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I.

II.

III.

Lesson Plans

Completed Pre-Assessment

Answer Key to Pre- and Post- Assessment

I.

Lesson Plans

Candidate Impact on Student Learning

Wednesday, April 13th

Introduced the topics to the student that we will be reviewing over the next couple

of days

Objectives

1. Given two single digit factors and a double digit product within a

number family, the student will compose 2 multiplication equations to

represent the fact family with 100 percent accuracy and no time limit.

2. Given two single digit factors and a double digit product within a

number family, the student will compose 2 division equations to

represent the fact family with 100 percent accuracy and no time limit.

Activities

1. SRA Lesson 76 (Exercise 1): This is the lesson in the students SRA

Math curriculum that provides the student with direct instruction on

the first two objectives. The SRA script is pasted at the bottom of the

lesson plan document.

2. Fact Family Triangles Work Sheet: This is a supplemental activity that

I found that will provide the student with extra practice with finding

different equations to number families. The student will use a

computer program to randomly roll two dice. The numbers rolled will

count as the small numbers. (Small numbers is a term used in the

students curriculum. The small numbers are the two factors.) The

students will use those numbers to determine the fact family and write

out the four equations.

Assessment

1. I created an exit ticket for the student to complete. I will provide the

student with two small numbers, and he will have to fill in the four

equations independently, 2 multiplication problems and 2 division

problems. The lines of where numbers should be written out are drawn

on the paper, he just needs to determine the equations that belong.

2. The student will need to appropriately write all four equations to reach

100 percent mastery. If the student answers incorrectly, I will review

the worksheet with him the next day.

Objectives

student will multiply the numbers and determine the product utilizing

the appropriate techniques that were showed to him with 100 percent

accuracy and no time limit.

Activities

1. SRA Lesson 76 (Exercise 2): This is a lesson in the students SRA

Math curriculum that provides the student with direct instruction on

multiplying multi-digit numbers. The script is attached at the end in

the Lesson.

2. SRA Workbook Page: The student will then complete the curriculumbased workbook page for guided practice with multiplying multi-digit

numbers by a single-digit number.

Assessment

1. The student will be handed an index card with two multiplication

problems written out for him to solve. The student will need to

independently solve the multiplication problems

2. I will analyze his work and see if there are areas that I need to

reinforce for the next day.

Monday, April 18th

Objectives

1. Given a printed shaded bar graph, the students will identify the

appropriate number of units in a given a category related to the bar

graph with 100 percent accuracy and no time limit.

2. Given a printed shaded bar graph, the student will compare two

categories on the bar graph with 100 percent accuracy and no time

limit.

3. Given a single digit number, the student will count by that number

until the student reaches the numbers multiple of 10 (for example,

counting by 4s until reach 40), by writing in the 8 missing numbers,

with 100 percent accuracy and no time limit.

Activities

1. SRA Lesson 76 (Exercise 3): The script for this lesson is attached at

the bottom of this lesson. It focuses on reading and answering

questions based upon graphs.

2. Online SRA computer software Practice (Level D: Block 4): This

online program allows the students to receive guided practice on

reading graphs. The computer will read the problem aloud to him and

ask him questions related to a bar graph. A picture of the activity can

be found in the Appendix. This program is beneficial because it allows

me to see how many problems he answered correctly and the amount

of time it took him to complete the problems.

3. SRA Lesson 76 (Exercise 4): The script for this lesson is attached at

the bottom of this lesson.

Assessment

class. This acts as an authentic assessment because he gets to create his

own graph. I will ask him questions directly related to the graph such

as, How many people have orange hair? He will write his answers

on the back of the graph.

2. For objective number 4, I will provide him with an index card. The

number 3 will be written on the index card. He will need to finish

counting by 3rs and record the numbers on the blank lines until he

reaches 30. On the other side of the index card, he will need to count

by 5s until he reaches 50.

Tuesday, April 19th

Objectives

1. Given four written factions, the student will use his knowledge of the

greater than sign, less than sign, and equal sign to write in the

appropriate symbol to compare the factions with 100 percent accuracy

and no time limit.

Activity

1. SRA Lesson 76 (Exercise 5): Direct Instruction Program

2. Fraction Card Game: This will serve as guided practice for the student

to complete. Create a template on a piece of paper by drawing two

cards on the left side of the page and two cards on the right side of the

page. Draw a line underneath the cards to represent the fraction bar.

The student will randomly draw cards and place them in the drawn-out

rectangles. He will have to compare the two fractions that he created

with the cards.

Assessment

1. I will provide the student with a worksheet with four different sets of

fractions on it. This exit ticket directly ties to my objective created for

my student because it is having him compare two fractions using the

greater than, lesson than, and equals to symbol. The student will need

write in the appropriate symbol to compare the two fractions.

2. I will analyze the errors and reteach the following day if necessary.

Thursday, April 21st

Review any topics that needed to be re-taught based upon assessment analysis

Administer post-assessment to the student

II.

Completed Pre-Assessment

III.

Problem 1

A. 9 X 8 = 72

B. 8 X 9 = 72

C. 72/9 = 8

D. 72/8 = 9

Problem 2

A. 203

B. 192

C. 84

D. 129

Problem 3

A. 5

B. Alice

C. Rob and Alice

D. Tom

Problem 4

A. 4, 8, 12, 16, 20, 24, 28, 32, 36, 40

Problem 5

A. >

B. >

C. <

D. <

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