Table of Contents

Pre Instruction Assessment ......................................................................................................2-11

Method and Data ............................................................................................................................... 2-3
Kodiak .................................................................................................................................... 4-5
Ainsley ................................................................................................................................... 6-7
Alexus .................................................................................................................................... 8-9
Results Graph and Chart .................................................................................................................... 10-11
Reflection ........................................................................................................................................... 11
Standards and Objectives .........................................................................................................12
Lesson Plan 1 ...........................................................................................................................13
Assessment Data ................................................................................................................................ 14
Reflection ........................................................................................................................................... 15
Lesson Plan 2 ...........................................................................................................................16
Assessment Data ................................................................................................................................ 17-19
Reflection ........................................................................................................................................... 19
Post Instruction Assessment .....................................................................................................20-29
Method and Data ............................................................................................................................... 20
Ainsley .................................................................................................................................... 21-23
Kodiak ..................................................................................................................................... 24-26
Alexus ..................................................................................................................................... 27-29
Reflection ........................................................................................................................................... 30
Results Graph and Chart .................................................................................................................... 31
Pre/Post Comparison ...............................................................................................................32
Final Reflection ........................................................................................................................33

Pre-Instruction Assessment: Method and Data

Kodiak- Distributive Property and Associative Property

Kodiak- Multiplying dice

Ainsley- Distributive Property and Associative Property

Ainsley- Multiplying with dice

Alexus- Distribution Property and Associative Property

Alexus- Multiplying with dice

Pre-Instruction Assessment: Result Graph and Chart

Kodiak
Multiply by 0
Multiply by 1
Multiply by 2
Multiply by 3
Multiply by 4
Multiply by 5
Multiply by 6
Multiply by 7
Multiply by 8
Multiply by 9
Multiply by 10
Multiply by 11
Multiply by 12
Communitive Property
Distributive Property
Associative Property
Patterns
Factors and Products
Simple Word Problems
Complex Word Problems
2 digit x 1 digit

1
1
1
1
1
1
1
1
0
0
1
1
0.5
2
1
0
0
2
0.5
0
0

Total

16

Ainsley Alexus
1
1
1
1
1
1
1
1
0.5
1
1
1
1
1
0.5
0
0
0
0
0
1
1
1
1
0
0
2
2
2
1
0
1
0
0
2
0
0
0.5
0
0
0
0
15

13.5

KEY:
1-can do
.5=understood/ recognized
or could sometimes do
0-could not do

10

0.2

0.4

Multiply by 0
Multiply by 1
Multiply by 2
Multipy by 3
Multiply by 4
Multiply by 5
Multiply by 6
Multiply by 7
Multiply by 8
Multiply by 9
Multiply by 10
Multiply by 11
Multiply by 12
Communitive Property
Distributive Property
Associatve Property
Patterns
Factors and Products
Simple Word Problems
Complex Word Problems
2 digit x 1 digit

0.6

0.8

1.2

1.4

1.6

1.8

Kodiak
Ainsley
Alexus

Pre-Instruction Assessment: Reflection

Overall, I feel like the assessment went rather well seeing as it was my first time giving an assessment
via games. I did struggle a lot with time management. I spent a long time on some portions of the
assessment and had to rush through other sections. I also realized that I was not as organized as I could
have been. I struggled with keeping track of the problems the children were solving. If I was to go back
and to this again, I would organize my data in a different way and go more prepared. I also had a
problem with behavior management. Alexus and Kodiak were messing with each other a lot of the time
and were not as focused on their work as they could have been. I should have separated them. If I was
to do this again, I would make sure they each had a certain number of problems so I could graph them
better, instead of measuring their ability passed on if I felt like the could never, sometimes or always get
it. My method left room for the halo effect and personal bias and error.
There were several things I did not think to originally asses, so on the first day of instruction, I started off
with more assessing.

11

Standards and Objective

Standards:
CCSS.MATH.CONTENT.3.OA.A.1
Interpret products of whole numbers
CCSS.MATH.CONTENT.3.OA.B.5
Apply properties of operations as strategies to multiply and divide
CCSS.MATH.CONTENT.3.NBT.A.3
Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 80, 5 60) using
strategies based on place value and properties of operations.
CCSS.MATH.CONTENT.3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving equal groups,
arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem.
Objective:
SWBAT interpret products of a whole numbers with 90% accuracy.
SWBAT use multiplication, subtraction and/or addition to solve complex word problems with 90%
accuracy.
SWBAT multiply one-digit whole numbers by multiples of 10 with 90% accuracy.
SWBAT properties of operations when multiplying and using the associative property.

12

Lesson Plan 1
Activate prior knowledge with multiplication using dice
Practice fluency of multiplication facts (specifically 7 and 8) using a ball. Toss the ball from person to
person and each person says the next multiplication fact.
Review the array model using the dice as manipulatives as a visual for the distributive property.

Introduce idea of CUBES to help solve word problems

13

Go through word problems together. Take turns circling, underling, boxing and solving as a group. When
they seem to understand the process let them move on to independent work.

14

Lesson Plan 1 Assessment Data and Reflection

Kodiak

Ainsley

Reflection: Before I started with teaching and warm ups, I did more assessing. I realized that they knew
almost everything I tested, so I assessed for the array model, word problems and the two digit times one
digit multiplication problems. This gave me a lot better idea of what I needed to teach and focus on. I
struggled again today with timing, but less with behavior problems because Alexus was not there.
Overall, the students picked up the work rather quickly. I did not make transitions well and struggled
with differentiating instruction.

15

Lesson Plan 2
Start the day review multiplication and adding in bigger numbers by using cards instead of dice.
J=11 Q=12 K=13 and A=you choose. Take all of the Kings out of Ainsleys deck and only leave two
Queens in. Kodiak can have all of the cards. If Kodiak is understanding everything and getting bored
have him working on three cards at a time and experiment with multiplication using a 2 digit number
times a 1 digit number.
Review what CUBES stands for. Do a problem together and then have Kodiak work by himself and I will
give extra support to Ainsley.
Teach how to solve 2 digit number times a 1 digit number. They should already understand how to
carry the 1 from addition.
Teach tricks to help with factors of 9.

*Today I will give the students an activity to work on while I transition from activity to activity. I also
have problems and ideas planned for Kodiak, since he will most likely finish early.

16

Lesson Plan 2 Assessment Data

Kodiak

Kodiak was done a lot earlier than Ainsley so he played with the cards and dice, multiplying numbers
and working on associative property. He kept track of the problems on the back of his paper.

17

18

Ainsley

Reflection
Today went so much better! I timed things a lot better and did not have to rush as much. I think it
worked better because I spend more time planning and I made the necessary adjustments to help
transition more smoothly and had extra work and learning for Kodiak. Kodiak was really struggling with
his multiplication facts for 9, so I taught him two different strategies to help him. The one he liked the
most was where you put down the finger you are multiplying by and the fingers to the left are the tens
place and to the right the ones. He was so excited to see that worked every time. Kodiak and Ainsley
were both very involved. When the bell rang they both wanted to work on more problems instead of
going out to recess. They also told me that in class they learned about the CUBES idea to help with word
problems and that they had an opportunity to teach their peers what they remembered from me
teaching it. They were so excited to share what they had learned! Today Ainsley was more confident in
your work and had the opportunity to teach Kodiak a way to help with the distributive property. Kodiak
was able to teach her how to solve a more complex word problem.

19

Post-Assessment

20

21

22

23

24

25

26

27

28

29

Post-Instruction Assessment: Reflection

30

Post-Assessment: Graph, Item Analysis and Comparison

Kodiak
Ainsley Alexus
Multiply by 0
1
1
1
Multiply by 1
1
1
1
Multiply by 2
1
1
1
Multiply by 3
1
1
1
Multiply by 4
1
1
1
Multiply by 5
1
1
1
Multiply by 6
1
1
1
Multiply by 7
1
0.5
0
Multiply by 8
0.5
0.5
0
Multiply by 9
1
0
0
Multiply by 10
1
1
1
Multiply by 11
1
1
1
Multiply by 12
1
0.5
0
Communitive Property
2
2
2
Distributive Property
1
2
1
Associative Property
1
1
0
Patterns
0
1
2
Factors and Products
2
2
0
Simple Word Problems
1
1
1
Complex Word Problems
1
0.5
0.5
2 digit x 1 digit
1
0.5
0.5
Total

21.5
0

Multiply by 0
Multiply by 1
Multiply by 2
Multipy by 3
Multiply by 4
Multiply by 5
Multiply by 6
Multiply by 7
Multiply by 8
Multiply by 9
Multiply by 10
Multiply by 11
Multiply by 12
Communitive Property
Distributive Property
Associatve Property
Patterns
Factors and Products
Simple Word Problems
Complex Word Problems
2 digit x 1 digit

20.5
0.5

16
1

1.5

Kodiak
Ainsley
Alexus

31

Pre-Test
Multiply by 0
Multiply by 1
Multiply by 2
Multiply by 3
Multiply by 4
Multiply by 5
Multiply by 6
Multiply by 7
Multiply by 8
Multiply by 9
Multiply by 10
Multiply by 11
Multiply by 12
Communitive Property
Distributive Property
Associative Property
Patterns
Factors and Products
Simple Word Problems
Complex Word Problems
2 digit x 1 digit
Total

3
3
3
3
2.5
3
3
1.5
0
0
3
3
0.5
6
4
0
0
4
1
0
0
43.5
0

Multiply by 0
Multiply by 1
Multiply by 2
Multipy by 3
Multiply by 4
Multiply by 5
Multiply by 6
Multiply by 7
Multiply by 8
Multiply by 9
Multiply by 10
Multiply by 11
Multiply by 12
Communitive Property
Distributive Property
Associatve Property
Patterns
Factors and Products
Simple Word Problems
Complex Word Problems
2 digit x 1 digit

Post-Test Change
3
0
3
0
3
0
3
0
3
0.5
3
0
3
0
1.5
0
1
1
1
1
3
0
3
0
1.5
1
6
0
4
0
2
2
3
3
4
0
3
2
2
2
2
2
58
14.5
2

Pre-Test
Post-Test

32

Reflection
Overall, the children showed some good improvement. Kodiak was able to learn a lot despite being so
far ahead, but Ainsley was also able to learn a lot! Alexus did not have much improvement because she
missed my two days of instruction. She did show some improvement though because she was more
focused during the post assessment than the pre assessment and I took her aside to briefly go over
some of the concepts before having her take the assessment. There can be discrepancy in the scores,
because the post assessment was slightly more formal than the pre assessment because I felt like it
would more accurately show me what they understood.
I am really grateful for this opportunity! It helped me to realize that I really can differentiate my
instruction. I hear about it all the time, but never really had an opportunity to really apply it. So often we
hold back the students who are ahead to teach the students who are further behind. This is not very
respectful to the students. I feel like I was able to give Kodiak just as many opportunities to learn and
grow as I was Ainsley.

33