice
students are to complete on their own and then check their answers with a partner.
25
12. Closure (5 Minutes) Students will look over their goals they set for themselves. If they did
not accomplish that goal they will take it home for homework. Students will write in their
planners what they need to accomplish.
N. Assessment Used- Quick check, voice and choice worksheets, and the test.
O. Differentiated Instruction – Re-teach (if needed).
P. Resources
Darcy Vincent, Quick Check, Prodigy, Engage NY worksheet
26
Lesson 7
Name: Alexis Kortan
Grade Level: 5th
Time: 10:10-11:00
Lesson Objectives:
Materials Needed:
Q. The Lesson
27
and open to their goals. I will give the students thirty seconds to write in their goals. I will
also quick remind them to show their work on everything using the standard algorithm.
Getting attention:
standard algorithm.
14. Content Delivery (35 minutes)- I will have certain students come to the back table to work.
These students will correct their Prodigy questions because they did not score an 80% or
higher. On Prodigy it shows you what questions your students got incorrect. Therefore, if
they showed their work on a sheet of paper like we went over, they can just find that
question and redo it. If they do not have any work to show I will just reset their Prodigy and
they can redo it all. While I am at the back table I will call students back one at a time, so I
can write their score for Prodigy in their math binder. They will turn in their Prodigy shown
work in their teachers tray and then they can receive their score. Once the students correct
their work they will talk me through the steps they took. Once they have showed an
understanding and got their score up to an 80% I will write that score in their math binder. I
will also give students the opportunity to work at the back to use the whiteboard table. This
will be a time for students to ask any questions they have, get help, check their math
binders with me, or have me check their voice and choice. I will have students starting to
test today. Students who scored at least an 80% on Prodigy and got one or less questions
wrong on their quick check do not have to do voice and choice. The voice and choice are a
variety of extra practice for students to choose from.
R. Assessment Used- Quick check, Prodigy, voice and choice worksheets, and the test.
S. Differentiated Instruction – Re-teach (if needed). Students can solve the problem on their white
board and then transfer it onto their paper.
T. Resources
Darcy Vincent, Quick Check, Prodigy, Engage NY worksheet, Edulastic.
28
Lesson 8
Name: Alexis Kortan
Grade Level: 5th
Time: 10:10-11:00
Lesson Objectives:
Materials Needed:
U. The Lesson
29
and open to their goals. I will give the students thirty seconds to write in their goals. Most
will ask what the date is, so I will tell them it is the 19th. I will let the students know that I am
expecting them to either test today or tomorrow before thanksgiving break.
Getting attention:
standard algorithm.
V. Assessment Used- Quick check, voice and choice worksheets, and the test.
W. Differentiated Instruction – Re-teach (if needed).
X. Resources
Darcy Vincent, Quick Check, Prodigy, Engage NY worksheet, voice & choice, and the Edulastic.
30
Lesson 9
Name: Alexis Kortan
Grade Level: 5th
Time: 10:10-11:00
Lesson Objectives:
Materials Needed:
Y. The Lesson
31
and open to their goals. I will give the students thirty seconds to write in their goals. Most
will ask what the date is, so I will tell them it is the 20th. I will let the students know that I am
expecting them to either test today or before thanksgiving break.
Getting attention:
standard algorithm.
Z. Assessment Used- Quick check, voice and choice worksheets, and the test.
AA. Differentiated Instruction – Re-teach (if needed). I will have the students that are getting
BB. Resources
Darcy Vincent, Quick Check, Prodigy, Engage NY worksheet, voice & choice, and the Edulastic.
32
Lesson 10
Name: Alexis Kortan
Grade Level: 5th
Time: 10:10-11:00
Lesson Objectives:
Materials Needed:
CC. The Lesson

33
Getting attention: I will call all the students back that have not finished the standard
algorithm topic. Once I have everyone that I need I will get started.
multi-digit numbers. You
standard algorithm.
23. Content Delivery (35 minutes)- I will be working at the back table with students that are
still on the standard algorithm topic. I will check their binders to see if they got their
homework complete over break. I will check over their voice and choice and have them
correct any that are wrong. If students did not get their work done, they will work with me
at the back. If they did, after I correct their voice and choice we will discuss if they feel ready
to test or if they want one problem before they test. Some students will be ready, and
others might take advantage of that quick refresher.
While I am meeting with those students, the students who met the objective or have
attempted the assessment twice will be working on the next math topic.
24. Closure (5 Minutes) If they did not accomplish that goal they will take it home for
homework. Students will write in their planners what they need to accomplish. I will then
stamp their planner with a homework stamp. This is a way to communicate to parents that
their child needs to get that assignment done.
DD. Assessment Used- Voice and choice and the test.
EE. Differentiated Instruction – I will just write numbers on the whiteboard and have students solve
to show me they are ready to test. I will watch and give at least three problems.
FF. Resources
Darcy Vincent, Quick Check, Prodigy, Engage NY worksheet, voice & choice, and Edulastic.
34
Reflections
Lesson 1
Summary of Student Progress: Were Lesson Objectives Met? Yes, this was a
About 90% of the class knew how to multiply workshop day; therefore, any student could choose
using the area method. There was about 5% to come).
that knew how to use the standard algorithm.
About 5% of students didn’t know either way.
Instructional Decisions: Have all the classes Include in Tomorrow’s Lesson: Use the area
refresh their memory on the area method to method, partial product and the standard
help them understand the standard algorithm. algorithm to compare answers. Model how they all
get the same answer.
Lesson 2
Summary of Student Progress: During my Were Lesson Objectives Met? Yes, by about 10% of
observations, I had seen that the students the class.
weren’t understanding the standard algorithm.
I believe the area model and partial product
was a lot to teach with the standard algorithm.
Instructional Decisions: Have students write Include in Tomorrow’s Lesson: Focus mainly on the
each problem in their math notes. Have standard algorithm.
student solve using the standard algorithm and
try to check it using another method.
Lesson 3
Summary of Student Progress: I think because Were Lesson Objectives Met? Yes, by about 50% of
students have never been introduced to the the class.
standard algorithm, this topic is going to take
students longer to understand. Most students
kept forgetting to put a zero when switching
place value.
Instructional Decisions: Have students who Include in Tomorrow’s Lesson: For those who are
shown me they understand the standard struggling with this topic, I will have meet with me
algorithm walk around and help classmates. tomorrow in small groups.
Have students write each problem in their
math notes. Have student solve using the
standard algorithm and try to check it using
another method.
35
Lesson 4
Summary of Student Progress: Students had a Were Lesson Objectives Met? Yes, by about 75% of
way better understand of the standard the class.
algorithm. They were able to guide me through
the steps
Instructional Decisions: If a student was Include in Tomorrow’s Lesson: I think everything
struggling I had the other students discuss what went smooth. Therefore, I think I will keep my
the next step with their partner while I talked instructions the same. I would probably add that if
with the struggling student. More one-on-one. students were still struggling that they could join
the next group during rotations.
Lesson 5
Summary of Student Progress: This group of Were Lesson Objectives Met? Yes
students also did an outstanding job at guiding
me through all the steps in the standard
algorithm.
Instructional Decisions: There were a couple Include in Tomorrow’s Lesson: Pull students to the
students I wanted to meet with when I got back table and meet one-on-one with them.
done meeting with the last group. I decided to
meet with them because they were the
students that need a little more guidance
through the process.
Lesson 6
Summary of Student Progress: The students Were Lesson Objectives Met? Yes
that were struggling with the topic are starting
to show an understanding.
Instructional Decisions: Have the student talk Include in Tomorrow’s Lesson: Pull students to the
me through their steps. Check some of their back table and meet one-on-one with them.
answers using another method. Have students
correct their Prodigy work if they scored less
than and 80% on it.
36
Lesson 7
Summary of Student Progress: Students know Were Lesson Objectives Met? Yes
how to solve problems using the standard
algorithm, but they make simple multiplying or
adding mistakes.
answers using another method. Have students Remind to students to check their work to prevent
correct their Prodigy work if they scored less simple mistakes.
than and 80% on it.
Lesson 8
Summary of Student Progress: The struggling Were Lesson Objectives Met? Yes
students are now able to solve two digits by
three-digit numbers correctly.
answers using another method.
Lesson 9
Summary of Student Progress: Some of my Were Lesson Objectives Met? Yes
students have met the objective for MT 11.
There are a few assessments that need to be
fixed or started.
correct their test if they scored less than 80%
on it.
Lesson 10
Summary of Student Progress: Most of my Were Lesson Objectives Met? Yes
students have met the objective for MT 11.
There are a few assessments that need to be
fixed or started.
correct their test if they scored less than 80%
on it.
37
ASSESSMENT
Pre-Assessment
38
39
40
Although some students had the correct answer I could not count it correct because they were
told they had to use the standard algorithm. Most students used the box method but the
standard I am assessing is being able to use the standard algorithm. There were four students
who met the objective and moved on. On the sheet below the students who met the objective
on the pre-assessment have an MO and then a dash by their name.
41
Ongoing Assessment
Lesson 2 Exit Ticket- Both of these exit tickets help me understand where my student might be getting
confused. Their answers will help me group the students based on their understanding of the topic.
Students will be separated into four groups. The students that have completely no idea will be the
students I want to meet with first. Therefore, the students in red are my main focus.
Lesson 3 Exit Ticket
42
Student groups based on the lesson threes exit ticket answers/questions.
Red means none of their answers were correct.
Yellow means they had at least one answer out of the two correct.
Green means they got both questions correct.
Blue means they past the Pre-assessment.
No color means I did not collect one from them.
 Groups not shown due to names.
Quick Check
Prodigy- Online
Meet with teacher worksheet- On this worksheet I decided right away that I wanted to use the standard
algorithm instead of one partial product and the other way standard algorithm. I decided to solve
solution 1 (138 x 24) the way it has using the standard algorithm. For solution 2 (138 x 24) I decided to
just switch the number on top with the number on bottom and have students solve it that way. I told
students to ignore the top examples.
43
44
Post Assessment
Same as pre-assessment.
Student Samples
Student 2-
https://docs.google.com/document/d/15GVNGojjgiZnFLon5en9PVUEJS
d37AR9rmr1T_0jk9M/edit?usp=sharing
Student 4-
https://docs.google.com/document/d/1PCRmtDz4rUeVFmjHRx7Sf4B0o
ICtsQZCHnVOxAJTcc8/edit?usp=sharing
Student 9-
https://docs.google.com/document/d/1T97iEuumGQwhplHK9Y1160HR
usAsOiIqIpS83pd1PLw/edit?usp=sharing
Student 11-
https://docs.google.com/document/d/1Av2vBpRrDCDj8oWemNrLm5E
DpZU9gI_ehsskkvSPQH4/edit?usp=sharing
Student 14-
https://docs.google.com/document/d/1hQoUDrCRzxwuDO-
QPZ4294nZEjpAJNwgtm4BqhcOp3Y/edit?usp=sharing
45
DATA ANALYSIS AND RECOMMENDATIONS
Individual Student Pre- and Post- Results
I am extremely happy to see that my students’ scores didn’t decline. On this graph there are four
students who met the objective on the pre-assessment; therefore, they got to accel to the next
math standard. Those four students have a light blue dot on the orange line. On the orange line
they have that same score even though I did not collect a post assessment from them. This is
because that is the score they received for the unit. In the MCL classrooms students get to pre-test
and if they score an 80% or higher they advance on to the next standard.
46
First and Second Post-Assessment
How my class is set up is that students have two tries to meet the objective on their assessment.
Therefore, if a student does not receive an 80% or higher on their first post assessment they are set
to do two voice and choice before attempting the assessment again. The voice and choice are a
variety of practice games, Google forms, or fun worksheets. After their second try they are moved
on to the next standard regardless of their score. If the students still did not score an 80% or higher
on their second try, they can come back to that standard at any time in the year to try and met the
47
objective for that skill. As you can see on my graph there are three students in yellow that did not
meet the objective on their assessment after two post assessments. There are also green bars
meaning that student met the objective on their first post assessment. The blue lines represent the
students score on the first attempt on the assessment. The orange line represents the students
score on the second attempt on the assessment. The orange means the student met the objective
on their second try.
48
Individual Question Point Worth
After looking at the questions, number five seemed to hold a lot of students back. If I were to
assess my students again I would take this question out. I would do that because it took students a
very long time to solve and one simple mistake could mess up your answers.
49
Recommendations:
I used resources from my cooperating teacher, including the quick
check, iPractice worksheets and the stick it together activity. I created
some of the voice and choice activities and the worksheet from my
Halloween day. I created the domino, dice, and bug worksheet from
voice and choice. I created the bug worksheet because students really
enjoyed the Halloween bug activity. The fruit punch game and the task
cards, I found on Teachers Pay Teachers.
I know students enjoy playing Prodigy and Zearn wasn’t going to
work for this unit; therefore, I decided to use Prodigy. Students were to
complete 15 questions, but some students it was more than 15. Also,
with Prodigy some students were more worried about what pet they
had or outfits. When the students are doing that they are not doing the
math assignment provided. That put my trust in the student’s hands
that they were working on the math. I did check on students that were
showing no progress on Prodigy.
If I were to assess students again, I would take out question five.
Question five held a lot of students back, because one simple mistake
caused students lose at least two points out of the whole test. Most
students showed an understanding throughout the assessment, but
question five hurt their score. I would also have the student put their
answers on Edulastic to eliminate correction time.
While working with students in small groups or one-on-one a lot
of them struggled with fast facts (multiplying) and adding. We did a
quick practice of multiplying and adding. Some students added left to
right, which was a quick fix. Some students needed to just slow down to
help eliminate errors. I did have students who I know struggle or get
easily distracted by me. I also know MCL is at your own pace, but
students should be getting only one problem done a day. Therefore,
setting small due dates would be something I would add.
50
What Student 11 Did the Last Couple of Weeks!
This last couple of weeks we have been learning how to

multiply using the standard algorithm. This is the way you are
probably used to multiplying multi-digit numbers. Student eleven
has been working very hard to understand the topic! He has been
working with me at the back table and asking excellent
questions! I have a worksheet your child has completed for my
class located on the back. As you can see from the bar graph the
blue is his pre-assessment and the green is his post-assessment
score. The tests were the same and each were out of 20 points.
Student eleven has not

met the objective… yet. I do not have any concerns with him not
meeting the objective, but I would like to see him retake this
assessment at some point in the year due to it being an essential
skill. There is still room for growth and he is getting there. I do
have practice sheets available in the classroom that he is free to
take home or work on in school. I would like to see one of those
51
to show me that he understands the topic before taking the
assessment again. If you would like to see his pre- and post-
assessments work or if you have any questions, you can contact
me, and we can schedule a time to meet. My email is
alexis.kortan@trojans.dsu.edu.
Student elevens worksheet. As you can see number one is

incorrect and unfinished. Question number two was incorrect the
first time but he resolved it on the far right, which is the correct
answer. The rest of the answers are correct, and the student
checked his answers using the area (box) method. On the test I
noticed student eleven did not check his answers. I do believe if
student eleven were to check his answers he would have no
problem meeting the objective.
Sincerely,
Miss Kortan
52
What student 22 did the last couple of weeks!
This last couple of weeks we have been learning how to

multiply using the standard algorithm. This is the way you are
probably used to multiplying multi-digit numbers. Student 22
has worked very hard to get where she is now! If you look at the
bar graph the blue represents how many questions she got
correct out of 20 on her pre-assessment. The green represents
how many she got correct on her post-assessment. I am
extremely proud of the hard work she has put into this class.
Questions correct on Pre- and Post- Assessment

20
18
16
14
12
10
8
6
4
2
0
Pre-Assessment Post- Assessment
On the back I have a sample of your child’s work done in class.
53
Here is an example of her work she did in class. She has all
the correct answers and did an excellent job at checking her
work. When she took her assessment, she checked her work to
make sure she had the correct answer and to avoid simple
mistakes. She has met the objective and will not have to retake
the assessment.
Sincerely,
Miss Kortan
54
Example: Website posting regarding unit
http://alexismkortan.weebly.com/unit-overview.html
55

Teacher Work Sample Final 2

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Teacher Work Sample Final 2

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Teacher Work Sample

Student Name: Alexis Kortan

more about the routines in our classroom later.

one Native American student.

Camelot Intermediate School is located in Brookings, SD. Brookings is considered an urban

This allows me to take/ work with students one on one more.

District Report Card [PDF]. (n.d.). South Dakota DOE.

School Report Card [PDF]. (n.d.). South Dakota DOE.

Name: Alexis Kortan

Grade Level: 5th

School: Camelot Intermediate

Date: October 31, 2018

Time: 9:00 – 9:45

Lesson Goal(s) / Standards:

Name: Alexis Kortan

Grade Level: 5th

School: Camelot Intermediate

Date: November 2, 2018

Time: 10:10 – 11:00

Lesson Goal(s) / Standards:

Students: Pencil and math notes

Teacher: Power Point

4. Introduction (10 minutes)

Name: Alexis Kortan

Grade Level: 5th

School: Camelot Intermediate

Date: November 6, 2018

Lesson Goal(s) / Standards:

Students: Math binder with notes and a pencil.

Teacher: PowerPoint, smartboard and whiteboard mistake problems.

Name: Alexis Kortan

Grade Level: 5th

School: Camelot Intermediate

Date: November 8, 2018

Lesson Goal(s) / Standards:

Students: Math binder, empower, computer, and pencil.

Students meeting with me: Pencil and math binder.

Name: Alexis Kortan

Grade Level: 5th

School: Camelot Intermediate

Date: November 8, 2018

Students: Math binder, empower, computer, and pencil.

Name: Alexis Kortan

Grade Level: 5th

School: Camelot Intermediate

Date: November 15, 2018

Lesson Goal(s) / Standards:

Students: Math binder, empower, computer, and pencil.

Teacher: Printed test, white board marker, pen and computer.

O. Differentiated Instruction – Re-teach (if needed).

Name: Alexis Kortan

Grade Level: 5th

School: Camelot Intermediate

Date: November 16, 2018

Lesson Goal(s) / Standards:

Students: Math binder, empower, computer, and pencil.

Teacher: Printed test, white board marker, pen and computer.

Name: Alexis Kortan

Grade Level: 5th

School: Camelot Intermediate

Date: November 19, 2018

Lesson Goal(s) / Standards:

Students: Math binder, empower, computer, and pencil.