Lincoln Portfolio

By: Clarah Camp

Table of Contents
Pre-instruction Assessment
Results and reflection of preassessment
Lesson plan 1 and reflection
Lesson Plan 2 and reflection
Post- Assessment
Results of pre and post
assessments with reflection
Final Reflection

Results of Pre-Assessment
Pre assessments Results

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Joce
Jack- pre

question

Question
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5
6
7
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Jack- pre
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1
1
0
1
1
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1
1
0
0
1
0

Joce
1
1
1
1
1
0
0
0
0
0
0
0
0

Pre- assessment Reflection

On my pre assessment I did more than just give the formal assessment, I
also did an interview of the two students that I had. This gave me a lot of
informal pre- assessment on what they liked, and their specific interests. If
I could do anything differently I would have the interview be shorter, and
have more assessment that wasnt just a written test. I had some stuff
planned but the time ran out before I could get to it. I also would have
liked to have more variety on my pre- assessment and captured more of
their knowledge, so I could know exactly what I wanted to teach. Next
time, I am going to play a game and have that be part of the assessment,
and then change the game to fit what I need to assess. I also am going to
give them more time to take the pencil and paper portion of the
assessment.

Lesson Plan #1
Name: Clarah Camp
Standards:

CCSS.MATH.CONTENT.3.OA.D.8

Solve two-step word problems using the four operations. Represent these problems
using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies
including rounding.3
CCSS.MATH.CONTENT.3.OA.D.9

Identify arithmetic patterns (including patterns in the addition table or multiplication

table), and explain them using properties of operations.
Topic: Multiplication: Word problems
Objective: Students will be able to solve word problems that involve multiplication
and patterns individually.
Prior Knowledge:
1. Review simple multiplication fact- have them do it in their headsTake turns- Review Associative and Distributive properties
2. Show the equation
4x6
8x3
2x7
Teach/ Model
How to detect and find patterns
o Select a pattern: 8, 16, 24, 32
o have the children find the pattern
o If they get the pattern easily, move to a harder pattern

Word problems
o Each student will have an individual problem, we will
solve the first word problem together.
o I will then give them each a problem
o solve on their own whiteboard
o Share how they solved the problem afterwards and
show how they solved it.
o Strategies to solve word problems

Guided Practice

Have them create their own pattern and have their classmate solve
the pattern
With the pattern that they created they will create their own word
problem and then give it to their group member to solve.
Every child will solve two word problems.

Independent Practice/ Assessment: We will play a review game using

a deck of cards and a competition of who can find the product the fastest.
While they are participating in this I will be making informal assessment
on how well they know their facts, and how they can apply them to the
game. This will affect if I need to go over math facts for the next lesson, or
if we can move forward onto simple division and the properties.
Reflection:
This was a challenging lesson for me to teach. I was trying to cover too
many subjects at once. There was also a big achievement gap in between
my students, which made it hard. One student understood what I was
trying to teach and another student was completely lost and didnt know
their math facts past 5. I also didnt like my assessment, felt like it didnt
measure what I wanted it to. It was only measuring their math facts, and
not how well they grasped the word problem concepts. I did figure out
that one of my students didnt know their math facts well and that this
affected how they were grasping the other subjects. Once I realized that
this student didnt know the math facts, and that she couldnt find
patterns, I differentiated the instruction and gave out easier problems for
her to work on, while the other student was working on more challenging
ones on his own whiteboard. I am going to be re-teaching patterns to
solidify the material.

Lesson Plan #2
Name: Clarah Camp
Standards:

CCSS.MATH.CONTENT.3.OA.D.8

Solve two-step word problems using the four operations. Represent these problems
using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies
including rounding.3
CCSS.MATH.CONTENT.3.OA.D.9

Identify arithmetic patterns (including patterns in the addition table or multiplication

table), and explain them using properties of operations.
Topic: Patterns in multiplication and Simple division using multiplication
Objective: Students will be able to identify patters and solve simple division
problems with 80% accuracy
Prior Knowledge
1. Have them roll the dice, and they will multiply the two numbers
together to figure out the product. They will each take 2 turns.
2. Give them a word problem, have them solve it on their white boards
3. Review and go over distributive property and associative property
a. 5 ( 4+6)= 5 x 4 + 5 x 6 distributive
b. 8 (6 +5)= (8 + 6) + 5
Teach/ Model
1. give the group a pattern and have us all discuss how we came up
with the pattern. I will go over certain steps that are needed to get
to a pattern. Take the first number, multiply or subtract it from the
next number. Do it again to the next number, see if the pattern is
the same.

2. Complete these problems with only the students

4 8 12 16 20
9 15 21 27 33
56 48 40 32
18 36 54 72 90
3. Only the students will discuss it till they find the pattern. Use
multiplication
4. Create your own patterns
5. Have a word problem depict this problem: Mary had 16 pies, she has 8
friends she wants to give the pies to, how many pies do each of her
friends receive?
p x 8= 16
64= 8 x p
3 x 6= k x 9
9 x d= 70 +2
8 x h= 60 -4
Differentiate for Jack, give him the bottom three and Joce the top three.
Guided Instruction/ Assessment
Give each of the students a deck of cards, they will hold the card up on
their head, I will tell them the product and they will have to tell me the
product. I will assess their ability to do the simple division, and if they
need to they can use their white boards to help with manipulatives.
Reflection
I would have spent a lot more time on the different properties of
multiplication. I would love to go over and reteach them what distributive
and associative mean and have them show me example of what they
mean. My informal assessment did assess what I wanted to assess this
time, and that was nice, and it was a fun game for them. I gathered that
Joce still didnt know her multiplication facts, but she uses manipulatives
well and that helps her solve the problem, she also needs more time than
Jack. I also assessed that Jack can do the problems, he just doesnt want
to. They seemed to be too easy for him. Next time I want to have larger
numbers for Jack because they intrigue him and he is more willing to do
the work. This is going to impact them because I am going to be reviewing
things before the final assessment, namely the properties, and I am going
to be assessing Jack using bigger numbers so he will stay engaged.

Post Assessment Reflection

I feel like I did a lot better on this assessment. I assess all the different
parts that I taught on. For patterns I had them create their own patterns
on their white boards, and then explain the pattern to the small group. For
simple division we played the card game where I say the product and they
have to figure out the 2 factors. We also re-took the pencil and paper
exam, which has all of those different subjects on it. This time the
assessment went better because of time management. They both had
enough time to finish the assessment and to even do more assessment
after the paper and pencil. They performed a lot better on this
assessment. It seems that they fully understood what I had taught. What
they struggled with the most on the assessment was the word problem.
Joce still didnt even try to solve the word problem. This is inconsistent
with the informal assessment during the lessons. She was able to
correctly solve word problems during the lesson with little help from her
peers or me. Jacks scores were consistent with the informal assessments
during the lessons, he is able to solve any multiplication fact, and
understands quickly what he is taught. He improved his score still after
the instruction. For Jack I would focus on the properties of multiplication,
and have him practice the properties, and then explain it to the student.

Post and Pre Assessment Data

Pre assessments Results

A
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Joce
Jack- pre

question

Post Assessment Results

A
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Joce
Jack

Questions

Joce Pre/ Post Assessment

A
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Joce-Pre
Joce- Post

Questions
Jack Pre/Post Assessment

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Jack-Pre
Jack- Post

Ques
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Question Jack-Pre Jack- Post Joce-Pre Joce- Post

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6
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12
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Final Reflection
Overall the lessons and assessments went all right. There are some
things that I would do very different looking back at it. First that thing
that I would different is my preparation. I was prepared for the lesson, but
I wasnt prepared for the achievement gap that I would see in the
children. It was very difficult for me to try and keep one student busy
while working with the other student. I felt like there was a lot of down
time while I was instructing another student personally. On the third day
of teaching I did get better and had small activities for Jack to do while I
was working with Joce. Overall, I felt that the children did learn, and that I
filled gaps in their knowledge. Joce especially needed one-on-one
attention to help her with her math facts, and to help her with her
problem solving skills.
I learned that I am not the best at differentiating my instruction. I
am going to need a lot more practice teaching to all ability levels. By the
end I did learn different ways to keep Jack bus while I was working with
Joce, but there was still a lot of down time. I also learned how important
quality assessments are. You really need to plan them out in order for
them be effective, and in order for you to make valid instructional
changes. In the future I would keep all the different types of assessments
that I did. Due to the interviews I created a relationship with the students.
That was incredibly important to help both Joce and Jack stay focused on
the lesson. I also liked the various games that I played with the students

that helped them understand the concepts and helped them to practice
multiplication while still having fun. I would change some of the lesson
content. I would have not taught as much on patterns, even though they
were struggling with them. After I went on to simple division, I realized
that they needed more instruction in that, than they did in the patterns,
and it is a more foundational skill than finding patterns. I would have also
changed my pre-assessment to include a more rounded out pencil and
paper assessment. Overall, it was a wonderful learning experience and I
learned a lot about writing and performing assessments.