Unit Overview

Introduction: This is a complication of worksheets, lesson plans, assessments, and data

collected from a group of third grade students at Lincoln Elementary. My co-teacher and I
focused on math and specifically the key concepts of time and measurement. In this portfolio
there is data, graphs, and worksheets that demonstrate the individual growth among the students.
Description of Unit of Instruction:
My co-teacher and I taught a group of 11 students about time and measurement. Through
observations, and request of the teacher we formed lessons based upon specific curriculum and
according to the needs of the students. Our pre-assessment was composed of problems based on
time and measurement. The pre-assessment helped us a teachers to recognize where our students
were at and helped us to adapt our lesson plans accordingly.
3/19/18 Pre-Assessment
3/21/18 Lesson Plan #1
2/23/18 Lesson Plan #2
3/26/18 Lesson Plan #3
3/28/18 Post-Assessment
What are you teaching?
Lesson Plan #1: Students will be able to show and tell time to the nearest minute using analog
and digital clocks.
Standard: 3.MD.A.1

Lesson Plan #2: Students will be able to identify correct units of measurement for different
objects and use them accordingly.
Standard: 3.MD.A.1
Lesson Plan #3: Students will be able to identify correct units of measurement for different
objects and use them accordingly.
Standard: 3.MD.A.1
Why are you teaching?
We are teaching at Lincoln Elementary school third graders to enable us as teachers to
develop a better understanding of pre-assessment/post-assessment and learn how to adapt our
lessons to students and their specific needs. Our goal is to help our students develop an
underlining meaning of the material and help them learn these concepts to set a foundation for
their continual learning in math. We want to provide our students with real life experiences that
help our students learn the material and apply it to their own lives.

PRE-ASSESSMENT
GOAL: The goal of the pre-assessment is to recognize where the students are at and adapt the
lessons to their current level of understanding and their needs. During the pre-assessment my co-
teacher and I read the test orally providing the students with opportunities to demonstrate their
knowledge through the use of actual clocks, writing on whiteboards, and also through discussion
with their partners.

Skills/Topics/Concepts: Students will be able to show and tell time to the nearest minute using
analog and digital clocks demonstrating their knowledge by writing their answers on whiteboards
and using actual clocks. They will be able to identify correct units of measurement for different
objects and use them accordingly.

Reliability, Validity, and Bias:

We feel that the pre-assessment was unbias and pretty valid however due to the amount of noise
in the classroom and other students taking different pre-assessments we don’t think that it was
the most reliable. We think that students who would usually do well on tests did not do as well as
they could have because of the outside factors. The test was the same for all students with the
same amount of questions and with the same amount of time given.

Administration Conditions:
The pre-assessment was administered at Lincoln Elementary at 9:00 am. The students were
sitting in a group around the desks combined together. My co-teacher and I switched off asking
questions orally and provided extra intervention to students when neede
 Pre-assessment Graphs

# Correct
Name # Correct
20
Olivia 16 18
Rocky 19 16
Carter 17 14
Madison 14 12
Aaron 17 10
Alyssa 16 8 # Correct
Brooke 16 6
Ellie 15 4
Clara 14 2
0
Jacob 19
Evans 4
Maddie 14

# Correct
20
18
16
14
12
10
8 # Correct
6
4
2
0
Pre-Assessment Table

#1 #2 #3 #4 #5 #6 #7 #8 #9 #10

Olivia 1 1 1 1 1 1 1 1 1 1

Rocky 1 1 1 1 1 1 1 1 1 1

Carter 1 1 1 1 0 1 1 1 1 1

Madison 1 1 1 1 1 1 1 0 1 1

Aaron 1 1 1 1 0 1 1 1 1 1

Alyssa 1 1 1 1 1 1 1 1 1 1

Brooke 1 1 1 1 1 0 1 1 1 1

Ellie 1 1 1 1 0 1 1 0 0 1

Clara 1 1 1 1 0 1 1 0 0 1

Jacob 1 1 1 1 1 1 1 1 1 0

Evans 0 0 0 0 0 0 0 0 1 0

Maddie 1 1 1 1 0 0 1 0 1 1

#11 #12 #13 #14 #15 #16 #17 #18 #19 #20

Olivia 1 1 1 1 0 1 1 1 1 1

Rocky 1 1 1 1 0 1 1 1 1 1

Carter 1 1 1 1 1 1 1 1 1 1

Madison 1 1 1 1 0 0 0 0 1 1

Aaron 1 1 1 1 1 1 1 1 0 1

Alyssa 1 1 1 1 0 1 0 1 0 1

Brooke 1 1 1 1 1 1 1 1 0 0

Ellie 1 1 1 1 0 1 1 1 1 1

Clara 1 1 1 1 0 1 1 1 1 1

Jacob 1 1 1 1 1 1 1 1 1 1

Evans 0 0 0 0 0 1 0 0 0 0

Maddie 1 1 1 1 0 1 1 1 1 0
Students:
About the students:
Olivia B- Olivia left off struggling with types of measurements. We covered time and
measurement. She would use more instruction in different types of measurements.
Rocky- Rocky started and left off knowing most of the content.
Carter- Carter left off not understanding combining time and converting time into different
forms. He might need more instruction in different forms of time.
Madison- Madison started out not knowing measurements and combining time but we left of
knowing the materials we taught scoring higher than the first assessment only missing one.
Aaron- Aaron started and left off knowing most of the content.
Alyssa- Alyssa scored 16 out of 20 on the preassessment and was absent for the post assessment
but we covered time and measurements with her.
Brooke- With the preassessment Brooke got a 16 out of 20 and on post assessment I think that
she was distracted and was frustrated because she had to be taken out to the hall to finish the test.
Ellie- Ellie did significantly better on her post assessment than her preassessment due to
intervention.
Clara- Clara did significantly better on her post assessment than her preassessment due to
intervention.
Jacob- Jacob started and left off knowing most of the content.
Evan- Due to some of Evans behavioral issues in the classroom he had a hard time focusing but
he did do better on the post assessment compared to his preassessment. He does need more
intervention.
Maddie- Maddie did significantly better on her post assessment than her preassessment due to
intervention.
Lesson plan 1:
Lauren Smith, Kylee Bywater
Topic: time
Standard: 3.MD.A.1
ABCD Objective/s: Students will be able to show and tell time to the nearest minute using
analog and digital clocks.
Assessment plan for each objective: Student will use clock to tell what time it is right now.
Students will uses boards to show answers.
Key Vocabulary: minutes, seconds, hours, digital, analog, and clocks
Materials: 12 clocks (in classroom) whiteboards (in classroom)
Management decisions: Set expectations. Be clear and concise in directions. Use positive
reinforcement among students.
Fast finisher: Will work with their partners and write the time that the other partner shows. If the
whole lesson finishes early we will have the students play time bingo.

Lesson Sequence

I do: Student will be watch the teachers

clock and answering question posed by
 Start by using the big clock and count each the teacher.
number by 5 and explain that there are 5
minutes between each number. Also that
there are 60 minutes in an hour. Explain that
there are 60 second in a minute and are 60
minutes in an hour.
 Ask students how many minutes there are
between every two consecutive numbers on
the clock face. Show 2:19 on a clock face.
Model how to show the time on the clock
face, first counting by 5s and then counting
by 1s.
 So 3 more examples such as 3:36, 6:58,
12:07.
We do: Students will be working in partners
and use a clock to quiz each other by
 Pair students. Have partner 1 show the time saying two different ways to say time.
on his or her clock face. Have partner 2 tell
two ways to say the time on the clock, for
example “2:19” and “19 past 2” have student
switch roles and repeat the activity with a
different time.

I do: Student will say their thought process

out loud of how they think they could
 Cindy has a party to go to at 6:00 pm. . She
solve this problem. We will then solve
will take 30 minutes to get ready for the
party, and 45 minutes to make cookies to take the problem problem together.
to the party. What time does she need to start
getting ready?
 Max watched a movie on friday that was 60
minutes long. He then watched a movie on Students will say their thought process
sunday which was 45 minutes long. How out loud of how they think they could
much longer was the movie on friday? solve this problem. We will solve the
problem together.

We do: Students will solve the problem on

their own and write their answer on
 Now you try: their whiteboards. They will then be
 Bob is planning on going on a picnic today selected at random to explain how they
with his friends at noon. He needs to make got their answer. This way we can
sandwiches which will take 10 minutes. He assess and understand their thought
also needs to buy chips and drinks at the store process behind their answer.
which will take 20 minutes. The drive to the
picnic area will take another 10 minutes.
What time does he need to start getting ready
for the picnic so that he gets there at noon?

We do: Students will solve the problem on Commented [LS1]: Added a few more of these
their own and write their answer on problems because there were still some students
 Now you try: struggling with this concept.
their whiteboards. They will then be
 Tina performed in a concert on Friday night selected at random to explain how they
which was 2 hours and 45 minutes long. She got their answer. This way we can
performed another concert on Saturday which assess and understand their thought
was 2 hours and 10 minutes long. How much process behind their answer.
longer was her concert on Friday than on
Saturday?

Fast finisher: Students will play time bingo. They

  Time Bingo will identify the time that we say on
 The students will have boards that have their board and then mark it with
different clocks with different times on them. skittles.
The teacher will say different times and the
students will place a skittle on the
corresponding clocks. This will be used to
review and check for understanding among
the students.

Lesson plan 2
Lauren Smith, Kylee Bywater
Topic: Measurement
Standard: 3.MD.A
ABCD Objective/s: Students will be able to identify correct units of measurement for different
objects and use them accordingly.
Assessment plan for each objective: student will uses whiteboards to show their answers.
Key Vocabulary: Milliliters, teaspoons, tablespoons, cups
Materials: measuring cups (will provide) rice (will provide)
Management decisions: Set expectations. Be clear and concise in directions. Use positive
reinforcement among students.
Fast finisher: If the whole lesson finishes early we will have the students play time bingo.

I do: Student will observe and answer Commented [LS2]: We put the students into two
question as we model the word groups and each of us taught a concept about
 Start the lesson by showing that we have 700 measurement and than switched.
problem.
milliliters of water and that we drink some of it.
Ask the students how many milliliters do we have
left? Ask students check for understanding
questions. How do we know how much she has
left? Have them explain their thought process.
 Use a large measuring cup and a measuring cup
 set. Use rice to explain to students that when I need
to convert my measurement to the amount I need I
multiply the amount by quantity. Model it and give
a few examples.

We do: Students will solve these problems

on their own and explain their
 Put students into groups and give each group a set thought processing skills. They will
up measuring cups and a big bowl of uncooked demonstrate their understanding by
rice. Have the students show certain amounts. Commented [LS3]: Still had the students in two groups
measuring the rice themselves in and let each student have the opportunity to measure the
 1. 2 and 1/2 cups their groups. rice.
 2. 1 and ¼ cups
 3.Show me 2 cups of rice. We just found out that
we have a lot more people coming to dinner so we
need to double the recipe. How much rice do we
need? Show using the cups.
 4. Your recipe calls for 3 and a ½ cups of rice. You
find out not everyone is coming to dinner so you
need less rice. Show how much rice you would
have if you take away 1 cup of rice.

I do: Student will answer question on Commented [LS4]: Put students back into a big group
their whiteboards and will explain and had them hold up their whiteboards with the
 Give each student a whiteboard. Explain to answers of the conversion of the recipes
why they put that answer.
children that you are going to make cookies. Ask
student what measuring utensil would you use to
measure the sugar for your cookies? Have student
write their answers on their boards and then hold it
up. Ask student to explain their reasoning. Then
ask what they would uses for the vanilla, flour,
chocolate chips, and what is bigger than a cup.

We do: Students will convert a recipe

 Give students a recipe and have them convert the
measurements if they were to triple the recipe.
2 cups of sugar
4 eggs
3 teaspoons vanilla
3 cups flour
2 teaspoons baking soda
3 cups chocolate chips
2 cups butter.
Fast finishers: Student mark the time that we say Commented [LS5]: Instead of just saying exact times
on their board with markers. we would say “two hours before noon” or “15 minutes
 We will play clock bingo with students if there is before 3” .
extra time as a review over time.
 Say times in different ways rather than just the
time just on the clock.
Lesson plan 3:
Lauren Smith, Kylee Bywater
Topic: Measurement
Standard: 3.MD.A
ABCD Objective/s: Students will be able to identify correct units of measurement for different
objects and use them accordingly.
Assessment plan for each objective:
Key Vocabulary: units, tons, ounces, pounds, and milliliters, grams, kilograms
Materials: images of objects (will provide) scale, pitcher, paperclip, apple, shoe, and a milliliter
cup, scale, ruler, clock, liter of lemonade, eye drops.
Management decisions: Set expectations. Be clear and concise in directions. Use positive
reinforcement among students.
Fast finisher: If the whole lesson finishes early we will have the students play time bingo.

I do: Students will identify what unit of Commented [LS6]: Had the students split into two
measurement will be used for each object. groups and taught about measurement and then
We will show several different pictures of switched the acivities
objects and have the students differentiate
which units of measurement should be used
for which object.
1. Paperclip- grams or kilograms?
2. One liter bottle- grams or kilograms?
3. Elephant- tons or ounces?
4. Human- ounces or pounds?

We do: Students will use whiteboards to identify what

unit of measurement we use for each item.
 1. Shoe They will write the answer on their boards and
 2. Paper clip show their answers as the teachers check for
 3. Eye drops understanding.
 4. Liter of lemonade
 5. Pencil

We do: Students will use their whiteboards to identify Commented [LS7]: Let the students after the direct
which measurement tool we will use to instruction use the scale to measure items around the
 Put a scale, ruler, clock, and classroom and the items we brought to the class.
measure each object.
measuring cup in the middle of the
table. Ask the students which unit of
measurement they would use to
measure what.
1. How tall Mrs. Bywater is
2. What time you need to wake up
3. The weight of a bag of apples
4. How much milk we need for our
brownies
Reflections:
#1:

I had the opportunity to administer a pre-assessment with my co-teacher to a group of

twelve students in a third grade classroom. During the pre-assessment the students were

engaged- as the teachers we read the test verbally to the students making sure to be clear and

concise in our directions. There was a one student who had a hard time focusing who we took

turns getting down on his level and providing extra intervention to assist him in completing the

test. I noticed that in the test we created there were several questions that seemed too easy for the

students and only a few that a majority of the students didn’t know. In preparation for the

administration of the assessment we strived to make the classroom quiet and to encourage the

students to do the best they could. We also prepared the test based upon the standards and

curriculum according to the age and grade of the students. The assessment consisted of the

concepts of time and measurement. I noticed that there were a few students who thought the test

was too easy and finished it much faster than the rest of their peers. There were also a few

students who were running behind and who were becoming distracted by outside influences. If I

were to make the pre-assessment again I would implement more questions that would provide

the students with more real life experiences, group work, and help my co-teacher and I work in a

variety of different ways. I would also have had an activity planned for those who finished

quicker than their peers.

#2:

Today with our students my co-teacher and I taught a lesson about time using clocks,

providing the students with both a hands on and real life experience. The students were able to

show and tell time to the nearest minute using analog and digital clocks. We had a big clock in
which through direct instruction we demonstrated different times on. The students would write

on their whiteboards the times that we were shown on the big clock. We also gave the students

their own clocks to use to form the times that we told them. From these hands on experiences the

students were able to develop a more underlining understanding of the material. The students got

into partners and tested each other using the clocks.

We also said certain problems out loud about time incorporating adding and subtracting

hours, minutes, and seconds. The students demonstrated their understanding by saying out loud

their thought process and also by writing their answers on their whiteboards. We did quite a few

of these problems because a majority of the students got this answer wrong on the pre-test. At the

end of the lesson we played time bingo. This activity really helped my co-teacher and I to

identify who was still struggling to identify the time on clocks. If I were to do this lesson again I

would have split the students up into two groups to help assure that the students would focus and

be less distracted. I would also implement more activities to do as partners with the clocks

providing discussion and the opportunity to help one another with telling time.

#3:

Today with our students my co-teacher and I taught about measurement. We were able to

have students identify correct units of measurement for different objects and apply this to real

life experiences. My co-teacher and I demonstrated adding and taking away milliliters of water

and gave the student’s hand on experiences measuring actual rice using a measuring cup set. We

split the students into two groups for this particular activity and found that by doing that the

students were more actively engaged and did not get distracted as easily. Each student in the

groups had the opportunity to measure the uncooked rice and demonstrate their understanding by

writing their answers on whiteboards.

 We also had recipes ready and asked the students to convert measurements in a recipe to

make more cookies. The students used multiplication to triple a recipe to make cookies and had

the measuring cup sets before them so that they would have visuals to assist them in their

understanding. At the end of the lesson we played time bingo and were able to see which

students still need more intervention telling time before the post-assessment. If I were to do this

lesson again I would bring in real ingredients and let the students have even more hands on

experiences measuring and adding the ingredients to make the cookies.

#4

Today with our students my co-teacher and I taught about measurement. Our students

were able to identify different units of measurements such as tons, ounces, pounds, and

milliliters, grams, and kilograms. We split our students into two groups and did two different

activities using units of measurement. My co-teacher showed different objects using an ipad and

asked which unit of measurement should be used for which object. With the other group I had

actual objects that I put in the middle of the table. A show, paper clip, eye drops, liter of

lemonade, and a pencil. The students used their whiteboards to identify what unit of

measurement they would use for each item. I was able to identify which students understood the

concept and which ones did not.

We came back together combining the two groups and put a scale, ruler clock, and

measuring cup in the middle of the table. We asked the students to write which unit of

measurement they would use to measure how tall something was, the time they needed to wake

up, the weight of apples, and how much milk for brownies. The students wrote on their

whiteboards which tool they would use to measure each item. We also let the students use the

scale and weigh the different objects guessing beforehand how many grams they thought the
objects would weigh. I thought this lesson went very well but I were to change something I

would have brought in more of a variety of objects the students could have identified the units of

measurement with, or had the students go around the classroom on a scavenger hunt and find

different items that need a specific unit of measurement and then write it down on their papers.

#5

I had the opportunity to administer a post-assessment with my co-teacher to a group of

twelve students in a third grade classroom. For the post-assessment we split the students into two

groups striving to get rid of distractions and assuring the students being able to focus more. The

students were engaged and listened as I verbally read the same test that they had received only a

few weeks prior. In my group the students had a hard time looking at their own paper- it was

interesting to observe and I see which areas the students still struggled with as well as the areas

they were able to grow. I noticed that the students thought that some problems were really easy

and others were too difficult. I think that maybe the test could have had a little more variety

providing group work, partnering up, reading problems independently, and listening to the

teacher reading the problem verbally. If I were to make the test again and administer it again I

would try to be more clear and concise in my directions. I would also probably have the students

complete their test in the library or a quieter room due to the other students taking their test in the

classroom. I think that there were more distractions during the post assessment compared to the

pre-assessment and as a result of that I am not sure that the students did as well as they could

have done. I would also make sure that I covered everything before the post assessment and go

over the students’ weaker areas.

 Post-Assessment

Goal:
The post-assessment was used to recognize where the students are at, what they learned, and also
what they did not learn during the course of time that my co-teacher and I taught. It enables
teachers to recognize which students need extra intervention and what we can do to improve our
teaching and add to our lessons.

Skills/Topic/Concepts:
Students will be able to show and tell time to the nearest minute using analog and digital clocks
demonstrating their knowledge by writing their answers on whiteboards and using actual clocks.
They will be able to identify correct units of measurement for different objects and use them
accordingly.

Reliability, Validity, and Bias:

My co-teacher and I made a few changes to assure that the test would be more reliable the
second time taking it. We put our students into two groups in order to reduce the level of
distraction and improve their level of focus. By having small groups the students were able to
hear my co-teacher and I read the test orally and were also able to receive the extra intervention
when necessary. We felt that our questions were well tailored to the lessons that we taught
making the test valid and truly measuring the content learned on measurement and telling time.
The test also refrained from being bias giving all students equal opportunity to understand and
complete the test.

Administration Condition:
The post-assessment was administered at 9:00 am at Lincoln Elementary. The students took the
test in two groups in the classroom- my co-teacher taking one group and me taking the other
group. We set expectations of not looking at our neighbors paper and for the students to be quiet
during the exam. We told them to do their best and that we were seeing what they had learned
over the past few weeks of us teaching them. The students completed the test in 20 minutes and
after the test we played time bingo.
Post-Test Graphs:

Name # Correct # Correct

Olivia 15 20
Rocky 19
15
Carter 16
Madison 19 10
Aaron 17 # Correct
Brooke 12 5
Ellie 19
Clara 19 0
Jacob 19 1 2 3 4 5 6 7 8 9 10 11
Evans 8
Maddie 17

# Correct
20
18
16
14
12
10
8 # Correct
6
4
2
0
Post Test Table:
#1 #2 #3 #4 #5 #6 #7 #8 #9 #10

Olivia 1 1 1 1 1 1 1 1 0 1

Rocky 1 1 1 1 1 1 1 1 1 1

Carter 1 1 1 1 1 0 1 1 1 1

Madison 1 1 0 1 1 1 1 1 1 1

Aaron 1 1 0 1 1 1 1 1 1 1

Alyssa x x x x x x x x x x

xBooke 1 1 0 0 1 1 1 1 1 0

Ellie 1 1 1 1 1 1 1 1 0 1

Clara 1 1 1 1 1 1 1 1 0 1

Jacob 1 1 1 1 1 1 1 1 1 1

Evans 0 0 0 0 1 1 1 1 0 0

Maddie 1 1 1 1 1 1 1 1 1 1

#11 #12 #13 #14 #15 #16 #17 #18 #19 #20

Olivia 1 0 1 1 0 1 1 1 0 1

Rocky 1 1 1 1 1 1 1 1 1 1

Carter 1 1 1 1 1 1 0 0 1 1

Madison 1 1 1 1 1 1 1 1 1 1

Aaron 1 0 1 1 0 1 1 1 1 1

Alyssa x x x x x x x x x x

Brooke 1 1 1 0 0 1 1 0 0 0

Ellie 1 1 1 1 1 1 1 1 1 1

Clara 1 1 1 1 0 1 1 1 1 1

Jacob 1 1 1 1 0 1 1 1 1 1

Evans 0 0 1 1 0 1 0 0 0 0

Maddie 1 1 1 1 0 1 0 1 1 0
 Final Reflection:

I am grateful for the opportunity I had to prepare assessments, plan lessons, and teach these

students at Lincoln Elementary School. I learned a lot about planning and about implementing

the curriculum according to the assessment and needs of students. I learned from this experience

that when I plan I need to prepare my lesson ahead of time and plan the transitions, and any other

accommodations that students may need during the lesson. I also learned that during direct

instruction in a lesson I need to establish my expectations as the teacher and be more clear and

concise in my directions. I learned about connecting with my students and that interactive and

hands on activities are vital in order to keep my students actively engaged.

I feel that we planned some activities that the students found enjoyable but that they also

were able to learn content from. In our lessons we would do a little bit of review in each lesson

about a concept from the pre-assessment that through observation and record keeping we knew

students were still struggling with. I think that we definitely could have planned more effectively

our lessons by providing a variety of ways that the students learn by giving them opportunities to

do group work, partnering up, and independent work. I think that by doing this we could have

developed a better understanding of our students and how they were doing with the concepts of

measurement and time. I also think that we could improve on collecting data and taking notes

during our lessons- this would have provided us with information that we could have used to

adapt our lessons and our post-assessment. There is a balance between making the lessons and

tests easy enough for the students to understand but also hard enough that it stretches them and

gives the teacher the opportunity to teach and see where they grow. I learned about this balance
and think that we could have had a better balance in our pre-assessment meaning that the

questions we made would not be too easy or too hard for our students.

Overall I learned so much from this experience and the importance of recording data,

observing, and providing pre-tests and post-tests that can reliably measure the growth among

students. As we put together the data and the graphs of our tests it was easy to see which students

needed more intervention and which subject we would need to focus a majority of our lessons

on. As a future educator this experience will help me develop better content for my future

students, more effective instruction, appropriate accommodations, and help me to evaluate my

own teaching and know what I can continually improve on in order to help my students.