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1. Student Background

I chose to use my math class for my self-study. I wasnt left with what the students

covered in this math class at the beginning of the year, so it took some time to figure out what to

teach them. The math class is only composed of 2 students. I have a 5th grader, and a 6th

grader. The two students are extremely different. The only thing that they have in common is

they are both males.

Student one is a 5th grader who has Autism, he is very good at math and does most

math in his head. Being wrong is something he struggles with. I can only get him to do things

one way, his way. He doesnt like hearing long lectures, and works best when he hears the

lecture and is given time to work on his own.

Student two is a 6th grader who has been emotionally and physically abused. He does

not live in a very good environment. Math is the subject that he excels the best in. This year he

scored in the 23rd percentile for math on the MAPS test. Reading is very difficult for student 2,

he is in the 3rd percentile for reading. Many days this student is not in academic mode, he is in

survivor mode.

2. Project Overview

My self-study was over multiplication. Students learned the multiplication properties,

using mental math to multiply, multiplying by 1- digit numbers, multiplying 2-digit by 2-digit

numbers, and multiplying 3-digit by 2-digit numbers. At the end of this multiplication unit, the

students took an assessment. The lessons took multiple weeks, being in an alternative school it

is difficult for us to get math in everyday.

When we have math class, the students come in and start working on warm-up work.

Their warm-up work is organized into an individual binder, and it has basic fact practice. The do

their warm-up work for 5 minutes, this allows their brains to start focusing on math, and allows

me to get things set up and ready for the class.

Within the project you will see my daily lessons, examples of student work, the end of

the unit assessment, analysis of data, and a final review.

. Lessons

3

This is my lesson planning strategy, because I teach many different classes at many different

grade levels, I wanted a way I could organize my lessons, and give me feedback on things I

could do the next day. The example problems I do on the board in front of the class. I do the

examples in front of their eyes, so they can see the process. I also used different colors when

teaching so the students can see

Topic

3-1

Multiplication

Properties

Objective(s)

Examples

Assignment/

Activities

Notes on how

the lessons

went

talk

-Students will

complete

worksheet 3-1

This lesson

went extremely

well. Both

students knew

the information

already. This

was mostly a

review.

-Students will

gain an

understanding

of the

associative,

commutative,

zero, and

identity

properties

Identify the

property used:

3-2

Using mental

math to multiply

Students will

learn the zeros

trick when

multiplying.

When

multiplying

numbers with

multiple zeros

multiply the

whole numbers

and add the

number of

zeros.

1. 30x200=6000

2. 700x5000=

3500000

3. 80x9= 810

- have students

do some more

example

problems on the

board

- students will

complete

worksheet 3-2

-have students

pay

multiplication

war after their

worksheet to

work on basic

facts

The students

responded well

to being able to

write and do the

examples on the

board.

3-4

Multiplying by

1-digit numbers

Students will be

able to multiply

a multidigit

number by a

1-digit number.

1. 356

x 3

-have student

pick numbers

and do more

examples on the

board.

-have students

do worksheet

3-4

-This lesson

took multiple

practice days.

-Student 1 does

this in expanded

form, I

encouraged him

to show work,

incase he made

1. 4 x 5 = 5 x 4

2. 0 x 7383 = 0

3. 824 x 1 = 824

4. 3(4x1)=1(3x4)

2. 27

x 9

(scanned lesson

examples)

an addition

error.

-On the first day

I noticed student

2 had a hard

time keeping his

work organized,

so I decided to

start having him

do his problems

on graph paper.

-We did 2 days

of practice

3-5

Multiplying

2-digit by 2-digit

numbers

Students will be

able to multiply

2-digit numbers

by 2- digit

numbers

1. 92

X73

(see scanned

lesson

examples)

- have students

pick numbers

and have them

do practice

problems on the

board.

-Have students

complete

worksheet 3-5

- this process

was easier for

student 1 to

understand.

-Student 2 had a

difficult time with

the digit in the

tens place,

when multiplying

the tens digit he

would forget to

put the zero

down and try to

multiply left to

right

-students had

multiple days

and worksheets

to practice on

3-6

Multiplying

3-digit numbers

by 2-digit

numbers

Students will be

able to multiply

3-digit numbers

by 2-digit

numbers

832

x 43

-Complete

worksheet 3-6

This students

understood a lot

faster than I

thought they

would. Getting

lots of practice

doing 2-digit by

2-digit really

helped them

with this lesson.

Lesson Topic 3-5. Examples of how I represented the problems to the students, and the

strategies I taught them on how to solve the problems.

4. Student Work

Toss and Talk was an activity that the students did after they had a refresher course on the

different properties that go with multiplication. After students got an understanding of the

different properties, the students played this game. This game not only helped them practice

using and recognizing the different properties, they also got to practice their social skills.

This assignment was the practice worksheet that student 1 completed. This was a teachable

moment for him and me. I couldnt figure out how he was getting his answers, and some of them

were correct, and he missed a few. So I talked with him about showing his work, and showed

him how when he shows his work he can still earn points even if he got the question wrong.

The next two assignments are from lesson 3-5. On the top I taught the lesson and the student

seemed to understand the process during instruction. But as you can tell, the student missed

almost half of them, that was a red flag for me. So I looked back at his assignment, and I

noticed that he was not starting from the right side, and he would forget to bring down a zero

when multiplying in the tens spot. So I decided to highlight where the student needed to start in

green, and put a pink square around the tens box on the second line, so he wouldnt forget to

put a zero there. As you can see there is a great difference in the top assignment compared to

the bottom one.

It is important to note that the end of the unit assessment was not the only assessment I

completed during this unit. The end of the unit was a summative assessment, it assessed what

information the students had learned throughout the unit. Personally I believe formative

assessments are more valuable that summative. I completed formative assessments daily on

my students, I looked at my students body language, their work, their attitude, the questions

they asked, and many other things for my daily formative assessments. I used those daily

formative assessments to help guide my teaching. Those formative assessments helped direct

me what I should teach next, for example do I need to come up with a scaffold to help this

student? How can I teach this material differently so they will understand? Do they need extra

practice? Are they ready to move on to the next thing? Those are all questions I asked and

answered daily in my class.

6. Data

This is a bar graph that shows the scores the students got on each of the assignments. As you

can see student 1 did quite a bit better than student 2 did on the first assignments of each

lesson. Having extra practice on lessons really helped student 2. Student 2 needed the extra

practice.

This graph compares Student 1s practice vs his test score. Before making the graph, I found

the average score for the student on all lesson topics. I then went through the test and found the

questions that go with each topic, and found the score the student scored on the test for each

topic. As you can see on this graph the student mastered all topics on the test. The student

improved their score on the test for topics 3.4, 3.5, and 3.6. This indicates to me that it is time to

move on in math class.

This graph I completed the same way I did the above graph. When looking at this graph you can

see that student 2 completed better on the test for all lesson topics, except for lesson topic 3.4.

There were only three questions for lesson 3.4 and he got two out of the three correct. When

there arent that many questions, and a student misses one you can see how bad that can hurt

their graph. Because lessons 3.5 and 3.6 build off of lesson 3.4, and the student performed well

on those lessons, I am not concerned with his drop. There could be a number of different

reasons to why the student missed one question with lesson 3.4. I am very pleased with his

growth from the practice to the test.

7. Reflection

This unit was a learning experience. Not having any background information on what

topics the students covered last year was a real challenge. This whole experience has really

taught me the importance of documenting and having records on what topics students learn,

and how they performed on those units. Having that documentation helps other teachers so

they dont have to spend the extra time figuring out what topics to cover and the teacher wont

spend valuable time teaching topics the students already know.

Student one already knew how to do all of the things that were taught, so it was mostly a

refresher course. He did benefit from the extra practice, at the beginning he made a lot of

mistakes, and by the end he had his system down to, and made fewer little mistakes. Student 2

knew how to multiply but dyslexia got the best of him when we got to the multistep problems. He

had a hard time carrying numbers over, and starting from the right side and moving left. For

student 2, it helped tremendously for him to do his work on graph paper. Graph paper allowed

for him to keep his numbers in line and also helped keep his work neater. Highlighting the right

hand digit green also helped student 2, when I did this it helped move his eyes to that digit, so

he would start from the right and move left. When doing multiplication with multiple digits it also

helped to highlight the boxes that would need zeros, that way he would remember when

multiplying by the tens place, a zero automatically goes in the ones place.

Completing this self study helped me evaluate myself. After doing this, I have realized

that on my tests I need to ask more questions that deal with each lesson topic. Another thing I

really need to work on is challenging student one, especially when he already knows how to do

the problems on my lesson plans.

I am very proud that I was able to teach my very first math unit. The thing I am most

proud of is helping student 2. I am very pleased that I was able to recognize what he did wrong,

and I was able to help correct his mistakes. Student 2s growth from the practice to the test

makes me very proud.

The way both students performed on the assessment and on all of the daily practice,

shows me that they are ready to move on, and learn something new.

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