Teacher Work Sample

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Teacher Work Sample
Jaclyn Pacheco
Florida Gulf Coast University
Fall 2014

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TABLE OF CONTENTS
SECTION PAGE
Section 1: Contextual Factors…………………….……………………………………….. 3
Section 2: Topic and Learning Objectives……………………………………..………….. 17
Section 3: Assessment Plan…………………………….…………………………………. 21
Section 4A: Design for Instruction: Results of Pre-Assessment and Unit Plan..…………. 54
Section 4B: Design for Instruction: Activities from Unit Plan ……………………..……. 62
Section 5: Instructional Decision Making ………………………..……………………..... 86
Section 6: Analysis of Impact on Student Learning ………………….…………………... 89
Section 7: Reflection and Self-Evaluation ……………………………………………….. 96
References ………………………………………………………………………….…….. 100

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Section #1: Contextual Factors
Community:
Lee County: the beautiful county located on the Gulf Coast of Florida, was established
in 1887 after gaining its independence from Monroe County Florida (History of Lee County
Florida, 2014). Named after the Confederate
General Robert E. Lee, Lee County is
surrounded by Charlotte, Hendry, Glades and
Collier Counties. The city of Fort Myers began as a very small town, with no more than ten
families living in what is now Downtown Fort Myers. Since then the population has grown to an
estimated 661,115 people.
The average household in the Lee County area has between two to three people living
in it. The medium household income is $48,453 with 14.5% of the population living below the
poverty line. Education is important in Lee County: 87.1% of the population 25 and over has a
high school diploma or higher, 24.6% of those have a Bachelor’s or higher (United States Census
Bureau, 2014).
Lee County has many landmarks that attract tourists to the area. Most notably are the
beautiful beaches that surround the coast. Two of the Lee County beaches earned a spot on the
Travel Channel’s list of “Florida’s Top-10 Beaches”: the award for “best shelling beach” went to
the Sanibel beaches, and Lovers Key State Park was named the “most romantic beach,” though it

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is not the only one of the Lee County beaches to earn this title: the Captiva Island beaches were
also ranked as one of the country’s “most romantic beaches.” Other attractions are the Six Mile
Cypress Slough, J.N. Ding Darling National Wildlife Refuge, and the Thomas-Ford Wither
Estates. Two baseball teams also call Lee County home for Spring Training: the Minnesota
Twins and the Boston Red Sox’s (Did you know? Fact Sheet, 2014).
School District:
Lee County School District strives “to ensure that each student achieves his/her highest
personal potential.” In this school year, there are 116
schools in the district including: 44 Elementary Schools,
16 Middle Schools, 13 High Schools, 14 Special Centers
& Community Schools, 5 K-8 Schools, 3 High Tech
Vocational Schools, a Virtual School, an Early Learning
Center, and 21 Charter Schools (Interesting District
Factoids, 2012). This has made Lee County Schools the ninth-largest district in the state of
Florida, and the thirty-third largest school district in the country and costs approximately $3
million a day to run (Welcome to the District of Lee County, Florida, 2012).
From the most current data, the graduation rate is at 71.9% with a dropout rate at 1.3%.
The county employs over 10,000 full and part time employees, about 5,400 of which are
teachers. Teacher base salary for a first year teacher is $38,192, with stipends for a Master’s
Degree ($2500), Specialist’s Degree ($4000), and Doctorate Degrees ($5000). Of the teachers

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employed by the district, about 35% of them have earned a Master’s degree or higher and 150
have earned National Board Certifications. On average, the experience of a Lee County School
teacher is 13.3 years (District Fast Facts, 2012).
The county is very diverse: there are 159 countries represented by students and they
speak approximately 98 different languages. The population of the Lee County School system is
every growing, mirroring that of the county. There are 88, 348 students in the Lee County Public
School System: 1,703 students in Pre-K, 40,784 students in K-5, 19,970 students in 6-8, and
25,891 students in 9-12. According to the most recent data, more than 70% of the district’s
students in grades K-12 are participating in the Federal Free and Reduced Lunch Program
(Interesting District Factoids, 2012).
Lee County Public Schools has put into place an open-enrollment system which
basically means that parents can choose which school they would like their child to attend, rather
than the one neighborhood, one school policy. Parents have the comfort in knowing that once
their child is enrolled in a school, their student will be staying in the school until they graduate
from it unless the family moves or it a child needs an ESE program that is not offered at the
school they were attending (Welcome-Student Assignment, 2012).
There are about 700 school buses on route in the District, who combined drive, a grand
total of about 65,000 miles per day taking about 50,000 students to and from school. This adds
up to an overwhelming 12 million miles a year. Also, daily the district’s schools serve over

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24,000 breakfasts and 48,000 lunches, totaling to more than 11 million meals a year (Interesting
District Factoids, 2012).
School Information:
The home of the Mighty Blue Herons opened its
doors in 1993 with the mission “to provide a quality education
in a safe and well-managed environment.” Three Oaks Middle
School has been an A school for over 5 years and is
“committed to a focus on student achievement strategies that
enable all students to meet or exceed rigorous district
standards.” Three Oaks Middle School has been awarded by
the Florida Department of Education the title of a Five Star School: “The Five Stars stand for:
business partnerships, family involvement, volunteers, student community service and school
advisory council.” This prestigious title is given to schools that have programs which bring
together school and community involvement leading students to higher achievement. The school
has been awarded other honors including the Gold and Silver award, and the Presidential
Academic awards (History of Three Oaks Middle, 2012).
The school is located in the South Zone of the Lee County
school district. Many students live in the neighboring communities in the
Estero, San Carlos Park and Three Oaks area, which has promoted many

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students to bike or walk to school. Due to its location, graduates of Three Oaks Middle School
are able to choose Cypress Lake High School, Dunbar High School, Estero High School, Fort
Myers High School or South Fort Myers High School as their student assignment for their high
school education (History of Three Oaks Middle, 2012).
Three Oaks Middle School does an amazing job celebrating the success of their
students in both academics and personal growth. The Positive Behavior Support (PBS) system is
an easy way for teachers to celebrate a student’s job well done. The school also celebrates
students through the use of awards, certificates, publications, and honors assemblies. This is all
part of the school’s School Improvement Plan (History of Three Oaks Middle, 2012).
The school offers a variety of classes and advanced level courses in all subjects for
every grade level. There are also a wide variety of electives including: Spanish, technology,
multi-media, orchestra, band, chorus, art, guitar, and business. The
school’s many technological resources help facilitate these classes.
Every classroom is equipped with a SMART board and a document
camera. Mobile computer labs are available, if needed, for students
to further explore subjects. Each teacher also creates a website to
which their homework is linked to allow for students who have
missed class to easily access their makeup work and what was

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taught in class so they can stay on track even if they are absent. Student agendas have also been
used to collect data and allow students to observe their progress over each quarter (History of
Three Oaks Middle, 2012).
The school offers a variety of clubs including: National Junior Honor Society, Student
Council, Drama Club, Competitive Math Team, Yearbook, Odyssey of the Mind, Book Battle
Team, and many others (Clubs, 2012). There are a variety of intramural sports teams that
compete against other middle school teams in the district. The biggest bragging right goes to the
boys’ soccer team who won the 2014 County Championship in the 2014 season (Three Oaks
Middle School News, 2014). Cross country and boys/girls basketball are the two intramural
sports currently in season, but the school also offers: volleyball, soccer, track and field, golf, and
tennis (History of Three Oaks Middle, 2012).
Classroom Factors:
I am in a 6th
grade Math classroom at Three Oaks Middle School. The age range of my
students varies from 11-13 years old. I have four different classes, three of which I see every day.
Parents are very involved in their student’s lives from what I’ve observed. There was a strong
showing at the school open house, and parents actively request conferences to discuss their
student’s progress
The classroom is set up to maximize group
work. Students’ desks are in groups of four throughout

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the room with isle ways in between them. This allows me to easily walk around and check for
understanding when students are doing group work. It also allows for me to easily use proximity
to correct any problem behavior. Since groups are already formed, we don’t have to spend extra
time working on putting groups together.
Students are able to view lectures on the SMART Board at the front of the classroom.
This technology allows for the teacher to pull up the virtual textbook and project it onto the
board. This allows for the teacher to actively mark on the book and work examples that are
already written out for the students in their consumable textbooks. Also on the right side of the
SMART Board, the date, color day (either blue or white), class, objectives, essential question
and agenda is written on the white board. To the left corner of the white board, the homework is
written.
The procedure for student arrival is as follows: when students
arrive to class they are to line up outside of the door in a single file line
until the teacher tells the students that they are allowed to enter. Once
inside, students are to do their daily routine that includes: taking out
supplies, putting their backpacks under their chairs or one of the nearby
tables, copying down their homework in their agenda books, flipping to
their Three Oaks Middle School (T.O.M.S) discipline card and putting
it on their desk, sharpening pencils, taking out their homework and an
accelerated reader (AR) book, and then finally complete the warm up on

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the board. Students know that if they finish all of these tasks before quiet time is over, which is
the first 10-20 minutes of class, they are to read their AR book quietly.
If students want to use the restroom they must bring up their agenda book to one of the
teachers in the room to sign. There is a section in their planner that teachers must sign if students
decide that they want to leave the classroom in any way during the school day (i.e.: restroom,
clinic, media center). Students are allowed three passes
a day. After their agenda is signed by a teacher they are
to sign out in the class log, take a pass, and then they can go.
The rules and behavior expectations are as follows: be on time, be prepared for class, be
polite, be prompt and be advised. These expectations are outlined in detail in the course syllabus.
My teacher will always reference them in class if students start to veer away from them. They are
also reminded that if the rules are broken, they will have to have their T.O.M.S discipline card
marked in their agenda and their parent will have to sign.
During the class period that I am doing this study on, I have many resources available
to me. Among them are the experienced professionals in the room: along with my cooperating
teacher, there is a paraprofessional and an ESE teacher in the classroom. The staff of Three Oaks
Middle has been very helpful in supplying me with any materials that we may need: copies are
done in a timely matter and the library staff has even given me supplies to make a review
jeopardy board for my students.
Student Characteristics:

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I am in a 6th
grade Mathematics classroom at Three Oaks Middle School. I teach four
classes, three of which I see every day. There are three regular classes and one advanced math
class.
This class is a regular 6th
grade math course. There are 28 students with ages ranging
from 11 to 13 years old. There are 21 male and 7 female students. The population of my class
room is 3.6% Asian, 7.1% Black, 25% White, 7.1% Multiracial, and 57.2% Hispanic. Students
attend class regularly. There are no students that have an outstanding or uncommon amount of
absences. Of the 28 students, 18 students have Individualized Education Plans (IEPs). In the
chart below I go into more detail in regards to their specific category of impairment/disability.
The codes are as follows: J is emotional/behavioral disability, K is specific learning disabilities,
G is language impaired, and V is other health impaired. The ESOL codes are as follows: LY is
students are English Language Learners, LZ is student has had their two-year follow up period
completed and the student has exited the ESOL program, and ZZ is not applicable (ELL's Data
Base and Program Handbook, 2010). Also included in the chart are observations made about
each student. This has allowed for me to pin point which students I need to keep on track and
which ones I needed to separate in class.
Students are very active. Many of my students are involved in the music program on
campus: they are in choir and band, I also have a few that are in guitar as well. They are artists
and doodlers. There are also many student athletes. Currently in season, I have one student
playing women’s basketball and many cross country runners, and many students are interested in

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going out for the men’s soccer intermural next season. Getting to know my students’ interests
has really been a main focus of mine, since I wanted to build a connection based off
commonality and mutual respect, which I feel is best built by getting to know a person. My
students are some of the most interesting young people I have ever gotten to know: they have
interests that range from video games to books, they love sports, dinosaurs, cats, Harry Potter,
and the list goes on and on. They are so diverse in their ways but they still work so perfectly
together which is something that I really enjoy watching.
Student Characteristic Chart:
Student Sex Age Race IEP
Code
ESOL FCAT
Reading
FCAT
Math
Retained
(Y or N)
Observations
MB M 11 B J ZZ 3 1 N He has a hard time
working with others
JB M 12 W J ZZ 1 3 N Independent worker,
eager to answer
questions. Severe
Behavior Student:
trigger is poor grades
AC M 11 A K ZZ 2 3 N Very quiet tries to
participate but is shy
MC M 11 M K ZZ 1 3 N Easily distracted,
very social
BD M 12 H G LY 1 2 N Very shy, has a hard
time understanding
but puts in a lot of
effort
JF M 12 H K ZZ 2 1 N Easily distracted,
asks a lot of
questions
EG M 13 H None LY 1 1 Y Very shy, has a hard
time understanding
effort. Will not ask

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questions. Pretends
like he knows the
material because he
is embarrassed that
he doesn’t
understand.
GG M 13 H None LY 1 1 Y Very shy, has a hard
time understanding
effort
LG F 11 H K ZZ 1 1 N Asks a lot of
questions, very
active in class
MH M 12 W J ZZ 1 1 N Too talkative,
distracts others, very
active in class
BL M 11 H None LZ 2 2 N Independent worker,
eager to answer
questions
MM M 11 H None LY 1 4 N Very shy on a grand
scale but most social
with JP and EV
DM M 12 H None LY 3 3 N Very shy, has a hard
time understanding
effort
EM F 12 W V ZZ 2 3 N Asks before she tries.
Seems to be almost
afraid to make a
mistake so she asks
before she can fail
JO F 12 H K ZZ 1 2 N Very outgoing, asks
a lot of questions
JP M 11 M J ZZ 1 2 N Giggly, distracts
other, but is very
active in class and
puts forth a lot of
effort
MTR F 12 H J ZZ 1 2 N Easily angered. Does
NOT get along with
SS

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MR F 11 H None LY 1 1 N Very shy, has a hard
time understanding
effort
RS M 13 H K LZ 2 1 Y Very outgoing, asks
a lot of questions.
NS M 13 W V ZZ 2 2 Y Fidgets a lot. Easily
distracted
KS F 11 H None LY 1 1 N Very shy, has a hard
time understanding
effort
SS M 11 B J ZZ 2 4 N Very outgoing. Very
eager to answer
questions but can be
easily distracted or
provoked. Sulks.
ES M 12 W K ZZ 1 4 N Very shy
independent worker
JT M 12 W K ZZ 2 2 N Needs reinforcement
of good behavior.
Always first to class.
Very eager to learn
and answer
questions.
AV M 12 W G ZZ 1 1 N Easily distracted.
Works a bit slower
but gets to the
answer
CV M 13 H None LY 1 2 Y Very shy, has a hard
time understanding
effort
JV F 13 H None LY 1 2 Y Very shy, has a hard
time understanding
effort
EV M 11 H None LY 1 2 N Very quiet.
Independent worker.
Easily distracted and
is most outgoing

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with JP and MM
Instructional Implications:
This particular classroom has a considerable amount of exceptionalities, so the
contextual factors that impact student learning are important to be aware of in order to give the
teacher a well-rounded idea of the students’ backgrounds and environment. When thinking about
the county that students live in it is important to consider the educational backgrounds of
families and the average number of family members in the household to better understand the
student’s living situation. Whether or not a student has the extra support at home is sometimes
critical to their success in school. This has impacted my lessons in the sense that I try to leave at
least 10-15 minutes at the end of the period for students to start their homework; by doing this
students that do not have the help at home can start by getting examples from me and getting the
help they need to be able to succeed on their own if needed. Knowing the district’s mission and
vision allows for me to plan my lesson to help students achieve their highest potential. Knowing
your resources in a school allows for optimal use of the technology; knowing that a teacher has a
website with all the homework assignments posted allows for me to have high expectations of
my students and it lets me know I can hold them accountable for their work at all times.
But most importantly it is important to know your students. Making the student
characterization chart opened my eyes to a lot of the challenges that my students face. My 16
students with IEPs and 9 LY students are my main focus. I have to plan my lessons and tests

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around their accommodations. These include but are not limited to: extra time, breaks, shortened
assignments and tests, repeating, rephrasing and summarizing directions, directions read to them
in their native language and preferred seating. I also try to incorporate their interests into my
lessons whenever possible. By knowing my students and showing interest in what their interests
are, it allows for me to keep their attention and keep them motivated at all times during the
lesson.

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Section #2: Topic and Learning Objectives
Description of the Content:
This unit covers chapter 3 in the 6th
McGraw Hill textbook: Florida Math. This chapter
aims to develop fluency with multi-digit numbers and multi-digit decimals. Students will also
learn to add, subtract, multiply, and divide multi digit decimals. These topics will expand on
prior knowledge of division of whole numbers. Students will also build on their knowledge from
the previous chapter about how to represent decimals in different ways and estimation, while
also building on elementary knowledge of number and operations in base ten, algebraic thinking,
and fraction operations (Lee County Academic Plan 2014-2015, 2014). This unit will take 9 class
periods to cover, which is approximately 2 weeks.

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List SSS or Common Core Standards or National Standards:
Math Content Standards:
 MAFS.6.NS.2: Compute fluently with multi-digit numbers and find common factors and
multiples.
 MAFS.6.NS.2.2: Fluently divide multi-digit numbers using the standard algorithm.
 MAFS.6.NS.2.3: Fluently add, subtract, multiply, and divide multi-digit decimals using
the standard algorithm for each operation
Literacy Standard:
 LAFS.68.RST.1.3: Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks.
List of Learning Objectives:
 By answering 5 multiple choice questions, students will be able to estimate products and
quotients of multi-digit decimals with 80% accuracy.
 By answering 5 multiple choice questions, students will be able to solve problems
involving finding the product of multi-digit numbers and multi-digit decimals with 80%
accuracy.

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involving finding the quotient of multi-digit numbers and multi-digit decimals with 80%
accuracy.
involving adding and subtracting multi-digit numbers and multi-digit decimals with 80%
accuracy.
Describe the Types and Levels of the Learning Objectives:
My objectives cover 2 levels of Bloom’s Taxonomy comprehension and application.
When students are estimating the products and quotients of multi-digit decimals they are on the
comprehension level. This is the start of students showing understanding of the material they are
learning. This allows for the teacher to truly understand if the student is beginning to grasp the
material (Bloom's Taxonomy of Cognitive Levels, 2014). This objective meets the criteria of this
level by having students use their knowledge of division and multiplication facts to estimate the
products and quotients of multi-digit decimals and predict an outcome.
My other objectives fall into the application level of Bloom’s Taxonomy. By solving
mathematical problems involving adding, subtracting, multiplying and dividing multi-digit
numbers and decimals, students are becoming more fluent in applying what they know about
their multiplication and division facts. This level of Bloom’s Taxonomy requires a higher level
of thinking and understanding of the student (Bloom's Taxonomy of Cognitive Levels, 2014).
My objectives meet the criteria for this level by having students apply all the knowledge that

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they used at the comprehension level and applying it in order to come up with a solution to a
multi-digit mathematical problem.
Discuss why the Learning Objectives are Appropriate:
I developed my objectives by looking at the unit test that students will take at the end of
my lesson. My objectives cover the Mathematics Florida Standards for this unit that was
provided by the county. In this unit, students will become fluent in how to add, subtract,
multiply, and divide multi-digit numbers and decimals. This skill is needed for students to be
successful in their future 7th grade mathematics courses. These objectives have students draw
from their prior knowledge of their multiplication and division facts. My objectives allow for
students to build off the knowledge that they already have and to see more real world application
of that knowledge.

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Section 3: Assessment Plan
grade McGraw Hill textbook: Florida Math. This
chapter aims to develop fluency with multi-digit numbers and multi-digit decimals. Students will
also learn to add, subtract, multiply, and divide multi digit decimals. These topics will expand on
Overview of Assessment Plan: A Chart:
Learning Objective Assessments Format of
Assessments
Adaptations/Modifications
 Given 5
multiple
choice
questions,
students will
estimate
Pre-Assessment Unit test: Questions
1, 2, 3, 4, 15
The modifications I will
implement on the test will
be every student will get
double time on this exam,
which is the full class
period. Directions will be

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products and
quotients of
multi-digit
decimals
with 80%
accuracy.
Formative
Assessments
1. Cornell Notes 1. Student will
copy down notes
in Cornell note
style covering
the steps on how
to estimate
products and
quotients of
multi-digit
decimals.
Students will
show mastery by
read to the students out
loud. My LY students will
also have the questions
translated for them if
needed by
paraprofessional.
1. I will model how to
take notes in Cornell
note format. I will
also be providing a
completed example.
JP will receive a copy
of the notes
handwritten by me as
well.

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2. Ready, Set, Flip:
Guided Practice
writing a
paragraph
summary of their
notes.
2. Students will
work through the
guided practice
examples in their
books with their
team. Each
student will have
a white board
where they will
work out every
problem. When
each person is
finished they
will flip and
compare
answers.
Students will
2. Ready, Set, Flip is
already an
accommodation/
moderation.

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3. Extra Practice
Homework: pg.
191 #16-25 and
229 #14-21.
show mastery by
helping each
other better
understand the
concepts
presented and
helping each
other fix their
mistakes.
3. Students will
complete the
workbook pages
for homework
for independent
practice.
Students will
show mastery by
having attempted
every problem
and by receiving
3. Since students are
completing this at
home for homework,
students will have
unlimited time. They
will also be able to
use outside resources,
such as their parents if
needed.

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4. Mid Chapter
Quiz
5. What Stuck?
And #HELP Exit
Slips
above an 80%.
4. Mid Chapter
Quiz: Questions
1-5.
5. Students will
complete two
exit slips at the
4. The modifications I
will implement on the
test will be every
student will get
double time on this
exam, which is the
full class period.
Directions will be
read to the students
out loud. My LY
students will also
have the questions
needed by
paraprofessional.
5. What Stuck and
#HELP Exit Slips are
already modifications/

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end of each day:
one exit slip they
will describe
what stuck with
them that day
(i.e.: “What
stuck was the
rule that to
convert a
decimal to a
percent, you
move the
decimal place
two places to the
right”). The
other sticky will
be called #help,
where they will
right on the post
it what they still
need help with.
accommodations.

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6. Jeopardy Review
Students will
show mastery by
identifying their
areas of
strengths and
weaknesses.
6. Students will
work together in
their groups to
complete a series
of problems.
This will work in
a way similar to
the TV game
show, except
that each group
must work out
each problem
and turn in their
work to receive
6. If needed, LY
students will have
questions and
directions explained
to them in their native
language.

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Post- Assessment
the points.
Groups will
show mastery by
showing all their
work correctly
and correctly
responding to
each question.
Unit test: Questions
1, 2, 3, 4, 15
needed by
paraprofessional.

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 Given 5
multiple
choice
questions,
students will
solve
problems
involving
finding the
product of
multi-digit
numbers and
multi-digit
decimals
with 80%
accuracy.
Pre-Assessment
Formative
Assessments
1. Cornell Notes
5, 6, 7, 8, 12
1. Student will
copy down
notes in Cornell
note style
covering the
needed by
paraprofessional.
note format. I will
also be providing a
completed example.

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Guided Practice
steps on how to
multiply
decimals by
whole numbers
and decimals.
Students will
show mastery
by writing a
paragraph
summary of
their notes.
2. Students will
work through
the guided
practice
examples in
their books with
their team. Each
student will
have a white
of the notes
well.
already an
accommodation/
moderation.

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3. Extra Practice
Homework: pg.
board where
they will work
out every
problem. When
each person is
finished they
will flip and
compare
answers.
Students will
show mastery
by helping each
other better
understand the
concepts
presented and
helping each
other fix their
mistakes.
3. Students will
complete the
completing this at

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199 #17-27 and
pg. 207 #20-29.
4. Mid Chapter
Quiz
workbook pages
for homework
for independent
practice.
Students will
show mastery
by having
attempted every
problem and by
receiving above
an 80%.
4. Mid Chapter
Quiz: Questions
6-13.
home for homework,
students will have
needed.
4. The modifications I
will implement on the
test will be every
student will get
double time on this
exam, which is the
full class period.
Directions will be
read to the students
out loud. My LY

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5. What Stuck?
And #HELP Exit
Slips
5. Students will
complete two
exit slips at the
end of each day:
one exit slip
they will
describe what
stuck with them
that day (i.e.:
“What stuck
was the rule that
to convert a
decimal to a
percent, you
move the
decimal place
students will also
have the questions
needed by
paraprofessional.
5. What Stuck and
already modifications/
accommodations.

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Teacher Work Sample
6. Jeopardy Review
two places to
the right”). The
other sticky will
be called #help,
where they will
right on the post
it what they still
need help with.
Students will
show mastery
by identifying
their areas of
strengths and
weaknesses.
6. Students will
work together in
their groups to
complete a
series of
problems. This
6. If needed, LY
students will have
questions and
language.

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Teacher Work Sample
Post- Assessment
will work in a
way similar to
the TV game
show, except
that each group
must work out
each problem
and turn in their
work to receive
the points.
Groups will
show mastery
by showing all
their work
correctly and
correctly
responding to
each question.
Unit Test: Questions
5, 6, 7, 8, 12

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Teacher Work Sample
needed by
paraprofessional.
 Given 6
multiple
choice
questions,
students will
solve
problems
involving
finding the
quotient of
Pre-Assessment Unit test: Questions
9, 10, 13, 14, 16, 17

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Teacher Work Sample
multi-digit
numbers and
multi-digit
decimals
with 80%
accuracy.
Formative
Assessments
1. Cornell Notes
1. Student will
copy down
notes in Cornell
note style
covering the
steps on how to
divide decimals
by whole
numbers and
decimals.
Students will
show mastery
by writing a
paragraph
summary of
their notes.
2. Students will
needed by
paraprofessional.
note format. I will
also be providing a
completed example.
of the notes
well.

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Teacher Work Sample
Guided Practice work through
the guided
practice
examples in
their books with
their team. Each
student will
have a white
board where
they will work
out every
problem. When
each person is
finished they
will flip and
compare
answers.
Students will
show mastery
by helping each
other better
already an
accommodation/
modification

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Teacher Work Sample
3. Extra Practice
Homework: pg.
221 # 20-30, pg.
237 # 17-25, and
pg. 245 # 15-24
4. What Stuck?
And #HELP Exit
understand the
concepts
presented and
helping each
other fix their
mistakes.
3. Students will
complete the
workbook pages
for homework for
independent
practice. Students
will show
mastery by
having attempted
every problem
and by receiving
above an 80%.
4. Students will
complete two
completing this at
home for homework,
students will have
needed.
4. What Stuck and

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Slips exit slips at the
end of each day:
one exit slip
they will
describe what
stuck with them
that day (i.e.:
“What stuck
was the rule that
to convert a
decimal to a
percent, you
move the
decimal place
two places to the
right”). The
other sticky will
be called #help,
where they will
right on the post
it what they still
already an
accommodation/
modification.

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Teacher Work Sample
5. Jeopardy Review
need help with.
Students will
show mastery
by identifying
their areas of
strengths and
weaknesses.
5. Students will
work together in
their groups to
complete a series
of problems. This
will work in a
way similar to
the TV game
show, except that
each group must
work out each
problem and turn
in their work to
receive the
5. If needed, LY
students will have
questions and
language.

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Teacher Work Sample
Post- Assessment
points. Groups
will show
mastery by
showing all their
work correctly
and correctly
responding to
each question.
9, 10, 13, 14, 16, 17
needed by the
paraprofessional.

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Teacher Work Sample
 Given 4
multiple
choice
questions,
students will
solve
problems
involving
adding and
subtracting
multi-digit
numbers and
multi-digit
decimals
with 80%
accuracy.
Pre-Assessment
Formative
Assessments
1. Cornell Notes
11, 18, 19, 20
1. Student will
copy down
notes in Cornell
note style
covering the
steps on how to
add and subtract
needed by the
paraprofessional.
note format. I will
also be providing a
completed example.
of the notes

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Teacher Work Sample
2. Ready, Set,
Flip: Guided
Practice
decimals.
Students will
show mastery
by writing a
paragraph
summary of
their notes.
2. Students will
work through
the guided
practice
examples in
their books with
their team. Each
student will
have a white
board where
they will work
out every
problem. When
each person is
well.
2. Ready, Set Flip is
already an
accommodation/
modification.

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Teacher Work Sample
3. Extra Practice
Homework: pg.
183 #17-26
finished they
will flip and
compare
answers.
Students will
show mastery
by helping each
other better
understand the
concepts
presented and
helping each
other fix their
mistakes.
3. Students will
complete the
workbook pages
for homework for
independent
practice. Students
will show
completing this at
home for homework,
students will have

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Teacher Work Sample
4. What Stuck?
And #HELP Exit
Slips
mastery by
having attempted
every problem
and by receiving
above an 80%.
4. Students will
complete two
exit slips at the
end of each day:
one exit slip they
will describe
what stuck with
them that day
(i.e.: “What stuck
was the rule that
to convert a
decimal to a
percent, you
move the decimal
place two places
to the right”).
needed.
4. What Stuck and
already an
accommodation/
modification.

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Teacher Work Sample
5. Jeopardy Review
The other sticky
will be called
#help, where
they will right on
the post it what
they still need
help with.
Students will
show mastery by
identifying their
areas of strengths
and weaknesses.
5. Students will
work together in
their groups to
complete a series
of problems. This
will work in a
way similar to
the TV game
show, except that
5. If needed, LY students
will have questions
and directions
explained to them in
their native language.

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Teacher Work Sample
Post- Assessment
each group must
work out each
problem and turn
in their work to
receive the
points. Groups
will show
mastery by
showing all their
work correctly
and correctly
responding to
each question.
11, 18, 19, 20

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Teacher Work Sample
needed by para
professional.
Pre-Assessment:
Test, Form 1A SCORE _________
Write the letter for the correct answer in the blank at the right of each question. For Exercises 1-2,
which is the best estimate for each product?
1. 6.8 × 2.3
A. 7 B. 12 C. 14 D. 140
2. 25.4 × 5.1
F. 100 G. 125 H. 150 I. 175
3. Alicia bought 3.8 pounds of cashews for $15.74. About how much was the cost per pound?
A. $3 B. $4 C. $5 D. $6

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Teacher Work Sample
4. Mr. Stanton bought 2.6 yards of fabric for $8.94. About how much was the cost per yard?
F. $1 G. $2 H. $3 I. $4
5. A hummingbird egg’s mass is approximately 0.374 milligram. What is the mass of 4 hummingbird eggs?
A. 0.1496 mg B. 1.496 mg C. 14.96 mg D. 149.6 mg
6. What is the value of 6 × 333?
F. 1,888 G. 1,898 H. 1,980 I. 1,998
7. What is the value of 2.7 × 4.1?
A. 1.107 B. 11.07 C. 110.7 D. 1,107
F. 8.805 G. 88.05 H. 880.5 I. 8,805
9. The dance committee has 1,036 flowers. They want to divide the flowers evenly among 28 centerpieces.
How many flowers will be in each centerpiece?
A. 28 flowers B. 34 flowers C. 37 flowers D. 40 flowers
10. The student council sold 362 roles of wrapping paper for a fundraiser. If they raised $4,706, what was
the cost of one role of m wrapping paper?
F. $9 G. $11 H. $13 I. $15
11. What is the next term in the pattern shown below?
2.1, 3.2, 4.3, 5.4, ...
A. 1.1 C. 5.5
B. 4.3 D. 6.5
Test, Form 1A (continued) SCORE _________
F. 0.1453 G. 1.453 H. 14.53 I. 145.3
Find each quotient.
13. 12.6 ÷ 9
A. 0.0014 B. 0.014 C. 0.14 D. 1.4
14. 23 1863

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Teacher Work Sample
F. 73 G. 81 H. 87 I. 90
15. One meter is approximately equal to 39.39 inches. About how many inches are in 3 meters?
A. 40 B. 90 C. 120 D. 150
16. What is the value of the expression 54.36 ÷ 0.1?
F. 543.6 G. 54.36 H. 5.436 I. 0.5436
17. The sixth-grade class is going to the local art museum. There are 46 students in the class. The total
cost of the tickets for all the students is $379.50. What is the cost of one student ticket?
A. $8 B. $8.25 C. $8.50 D. $9
18. Alison bought one T-shirt for $10.20 and another T-shirt for $18.90. What is the total amount she
spent?
F. $8.70 G. $28.10 H. $29.10 I. $30.00
19. A city had 5.4 inches of rain in September and 4.5 inches of rain in October.
What is the difference in rainfall between the two months?
A. 9.9 C. 0.9
B. 1 D. 0
20. Tristan had 95 inches of ribbon. He cut off 27.50 inches. How many inches of ribbon remain?
F. 122.50 in. H. 70 in.
G. 100.50 in. I. 67.50 in.
Post Assessment:
Test, Form 1A SCORE _________

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Teacher Work Sample
Write the letter for the correct answer in the blank at the right of each question. For Exercises 1-2,
which is the best estimate for each product?
1. 6.8 × 2.3
A. 7 B. 12 C. 14 D. 140
2. 25.4 × 5.1
F. 100 G. 125 H. 150 I. 175
3. Alicia bought 3.8 pounds of cashews for $15.74. About how much was the cost per pound?
A. $3 B. $4 C. $5 D. $6
4. Mr. Stanton bought 2.6 yards of fabric for $8.94. About how much was the cost per yard?
F. $1 G. $2 H. $3 I. $4
5. A hummingbird egg’s mass is approximately 0.374 milligram. What is the mass of 4 hummingbird eggs?
A. 0.1496 mg B. 1.496 mg C. 14.96 mg D. 149.6 mg
6. What is the value of 6 × 333?
F. 1,888 G. 1,898 H. 1,980 I. 1,998
A. 1.107 B. 11.07 C. 110.7 D. 1,107
F. 8.805 G. 88.05 H. 880.5 I. 8,805
9. The dance committee has 1,036 flowers. They want to divide the flowers evenly among 28 centerpieces.
How many flowers will be in each centerpiece?
A. 28 flowers B. 34 flowers C. 37 flowers D. 40 flowers
10. The student council sold 362 roles of wrapping paper for a fundraiser. If they raised $4,706, what was
the cost of one role of m wrapping paper?
F. $9 G. $11 H. $13 I. $15
11. What is the next term in the pattern shown below?
2.1, 3.2, 4.3, 5.4, ...
A. 1.1 C. 5.5
B. 4.3 D. 6.5

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Teacher Work Sample
Test, Form 1A (continued) SCORE _________
F. 0.1453 G. 1.453 H. 14.53 I. 145.3
Find each quotient.
13. 12.6 ÷ 9
A. 0.0014 B. 0.014 C. 0.14 D. 1.4
14. 23 1863
F. 73 G. 81 H. 87 I. 90
15. One meter is approximately equal to 39.39 inches. About how many inches are in 3 meters?
A. 40 B. 90 C. 120 D. 150
16. What is the value of the expression 54.36 ÷ 0.1?
F. 543.6 G. 54.36 H. 5.436 I. 0.5436
17. The sixth-grade class is going to the local art museum. There are 46 students in the class. The total
cost of the tickets for all the students is $379.50. What is the cost of one student ticket?
A. $8 B. $8.25 C. $8.50 D. $9
18. Alison bought one T-shirt for $10.20 and another T-shirt for $18.90. What is the total amount she
spent?
F. $8.70 G. $28.10 H. $29.10 I. $30.00
19. A city had 5.4 inches of rain in September and 4.5 inches of rain in October.
What is the difference in rainfall between the two months?
A. 9.9 C. 0.9
B. 1 D. 0
20. Tristan had 95 inches of ribbon. He cut off 27.50 inches. How many inches of ribbon remain?
F. 122.50 in. H. 70 in.
G. 100.50 in. I. 67.50 in.

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Teacher Work Sample
Section 4A: Design for Instruction: Results of Pre-Assessment and Unit Plan
chapter aims to develop fluency with multi-digit numbers and multi-digit decimals. Students will
also learn to add, subtract, multiply, and divide multi digit decimals. These topics will expand on
Results of Pre-Assessment:
Stude
nt ID
Obj 1 Obj 2 Obj 3 Obj 4 Pre-Test
Raw
score
Student
p
Raw
score
Student
p
Raw
score
Student
p
Raw
score
Student
p
Raw
score
Stud
ent p
MB 2 40% 1 20.00% 0 0.00% 1 25.00% 4
20.00
%
JB 1 20% 1 20.00% 1 20.00% 0 0.00% 3
15.00
%
AC 4 80% 3 60.00% 3 50.00% 0 0.00% 10
50.00
%
MC 0 0% 2 40.00% 1 16.67% 1 25.00% 4
20.00
%
BD 2 40% 2 40.00% 5 83.33% 2 50.00% 11
57.89
%
JF 1 20% 2 40.00% 0 0.00% 2 50.00% 5
25.00
%
EG 2 40% 2 40.00% 4 66.67% 1 25.00% 9
45.00
%
GG 2 40% 4 80.00% 0 0.00% 1 25.00% 7
35.00
%
LG 1 20% 1 20.00% 1 20.00% 1 25.00% 4
20.00
%
MH NA NA NA NA NA NA NA NA NA NA

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BL 2 40% 2 40.00% 5 83.33% 3 75.00% 12
60.00
%
MM 5 100% 4 80.00% 5 83.33% 3 75.00% 17
85.00
%
DM 3 60% 3 60.00% 3 50.00% 1 25.00% 10
50.00
%
EM 0 0% 5 100.00% 1 16.67% 1 25.00% 7
35.00
%
JO 5 100% 4 80.00% 3 50.00% 4 100.00% 16
80.00
%
JP 2 40% 2 40.00% 1 16.67% 1 25.00% 6
30.00
%
MTR NA NA NA NA NA NA NA NA NA NA
MR 0 0% 3 60.00% 4 66.67% 1 25.00% 8
40.00
%
RS 2 40% 2 40.00% 3 50.00% 1 25.00% 8
40.00
%
NS 0 0% 0 0.00% 0 0.00% 1 25.00% 1
5.00
%
KS 4 80% 4 80.00% 3 50.00% 1 25.00% 12
60.00
%
SS 5 100% 5 100.00% 5 83.33% 4 100.00% 19
95.00
%
ES 3 60% 4 80.00% 2 33.33% 3 75.00% 12
60.00
%
JT 3 60% 2 40.00% 0 0.00% 0 0.00% 5
25.00
%
AV 3 60% 2 40.00% 1 16.67% 1 25.00% 7
35.00
%
CV 0 0% 2 40.00% 2 33.33% 2 50.00% 6
30.00
%
JV 4 80% 3 60.00% 2 33.33% 1 25.00% 10
50.00
%
EV NA NA NA NA NA NA NA NA NA NA
Mean 2.24 44.80% 2.6 52.00% 2.2 36.67% 1.48 37.00% 8.52
42.60
%
After analyzing the results of the pre-assessment, I noticed that most of my students had
trouble with each objective. The mean score on the pre-assessment for objective one was 2.24.
My first objective was: Given 5 multiple choice questions, students will estimate products and
quotients of multi-digit decimals with 80% accuracy. The number of students who reached
mastery on objective one was six. On the pre-assessment, students were given 5 multiple choice
questions about estimating either quotients or products; of the 5 problems, 3 of them were word
problems where students had to recognize that it was an estimation problem based off the fact

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Teacher Work Sample
that it used the word “about.” After going over the exam, it was clear that some students
remembered how to estimate but most students actually tried to solve the problem without
estimating and then got frustrated and skipped the later problems.
The mean score for objective two was 2.6. My second objective was: Given 5 multiple
choice questions, students will solve problems involving finding the product of multi-digit
numbers and multi-digit decimals with 80% accuracy. The number of students who reached
mastery on objective two was seven students. On the pre-assessment, students were given five
multiple choice problems where they were to find the product of multi-digit and multi-digit
decimals; of the five problems, one problem was a word problem. Most students completed these
problems, but the downfall of most students was their lack of knowledge of their multiplication
facts and basic multiplication rules. I noticed that a lot of students spent a significant amount of
time on these problems and that cause a lot of students not to finish the exam.
The mean score for objective three was 2.2. My third objective was: Given 6 multiple
choice questions, students will solve problems involving finding the quotient of multi-digit
numbers and multi-digit decimals with 80% accuracy. The number of students who reached
mastery on objective three was four students. On the pre-assessment, students were given 6
multiple choice problems involving division of multi-digit numbers and decimals; of the 6
problems, 3 of them were word problems. A lot of students skipped these problems or didn’t get
to them since they were caught up in other problems. I noticed that most students didn’t know
how to divide decimals by decimals.

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The mean score for objective four was 1.48. My fourth objective was: Given 4 multiple
choice questions, students will solve problems involving adding and subtracting multi-digit
numbers and multi-digit decimals with 80% accuracy. The number of students that reached
mastery on objective four was two students. On the pre-assessment, students were given 4
multiple choice problems involving adding and subtracting decimals; of the 4 problems all of
them were word problems. I noticed most students were unable to attempt 3 of the four problems
since they were the last three on the exam. But those that did attempt the problems, most were
successful with the addition of decimals but struggled with subtracting decimals.
Guiding of Instruction:
After analyzing my pre-assessment, I realized that not only do I have to teach my
students the objectives for the exam, they also need an overview of test taking strategies, since
most didn’t complete the exam (8 completed the exam out of 25). I need to review with my
students the importance of moving on from problems that are more difficult and skipping around
to the ones that you do know, in order to make sure that you complete all the problems that you
are confident in. The results are very much what I expected from my student as far as
performance. These results will allow me to better group my students based off ability level. My
plan is to have my students with higher scores help the students whose scores were lower.
Overview of the Unit:
Day 1

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Teacher Work Sample
Topic: Add and Subtract Decimals
Activities:
Bell Ringer Review (Objective 4)
Cornell Notes with lecture/ discussion (Objective 4)
Caught Ya Review Game (Objective 4)
Ready Set Flip Guided Practice (Objective 4)
Day 2
Topic: Estimate Products and Multiplying Decimals by Whole Numbers
Activities:
Cornell Notes with lecture/ discussion (Objectives 1 and 2)
Ready Set Flip Guided Practice (Objectives 1 and 2)
Day 3
Topic: Multiplying Decimals by Decimals
Activities:
Bell Ringer Review (Objectives 1 and 2)
Day 4

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Teacher Work Sample
Topic: Mid Chapter Quiz
Activities:
Bell Ringer Review (Objectives 1,2, and 4)
Mid Chapter Quiz (Objectives 1,2, and 4)
Day 5
Topic: Divide Multi-Digit Numbers
Activities:
Caught Ya Inquiry Review Game (Objective 3)
Day 6
Topic: Estimate Quotients and Divide Decimals by Whole Numbers
Activities:
Bell Ringer Review (Objectives 1 and 3)
Tree Map (Objectives 1,2,3, and 4)
Cornell Notes with lecture/ discussion (Objectives 1 and 3)
Day 7
Topic: CCE Testing

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Teacher Work Sample
Activities:
CCE Exam
Day 8
Topic: CCE Testing
Activities:
CCE Exam
Day 9
Topic: Dividing Decimals by Decimals
Activities:
Tree Map (Objective 3)
Day 10
Topic: Chapter Review
Activities:
Jeopardy Review Game (Objectives 1,2,3, and 4)
Day 11
Topic: Chapter 3 Test

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Teacher Work Sample
Activities:
Chapter 3 Test

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Section 4B: Design for Instruction: Activities from Unit Plan
This unit covered chapter 3 in the 6th
chapter aimed to develop fluency with multi-digit numbers and multi-digit decimals. Students
also learned to add, subtract, multiply, and divide multi digit decimals. These topics expanded on
prior knowledge of division of whole numbers. Students also built on their knowledge from the
previous chapter about how to represent decimals in different ways and estimation, while also
building on elementary knowledge of number and operations in base ten, algebraic thinking, and
fraction operations (Lee County Academic Plan 2014-2015, 2014). This unit took 11 class
Activity #1: Caught Ya Game
During the Caught Ya game students were to work individually on three to six
problems covered in the lesson that day in their spiral notebooks. The rules of the game are as
follows: first students wrote their Caught Ya heading on their page and put their pencils down.
Then students waited quietly for me to say "Caught Ya" before beginning to solve the problems
on the board. When they were finished they were to raise their hands and wait for a teacher to
walk over to them and check their work: if all their work was correct they received a sticker but
if they got the wrong answer then the teacher said "Caught Ya" and pointed to the missed
problem and they went back and corrected the problem. The greatest part about this activity is it

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Teacher Work Sample
was used to cover every objective. This game was altered throughout the unit to cover each of
the unit objectives, so it was used at least 4 times throughout the span of the unit.
Since all but 8 students didn't finish the pretest, I thought it would be important to see
how exactly students were going about solving different types of problems and where their
struggles were. This lesson itself was a great formative assessment: it allowed for me to adjust
my teaching or change my teaching to better fit the needs of my students, and to better guide my
review of that day’s lesson. Before this activity, students were taught a lesson where they were
formatively assessed using multiple different visual strategies, including but not limited to: Fist
to five (where students rate their understanding from 0-5), thumbs up or down, and general
observation/ probing questions. After the activity exit tickets were used to allow students to
reflect one their understanding.
The materials needed for this activity are very minimal: every student was to use their
own spiral notebook which they use on a daily basis, and they needed a pencil. The only other
materials needed were the SMART Board to project the problems and stickers to be used as a
reward.
This activity worked well for my students in this class because due to the significant
amount of learning disabilities in this classroom, this lesson allowed for them to focus on their
own work with no distractions or pressure of working in teams. Students performed very well on
this activity throughout the unit. Students were very engaged and really enjoyed getting the
sticker prizes for getting the problem correct on the first try, it was a great motivating fact that I
found drove them to check their work and find their mistakes, which I really feel helped them. In

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Teacher Work Sample
fact, on the posttest I found that more students actually went back and checked their work. I
knew students mastered the lesson objectives by their ability to summarize the lesson in their exit
ticket.
Lesson Plan that included Caught Ya game:
Block 5 Chapter Three Lesson 8
Student Information
Student Name, Course, CRN
Jaclyn Pacheco
Block 5
MAE 49402
81564
Standards
Common Core Standards
MAFS.6.NS.2: Compute fluently with multi-digit numbers and find common
factors and multiples.
MAFS.6.NS.2.2: Fluently divide multi-digit numbers using the standard

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Teacher Work Sample
algorithm.
MAFS.6.NS.2.3: Fluently add, subtract, multiply, and divide multi-digit decimals
using the standard algorithm for each operation
Big Idea/ Essential Question
Why is it helpful to know how to estimate a solution when solving a problem?
Details
Objectives
Students will be able to:
Divide decimals by decimals with 80% accuracy.
Assessment & Evaluation
Formative: Teacher will ask questions and walk around to check for understanding, use fist to
five to allow students to gage self-evaluate their own understanding. Student's will be completing
the guided practice in their groups. Students will complete the independent practice for
homework. Caught Ya will also be played as a way for the teacher to gage where each student is
with the material.

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Summative: They will have a test at the end of the week covering the concepts reviewed during
this lesson.
Introduction to Lesson
*Teacher will open Smart Notebook*
Teacher: Good Morning! Please walk into class and take a quiet seat and do all of your daily: get
out your supplies, copy homework, sharpen pencils. Once you've completed all of that you may
begin on the warm up which is page 235 #1, 3, 5 in your textbook, please complete the problems
in your spiral notebook.
Materials
Virtual textbook
Paper
SMART Board
Technology Integration
Using the SMART Board to write notes for students. The textbook will also be pulled up
virtually.
Teacher Presentation or Facilitation

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Teacher Work Sample
Teacher: Alright bring it back to me in 5-4-3-2-1. Perfect! Let's go over page 235. What was the
question asking you to do?
Action: Teacher waits a few seconds for think time and will call on a student with a quiet hand.
After the student explains the main idea of the activity, teacher will call on students to help guide
her in answering the problems. She will be flexible and guide students as needed.
Awesome Job you guys!! Fist to Five how do we feel about our warm up today?
Action: Teacher waits a few seconds for think time and will gage student understanding from
their answers of how they feel from 0-5.
Looks like you guys are feeling pretty good about this. I saw a few lower numbers in our fist to
five but that's ok! We are going to go into the topics from the warm up a lot more in depth today
in class and actually take it a step farther.
So remembering our tree map that we made last class, what so we know is going to be our topic
today?
Dividing decimals by decimals! Perfect! Now we are going to take everything we remember and
try an example. So let's try an example:
Find 1.71 divided by 0.9.

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Teacher Work Sample
Well gosh. I really don't know. How do you guys think I should solve this problem?
Well the fir step is we have to write the problem correctly. So the 1.71 goes in our ocean or
underneath our decimal bar, and 0.9 is our diver or the number on the outside.
Now our next step is a little tricky. When dividing by decimals, we have to change the divisor
into a whole number. To do this we have to multiply both the divisor and the dividend by the
same power of 10. Then you just divide as normal with whole numbers. So let’s try this on our
example.
We have .9. What multiple of 10 do we have to multiply by to get a whole number?
10! So what we do to one child we do to the other. And what are our two new numbers... Can
someone help me?
Right we are now dividing 17.1 by 9. So this looks familiar right? Looks like what we did last
class! So work this now on your paper.

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Action: Teacher waits a few minutes for think time and will call on a student with a quiet hand
to go up to the board and explain how they divided the problem.
Fist to five how are you feeling about dividing decimals by decimals?
Action: Teacher waits a few seconds for think time and will gage student understanding from
their answers of how they feel from 0-5.
Awesome! Now I want you guys to play Caught Ya with some example problems! Remember
the rules, no talking and no starting before I say so or you will be disqualified! Remember there
are stickers on the line here! When you think you have the problem correct just raise your hand
and I'll come over and check your work. If it's right on the first try you get a sticker! Once you
get the problem correct you can get a jump start on your homework!! Everyone ready!?
CAUGHT YA!
Action: Teacher will walk around the room and check for understanding and check the
problems. This will allow for a better understanding of what needs to be focused on in the review
the following day.
Problems:
1. 2.75/.5
2. 3.4/.2

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3. 4.23/.01
4. 3.03/.33
Note: This will continue till about 5-10 minutes before the bell.
Ok in 5-4-3-2-1. Great job today you guys! Here are the answers for those of you who haven't
gotten your sticker just yet. Please write in the correct answer in pen so you know it is an
example that I did that you can use to help you with homework tonight. Now it's time to do our
daily "What stuck" sticky: this sticky is where you will write down what stuck with you today.
And I want you to also write a #help sticky. On this sticky I want you to be honest with me, tell
me if you need help in a topic, if you need me to review a part of a problem, if you just plain
didn't get it. Tell me. After you have written your stickys, on your way out stick your sticky to
the appropriate board as your exit ticket.
Specific Accommodations
Teacher will give extra time after each question to accommodate for students with IEPs and also
will use pictures to accommodate ELL students.
When needed, teacher will do her best to explain in Spanish to ELL students to help improve
understanding.
Follow-Up Reflection

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Regarding Classroom Management: Describe the strengths and weaknesses you noticed during
this lesson.
Strengths – Students worked in independently during the Caught Ya game which allowed for
students to focus on the material without any distractions. Students were motivated to perform
better since they knew they needed to get the problem correct on the first try in order to receive a
sticker.
Weaknesses – Some students were unable to finish the activity in the amount of time.
Students: Based upon the formative/summative assessments, describe the student learning that
took place.
Students demonstrated learning during the lesson by being able to properly apply the material
learned in this lesson about dividing decimals by decimals to problems like the ones they will see
in their posttests.
Activity #2: Jeopardy Review Game

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During the Jeopardy Review game students were to work in teams of four to complete a
worksheet that would then be used as problems in a jeopardy game. The rules of the game are as
follows: first students wrote their Jeopardy heading on their page in their spiral notebook and put
their pencils down. Then students were to divide up the 20 problem worksheet evenly amongst
the whole group and then they had 5 minutes to solve those problems. After time was up, we
went around the room and each group selected a value and column on the jeopardy board, one at
a time. Then I selected a problem off of the worksheet that the students just worked on and every
group had a chance to solve the selected problem and turn in a paper to the teacher showing their
work. Students had three minutes or until every group turned in a paper, before I went over the
problem and awarded points to each group that got the problem correct. At the end of the game,
the group with the most points got the bragging rights and the title of Jeopardy Champs, as well
as a piece of candy. This activity covered all of my objectives which were: given 5 multiple
choice questions, students will estimate products and quotients of multi-digit decimals with 80%
accuracy, given 5 multiple choice questions, students will solve problems involving finding the
product of multi-digit numbers and multi-digit decimals with 80% accuracy, given 6 multiple
numbers and multi-digit decimals with 80% accuracy and given 4 multiple choice questions,
students will solve problems involving adding and subtracting multi-digit numbers and multi-
digit decimals with 80% accuracy.

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Since almost all my students didn’t achieve mastery and truly struggled on the pre-
assessment of the chapter, I wanted to make sure students got a well-rounded review of all the
topics that were to be covered on the exam. My worksheet that I used for this activity was
actually the second form of the exam that they would take the next day. This allowed for students
to become much more comfortable with the test format which I truly believed helped ease any
test anxiety. Before this activity, students were taught multiple lessons where they were
formatively assessed using multiple different visual strategies, including but not limited to: Fist
to five (where students rate their understanding from 0-5), thumbs up or down, and general
observation/ probing questions. After the activity students took the post assessment which
assessed their overall learning gains.
The materials needed for this activity are very minimal: every student was to use their
own spiral notebook which they use on a daily basis, and they needed a pencil. The only other
materials needed were the Jeopardy board which I made myself, post-its which students wrote
their answers on, and candy rewards.
This activity worked well for my students in this class because they truly are very
competitive in nature. This I feel stems from their lives at home as well as where they are
developmentally. Students were very engaged and really enjoyed working together with their
group as well as competing against each other for prizes. This game also taught a lot of the
students time management; they began to realize they only had a limited amount of time to
complete each problem so they learned to balance their time to make sure every problem was
completed. This helped the students tremendously during the posttest since the number of

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students who complete the exam went from 8 to 26. I can tell the students achieved mastery of
the lesson objectives by the responses that students gave during the game on their post-its.
Jeopardy Lesson Plan:
Block 5 Chapter 3 Jeopardy Chapter Review
Student Information
Jaclyn Pacheco
Block 5
MAE 49402
81564
Standards
 MAFS.6.NS.2: Compute fluently with multi-digit numbers and find common
 MAFS.6.NS.2.2: Fluently divide multi-digit numbers using the standard

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algorithm.
 MAFS.6.NS.2.3: Fluently add, subtract, multiply, and divide multi-digit
decimals
using the standard algorithm for each operation.
Is your answer reasonable?
Details
Objectives
add and subtract decimals with 80% accuracy
estimate products with 80% accuracy
Multiply decimals by whole numbers with 80% accuracy.
multiply decimals by decimals with 80% accuracy.
divide multi-digit numbers with 80% accuracy
estimate quotients with 80% accuracy
divide decimals by whole numbers with 80% accuracy.
divide decimals by decimals with 80% accuracy.

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Formative: Students are given a work sheet containing problems covering: adding and
subtracting decimals, estimating products, multiplying decimals by whole numbers, multiplying
decimals by decimals, dividing multi-digit numbers, estimating quotients, dividing decimals by
whole numbers, and dividing decimals by decimals problems to work on in groups for ten
minutes as a bell ringer. From that set of problems they will play jeopardy. Each team must turn
in a slip of paper with how they solved the problem on it and their answer. The selected amount
of points will be awarded to each group that got the problem correct.
Summative: They will have a test the following day covering the concepts reviewed during this
activity.
*Teacher will open Smartnotebook and use that to set a timer for five minutes*
Teacher: Alright so today we are going to review everything that you've learned from Chapter
3 that will be on your test by playing jeopardy. Please take the next five minutes to work on the
worksheet in front of you to get ready for the game.
Materials
Jeopardy Board

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Paper
Smart Board
Worksheet
Using the Smart Board to keep track of time with the timer on Smart Notebook.
Action: While students are completing the worksheet teacher will walk around and answer any
questions that the groups have in regards to how to solve a problem.
First: Teacher: Today we are going to play jeopardy to review for your test tomorrow. We are
going to go around the room and each group will one at a time select a value and column. Then I
will select a problem off of the worksheet that you all just worked on and every group will have
a chance to solve it and turn in a paper to Ms. Martin showing your work. After three
minutes when time runs out or every group turns in a paper I will go over the problem and Ms.
Martin will award points to each group that got the problem correct. At the end of the game, the
group with the most points gets the bragging rights and the title of Jeopardy Champs!

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Ready to begin?!
Team one which category would you like?
Action: *Pause to allow for them to pick a category*
Teacher will read the question that went along with the topic and point value chosen by the
teams.
Action: Once time runs out or all the answers are in (whichever comes first), the teacher will go
through the problem step by step.
Second: Ok everyone fist to five, how would you rate your understanding of this type of
question?
Action: Teacher will allow a few seconds for think time for students to gage their understanding
on a scale of 0-5 by putting their hand in the air with that number. Based off the student’s self-
evaluation the teacher will choose to move on or review parts of the problem again.
Action: When a team gets the problem correct, add the score to a score board.
This process continues until all problems are chosen.

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understanding.
this lesson.
Strengths – Students worked in groups to compete in the game. This allowed the students to use
each other’s knowledge and understanding to determine the answer to each problem.
Weaknesses – Students occasionally got a little too rowdy. Though every topic was hit in the
review we were unable to complete the entire worksheet.
Students: Based upon the formative/summative assessments, describe the student learning that
took place.
Students demonstrated learning during this activity by the way they were able to answer
problems covering multiplication, division, addition and subtraction of decimals. Students’
answers on their post-its were clear and most were correct.
Activity #3: Mid Chapter Review Quiz

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Half way through the chapter, I gave my students a mid-chapter check quiz to better
understand their progress with the material. This quiz came at day 4 of the unit and covered
objectives 1, 2, and 4 which were: given 5 multiple choice questions, students will estimate
products and quotients of multi-digit decimals with 80% accuracy, given 5 multiple choice
questions, students will solve problems involving finding the product of multi-digit numbers and
multi-digit decimals with 80% accuracy and given 4 multiple choice questions, students will
solve problems involving adding and subtracting multi-digit numbers and multi-digit decimals
with 80% accuracy.
On the pretest, students struggled a great deal with these three objectives, so I wanted to
see at the midway point of the chapter, where my students were with the topics that they had
come to be acquainted with. This quiz was 13 problems: 3 estimation problems, 1 addition, 1
subtraction, and the rest were multiplication. This was a great assessment of how far the students
had come with the material.
Materials needed for this activity once again were minimal; students were to take out a
sheet of loose leaf paper for work and a pencil. The only other materials needed were the copies
of the quiz (shown below) and privacy folders. Students are not allowed calculators.
This quiz was a formative assessment for unit progress. This allowed for me to see the
progress of my students since the start of the unit. The results of this quiz were better than the
pretest but not yet at mastery level. Students struggled heavily with reading/ following written

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directions, and struggled still with estimating. These results helped me drive my reviews for the
rest of my unit.
Chapter Quiz:
Estimate each product.
1. 49.2 × 10.3
2. 71.77 × 6.1
3. What is the value of 37.4 + 59.68?
4. What is the value of 4.76 - 0.015?
5. SUBWAY About how far could a subway car travel in 1 hour if its average speed was 0.96
mile per minute?
Multiply.
6. 1.2 × 6
7. 2.5 × 4
8. 3.1 × 5
9. 4.2 × 6
10. GROCERIES Oranges cost $0.25 each. How much will 7 oranges cost?

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11. 3.02 × 2.4
12. 0.65 × 0.25
13. GIFT WRAP A rectangular piece of gift wrap is 5.5 inches by 2.1 inches. What is the area
of the gift wrap? (Hint: Use A = ℓw.
Lesson Plan for Chapter Quiz:
Block 5 Chapter 3 Mid-Chapter Quiz
Student Information
Jaclyn Pacheco
Block 5
MAE 49402
81564
Standards
 MAFS.6.NS.2: Compute fluently with multi-digit numbers and find common
 MAFS.6.NS.2.3: Fluently add, subtract, multiply, and divide multi-digit
decimals
using the standard algorithm for each operation.

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Is your answer reasonable?
Details
Objectives
add and subtract decimals with 80% accuracy
estimate products with 80% accuracy
Multiply decimals by whole numbers with 80% accuracy.
multiply decimals by decimals with 80% accuracy.
Formative: Students are given quiz containing problems covering: adding and subtracting
decimals, estimating products, multiplying decimals by whole numbers, and multiplying
decimals by decimals problems to work for the entire class period. Students will do this
individually and turn it in at the end of the class period.
Summative: They will have a test at the end of the unit.
Teacher: Alright so today we are going to put everything you have learned so far in chapter 3 to
the test with a mid-chapter quiz. Please take the time now to go over your Cornell notes and
review for the quiz.
Materials
Privacy Folders
Quiz Copies
Paper

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Teacher will be using the SMART Board to keep track of time with the timer on SMART
Notebook.
First: Teacher: Today we are going to be taking a quiz covering: adding and subtracting
decimals, estimating products, multiplying decimals by whole numbers, and multiplying
decimals by decimals problems. Just like all quizzes you can use all resources at your disposal,
for example the textbook, Cornell notes, past homework, and your spiral (hold up a student’s
notes as an example). You will have the entire class period to complete the quiz. For questions 1,
2, and 5, please estimate the products. For questions 3 and 4, read the problem carefully and
solve using addition or subtraction. For the rest of the problems please multiply and place your
answers in simplest form. Once you have completed all of the problems, please flip over your
quiz and read for AR quietly. Are there any questions before we begin?
Ok everyone good luck!
Action: Teacher will monitor quiz until 10 minutes before the class period ends. At this time
collect quizzes and test materials.
understanding.
this lesson.
Strengths – Students took advantage of using resources to help answer the questions: textbook pages,
notes, and homework

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Weaknesses – Students struggled to follow/ read directions carefully.
Students: Based upon the formative/summative assessments, describe the student learning that took
place.
After grading their quizzes I noticed that the students struggled with reading directions and
estimating. These results inform me that I will need to review estimation and come up with other
strategies to help students better comprehend and apply directions.
Technology:
During my unit, technology was a very important component to making sure the
lessons ran smoothly. The most prominent of the technology sources that I used was the SMART
technologies. I was able to use SMART Notebook to do examples, bell work, and notes with
students. I also utilized the online textbook and projected pages onto the SMART Board for me
to write on or display the answers to their homework problems. When possible I also tried to
include videos, to help add a fun twist on the lesson and to show real life application of the
material I was presenting.

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Section 5: Instructional Decision Making
This unit covered chapter 3 in the 6th grade McGraw Hill textbook: Florida Math. This
prior knowledge of division of whole numbers. Students also built on their knowledge from the
previous chapter about how to represent decimals in different ways and estimation, while also
building on elementary knowledge of number and operations in base ten, algebraic thinking, and
fraction operations (Lee County Academic Plan 2014-2015, 2014). This unit took 11 class
Occasion #1: Caught Ya
Throughout my unit, I was able to play a great formative assessment game with my
students called “Caught Ya.” During the game, students were to work independently on a group
of problems and when they felt that they had the correct answer, they would raise their hands and
I would check their work. After I came back from my cousin's wedding, I played Caught Ya as a
review of the material covered by the substitute while I was away. The material covered my
fourth objective: given 4 multiple choice questions, students will solve problems involving
adding and subtracting multi-digit numbers and multi-digit decimals with 80% accuracy. When
creating the lesson originally, I knew students had background knowledge of adding and

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subtracting decimals, so I wasn’t initially concerned with this topic. When I started checking the
answers, I saw even some of my strongest students struggling with this objective. When I told
my strongest student, he got a problem wrong and I asked him if he could show me where he
went wrong, he looked at me like I was talking in another language.
It was in this moment that I realized I needed to do a much more thorough review of
that lesson since there seemed to be a disconnect with what was expected of them. I decided to
add in an extra review of how to add and subtract decimals. When I did this, I chose to use
Cornell notes to give them step by step notes on the process they needed to take in order to
complete an addition and subtraction problem, with a major focus on lining up the decimal. After
I finished this review, I had my students do the same questions again for the Caught Ya and I
saw a severe improvement in student performance. After the game was finished, I called on the
students that initially had trouble with the problems to come up and explain how to solve one of
them.
Occasion #2: Pull Outs
During my time at Three Oaks Middle, I was able to do a lot of one on one work with
students with Individualized Education Plans (IEPs). As noted in the IEPs of three students, they
were to have individual or small group tutoring by the teacher as needed. So during my bell work
time, I would take these three students to the common space in the middle of the pod and review
the lesson. One day during one of my pull out sessions JP brought up a concern that he had about
the previous day’s lesson. That lesson covered objective three which was: given 6 multiple

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numbers and multi-digit decimals with 80% accuracy. He didn’t understand why we had to move
the decimal in the divisor and was having a really hard time completing the previous night’s
homework.
“The reason why we have to remove the decimal in the divisor is so that the problem
looks like something we already know how to do.” I took that time in our pull out tutoring to
give him a much more detailed review of the steps and why we chose to make them. But it got
me thinking about the rest of the class and wondering where their level of understanding was on
the material. So I decided I was going to have an open forum type discussion about any topic
from chapter three. During this time, students were able to bring up concerns they had, what was
confusing to them, and what they felt their weaknesses were in this chapter. Students discussed
these topics in small groups and then submitted them to me. I wanted my students to drive my
review towards what they needed. It also showed me where the flaws in my instruction were; the
two most common lessons that students had issues with dividing decimals by decimals and
estimation. Though my exam review covered all sections of the exam, the students’ responses
and concerns drove the review and I think is what truly lead them to the success on the exam.

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Section 6: Analysis of Impact on Student Learning
This unit covered chapter 3 in the 6th grade McGraw Hill textbook: Florida Math. This
prior knowledge of the division of whole numbers. Students also built on their knowledge from
and fraction operations (Lee County Academic Plan 2014-2015, 2014). This unit took 11 class
Whole Class Results:
Student
ID
Obj 1 Obj 2 Obj 3 Obj 4 Overall
Pre-
test
Post-
test
Gain Pre-test
Post-
test
Gain
Pre-
test
Post-
test
Gain Pre-test
Post-
test
Gain
Pre-
test
Post-
Test Gain
MB 40% 20.00% -20.00% 20.00% 40.00% 20.00% 0.00% 0.00% 0.00% 25.00% 25.00% 0.00% 20.00% 20.00% 0.00%
JB 20% 100.00% 80.00% 20.00% 80.00% 60.00% 20.00% 83.33% 63.33% 0.00% 100.00% 100.00% 15.00% 90.00% 85.00%
AC 80% 60.00% -40.00% 60.00% 80.00% 20.00% 50.00% 66.67% 16.67% 0.00% 100.00% 100.00% 50.00% 75.00% 25.00%
MC 0% 20.00% 20.00% 40.00% 60.00% 20.00% 16.67% 83.33% 66.66% 25.00% 50.00% 25.00% 20.00% 55.00% 35.00%
BD 40% 40.00% 0.00% 40.00% 60.00% 20.00% 83.33% 83.33% 0.00% 50.00% 75.00% 25.00% 55.00% 65.00% 10.00%
JF 20% 80.00% 60.00% 40.00% 100.00% 60.00% 0.00% 66.67% 66.67% 50.00% 50.00% 0.00% 25.00% 75.00% 50.00%
EG 40% 20.00% -20.00% 40.00% 60.00% 20.00% 66.67% 50.00%
-
16.67%
25.00% 50.00% 25.00% 45.00% 45.00%
0.00%
GG 40% 60.00% 20.00% 80.00% 80.00% 0.00% 0.00% 50.00% 50.00% 25.00% 50.00% 25.00% 35.00% 60.00% 25.00%
LG 20% 100.00% 80.00% 20.00% 40.00% 20.00% 20.00% 0.00%
-
20.00%
25.00% 25.00% 0.00% 20.00% 40.00%
20.00%
MH NA 60.00% NA NA 60.00% NA NA 66.67% NA NA 100.00% NA NA 70.00% NA
BL 40% 100.00% 60.00% 40.00% 100.00% 60.00% 83.33% 83.33% 0.00% 75.00% 100.00% 25.00% 60.00% 95.00% 35.00%
MM 100% 100.00% 0.00% 80.00% 100.00% 20.00% 83.33% 50.00%
-
33.33%
75.00% 75.00% 0.00% 85.00% 80.00%
-5.00%
DM 60% 80.00% 20.00% 60.00% 60.00% 0.00% 50.00% 66.67% 16.67% 25.00% 100.00% 75.00% 50.00% 75.00% 25.00%
EM 0% 80.00% 80.00% 100.00% 80.00%
-
20.00%
16.67% 100.00% 83.33% 25.00% 100.00% 75.00% 35.00% 90.00%
55.00%
JO 100% 100.00% 0.00% 80.00% 80.00% 0.00% 50.00% 100.00% 50.00% 100.00% 75.00% -25.00% 80.00% 90.00% 10.00%
JP 40% 40.00% 0.00% 40.00% 60.00% 20.00% 16.67% 66.67% 50.00% 25.00% 50.00% 25.00% 30.00% 55.00% 25.00%
MTR NA 0.00% NA NA 100.00% NA NA 66.67% NA NA 75.00% NA NA 60.00% NA
MR 0% 60.00% 60.00% 60.00% 100.00% 40.00% 66.67% 83.33% 16.66% 25.00% 50.00% 25.00% 40.00% 75.00% 35.00%

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RS 40% 80.00% 40.00% 40.00% 40.00% 0.00% 50.00% 66.67% 16.67% 25.00% 75.00% 50.00% 40.00% 65.00% 25.00%
NS 0% 100.00% 100.00% 0.00% 60.00% 60.00% 0.00% 66.67% 66.67% 25.00% 25.00% 0.00% 5.00% 65.00% 60.00%
KS 80% 60.00% -20.00% 80.00% 100.00% 20.00% 50.00% 83.33% 16.67% 25.00% 75.00% 50.00% 60.00% 80.00% 20.00%
SS 100% 100.00% 0.00% 100.00% 80.00%
-
20.00%
83.33% 100.00% 16.67% 100.00% 100.00% 0.00% 95.00% 95.00%
0.00%
ES 60% 80.00% 20.00% 80.00% 80.00% 0.00% 33.33% 33.33% 0.00% 75.00% 100.00% 25.00% 60.00% 70.00% 10.00%
JT 60% 40.00% -20.00% 40.00% 100.00% 60.00% 0.00% 16.67% 16.67% 0.00% 25.00% 25.00% 25.00% 45.00% 20.00%
AV 60% 100.00% 40.00% 40.00% 100.00% 60.00% 16.67% 83.33% 66.67% 25.00% 50.00% 25.00% 35.00% 85.00% 50.00%
CV 0% 40.00% 40.00% 40.00% 40.00% 0.00% 33.33% 83.33% 50.00% 50.00% 75.00% 25.00% 30.00% 60.00% 30.00%
JV 80% 100.00% 20.00% 60.00% 40.00%
-
20.00%
33.33% 83.33% 50.00% 25.00% 50.00% 25.00% 50.00% 70.00%
20.00%
EV NA 80.00% NA NA 100.00% NA NA 66.67% NA NA 100.00% NA NA 85.00% NA
Mean 45.00% 67.86% 24.80% 52.00% 74.29% 20.80% 36.93% 66.07% 28.40% 37.00% 68.75% 29.00% 42.60% 69.11% 26.60%
My first objective was: Given 5 multiple choice questions, students will estimate
products and quotients of multi-digit decimals with 80% accuracy. The class mean for objective
one of the pre-test was 45%, the mean for objective one of the post test was 67.86%; the mean
gains for the class from pre-test to post-test for objective one was 24.8%. The number of students
who met the performance criterion on objective one was 15. One of the main reasons for 13
students not meeting the criterion was that many students didn’t read the directions carefully and
didn’t estimate. Others estimated incorrectly, they solved the problem and then rounded after,
leading them to the wrong answer. My remediation plan for these students was to provide a
review of estimation. I also used my bell ringers over the next few classes to review estimation
and had the students who missed the problems explain the steps to get to the answer. I also went
over the importance of reading directions.
My second objective was: Given 5 multiple choice questions, students will solve
problems involving finding the product of multi-digit numbers and multi-digit decimals with
80% accuracy. The class mean for objective two of the pre-test was 52%, the mean for objective
two on the post test was 74.29%; the mean gains for the class from pre-test to post-test for

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objective two was 20.8%. The number of students who met the performance criterion on
objective two was 16. One of the main reasons for 12 students not meeting the criterion was
mistaken in basic multiplication facts. My remediation plan for these students was a game that
we began to play with students when we had a little extra time before lunch; we call it the eraser
game. What happens is students sign up to compete and in groups of five students at a time, we
play catch with an eraser, but when you catch it you have 10 seconds to answer a multiplication
problem if not you’re out. I also made review worksheets of their multiplication facts that
students were able to complete if they finished their work early.
My third objective was: Given 6 multiple choice questions, students will solve problems
involving finding the quotient of multi-digit numbers and multi-digit decimals with 80%
accuracy. The class mean for objective three on the pre-test was 36.93%, the mean for objective
three on the post test was 66.07%; the mean gains for the class from pre-test to post-test for
objective three was 28.4%. The number of students who met the performance criterion on
objective three was 12. One of the main reasons for 16 students not meeting the criterion was
minor mistakes in their division. I noticed a lot of students forgot to move the decimal in both the
divisor and dividend when dividing which gave them the wrong answer. Though a low number
didn’t meet the 80% criterion, 9 students were one question away from meeting the criterion. My
remediation plan for these students was to give the students a review of division and to
brainstorm with them possible common mistakes with division. I also used dividing decimals by
decimals as bell ringer questions.

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My fourth objective was: Given 4 multiple choice questions, students will solve problems
involving adding and subtracting multi-digit numbers and multi-digit decimals with 80%
accuracy. The class mean for objective four on the pre-test was 37%, the mean for objective four
of the post test was 68.75%; the mean gains for the class from pre-test to post-test for objective
four was 29%. The number of students who met the performance criterion on objective four was
9. One of the main reasons for 19 students not meeting the criterion was not reading the word
problems correctly. I noticed a lot of students forgot to line up the decimals when they were
adding and subtracting. Since all of the problems for this objective were word problems, I
noticed a lot of students struggled with differentiating whether they were to add or subtract (i.e.:
not recognizing “difference” means subtraction). Though a low number didn’t meet the 80%
criterion, 7 students were one question away from meeting the criterion. This tended to be a
lower scoring objective since there were only 4 questions, if a student were to miss one they
were already below the criterion of the objective. My remediation plan for these students was to
give students a review on adding and subtracting and some notes on troubleshooting when
reading word problems, for example key words to help identify when to add, subtract, multiply,
and divide.
Most Successful Learning Objective:
My most successful learning objective was objective two: Given 5 multiple choice
questions, students will solve problems involving finding the product of multi-digit numbers and
multi-digit decimals with 80% accuracy. This objective was my top scoring objective on my

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pretest as well. Students showed the ability to multiply early on but needed to have a reminder on
the rules. This chapter was built upon prior knowledge from 5th grade. This was the objective
that students tended to shine on during class instruction, which surprised me since they were
performing so low when it came to basic multiplication facts.
During my lectures for this objective, I gave students very detailed Cornell notes to help
drive their study habits. In the notes, students were given different strategies, including but not
limited to: step by step instructions on how to solve products of decimals, and fail proof tips to
troubleshoot problems. When looking over student work, I noticed that my students who scored
high in this objective were all underlining the digits behind the decimal points and then moving
that many spaces after they were finished multiplying, which were the tips that I had given them
in their notes.
Least Successful Learning Objective:
My lowest scoring learning objective was objective 3: given 6 multiple choice questions,
students will solve problems involving finding the quotient of multi-digit numbers and multi-
digit decimals with 80% accuracy. Though this is the lowest scoring learning objective
percentage wise it has one of the highest improvement gains in student performance. During my
pretest students were unaware of the need to move the decimal in the divisor before they began
dividing. I feel the improvement of this objective was due to the fact that it was the last lesson
covered before the review and the exam so it was fresher in their minds, which I feel was also the
reason it is one of the lowest scoring; students didn’t have as much time to practice and study

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this objective. When reviewing student work, I saw similar techniques from the Cornell notes in
the work of the students that performed highly on this objective.
My least successful learning objective was objective four: given 4 multiple choice
questions, students will solve problems involving adding and subtracting multi-digit numbers
and multi-digit decimals with 80% accuracy. This objective only had 9 students achieve mastery.
I credit a lot of the loss of this objective was due to the fact that I had a substitute teacher teach
this lesson to my students while I was at a wedding. Though I did spend a great deal of time
reviewing the material of adding and subtracting decimals, I feel like there must have been some
confusion from the days I was absent that effected the students’ understanding of how to add and
subtract decimals. I modified my instruction by adding an extra review of addition and
subtraction when I was creating Cornell notes the following class day and used multiple
problems like those on the test during my review of the lessons. Despite it being such a low
scoring objective, this was also my objective with the highest gains; this I believe was due to the
fact that most students did not attempt these problems on the pretest. I was really disappointed on
how poorly students did on this objective since it was something very simple as adding and
subtracting. I was predicting that most, if not all students would be able to achieve mastery of
this objective.
I feel like if I had one more day to review these two objectives before the exam the
students who were struggling would have had one more chance at practice, to ask me questions,

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and maybe have gotten the chance to have me clarify the misconceptions that they were having
regarding addition, subtraction, and division of decimals.

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Section 7: Reflection and Self-Evaluation
Educational Philosophy:
“A truly special teacher is very wise, and sees tomorrow in every child’s eyes” (Barzun,
2011). Throughout our time in the college of education, we are told to think long and hard about
the type of teacher that we want to be. Having been exposed to many different types of teaching
philosophies and many different strategies, I have found that the ideas of humanism truly
embody who I am as a teacher.
I have always been drawn to my students as people. I feel that the best way to connect
with students and get them to truly respect you, is to respect who they are and what they love.
When I enter a classroom, I like to take the time to get to know my students during small
activities or bell work time. I want to make sure that my students know, I know they are more
than just students, I know they have interests and goals and dreams, and I want to know what
they are in order to help lead them to the path that will best help them succeed. By implementing
this strategy, I have had students open up to me about their pasts, their home lives and their fears.
I find true joy in knowing that I have done more than just teach a student about math, I love
knowing that I taught them about themselves. My favorite story of this was at my internship at
Three Oaks Middle: I had a student who made it onto the AB Honor Roll. She was excited that
she was able to receive such an honor, but she had a fear of walking across the stage; she was
afraid she would trip. After reassuring her that she wouldn’t trip and of how proud of her I was,
she made it through the assembly, trip free. I didn’t think anything of this moment until I

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