Pre-Assessment

The purpose of a pre-assessment is to find out where the students are at and how I can teach
them more about a certain subject. In this unit I will be teaching on Time and Money - Time can
be to the 5 minutes, as well as money and how money can be coins and dollars (counting and
writing money amounts). Since this will be our first time interacting with the students I want to
start out by getting to know them and them getting to know us. We as teachers will talk to the
students and gain their trust before we start working with them. Then we will ask them questions
about math and get a feel for how comfortable they are with it. Below are the questions we will
ask. After this, we will give them a worksheet to find out where they are at, and how comfortable
they are with our math topic.

• Do you like math? Why or why not?

• What is your favorite part of math?
• Do you get bored in math?
• What is your favorite subject in school?
• What has been your favorite math lesson?
• What do you do when you are confused?

Standards
CCSS.MATH.CONTENT.2.MD.C.7
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and
p.m.
CCSS.MATH.CONTENT.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢
symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you
have?

Lesson Objectives
1. Students will be able to show time by writing and telling it from analog and digital clocks to the
nearest five minutes, using a.m. and p.m.
2. Students will be able to identify and tell us the value of each dollar bills, quarters, dimes,
nickels, and pennies. As well as telling us total amounts of money when added or subtracted
together.
3. Students will be able to solve word problems involving dollar bills, quarters, dimes, nickels,
and pennies, using $ and ¢ symbols appropriately.

Validity and Reliability

Validity is that the test is compared to other tests or items and that it is measuring what it claims
to measure. We will use validity at Lincoln Elementary School by making sure our items are
valid. We will make sure the items on the tests are consistent with the standards we are using.

Reliability is comparing a test to itself. So our tests will be consistent as we pre-asses and post-
assess our students. We will use the exact same way we tested them for the pre-assessment as
we use the post-assessment. We will make sure the items on the tests are consistent with the
other items on the test and that they will show how well the child does.

Administration Conditions
We will administer the pre-assessment on Monday, December 3, 2018, at 9 AM in Lincoln
Elementary School. Taylor Smith and I will administer the pre-assessments to our group of
second-grade students. They are the lowest level of students in second grade and we have 8
students in our group.

Preassessment Worksheets
Materials
Dollar bills, quarters, dimes, nickels, and pennies, whiteboard, markers, worksheet, clock.

Lesson One: Time

Standard
CCSS.MATH.CONTENT.2.MD.C.7
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and
p.m.

Objective
Students will be able to show time by writing and telling it from analog and digital clocks to the
nearest five minutes, using a.m. and p.m.
Anticipation Guide
Tell the class they will watch a video on telling time.
Record the current time on the board.
Show the video: https://www.youtube.com/watch?v=HrxZWNu72WI&gl=CO&hl=es-419.
After the video, record the ending time to the nearest minute. Ask the class how many minutes
passed between the starting and ending times.
Tell the class that today they will tell and write time to the nearest five minutes using an analog
clock.

Questions
What is the time?
How many hands does a clock have?
In what ways can we tell the time?
What types of clocks are there?
How many seconds are in a minute?
How many minutes are in an hour?
What does AM and PM mean?

Materials
Demonstration clock, Time Worksheets, laptop, crayons

Vocabulary
Time
Analog
Digital
Clock

Guided Practice
Show the class the demonstration clock and tell them it is called an analog clock. Pointing to the
short hand, ask students, "What is the name of this hand?" If necessary, remind students that it
is called the hour hand. Repeat by pointing to the long hand and identifying it as the minute
hand. Moving the minute hand on the demonstration clock, count aloud the five minute intervals
with the class. Set the clock to 1:30. Remind the class that before telling the time, they must
look at the hour hand first. Ask students to tell the time shown on the clock and write the digital
time on the board. Repeat using 2:00, 3:30, 4:15. Next, ask a student to set the clock to show
when school begins. Write the digital time on the board with the words "a.m." or "p.m." next to it.
Explain that a.m. means ante meridiem, or before midday, and p.m. means post meridiem, or
after midday. Ask the students, "Which one should I circle?" Have students explain why. Show
the time that school ends, and have a student read and record the time on the board. Ask the
class if a.m. or p.m. should be written. Pass out analog clocks to the students. With the digital
time of 2:15 written on the board, ask students to show this time using their analog clocks.
Students will compare their clocks to the demonstration clock. Repeat with 4:35, 6:40, and 7:10.
Ask the class to show you their lunch time. Allow time for student responses. Model the times
on the demonstration clock and record the digital times on the board. Ask students, "Do I write
a.m. or p.m. behind our lunch time?"

Group Activity/Independent Practice

Pass out the Five Minute Intervals and A.M and P.M. worksheets. Remind students that they
may use their analog clocks for help. Monitor students to provide support when needed.

Review
Ask students to share what they learned in today's lesson. For a quick review, students can use
the demonstration clock to show different times.

Differentiated Instruction
Make sure the students are seated where they feel most comfortable to speak. Then let all the
children answer questions since it is a smaller group. Help one on one children when they do
independent practice and teach them what they have missed so all the children are on the same
page.

Resources
https://www.youtube.com/watch?v=HrxZWNu72WI&gl=CO&hl=es-419
Lesson Two: Money

Standard
CCSS.MATH.CONTENT.2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes,
nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3
pennies, how many cents do you have?

Objective
Students will be able to identify and tell us the value of each dollar bills, quarters, dimes, nickels,
and pennies. As well as telling us total amounts of money when added or subtracted together.

Anticipation Guide
We will introduce the topic of money by showing them this video on a laptop.
https://www.youtube.com/watch?v=pnXJGNo08v0. Then I will ask the children if they have ever
gone to the store to buy something and we will talk about it for a little.

Questions
• How much is a quarter, dime, nickel, and penny worth?
• How much is each of these bills worth? (Show them dollar bills)
• What is the total of two pennies?
• What are the total of three dimes and a nickel?

Materials
Laptop
Money
Worksheets
Crayons

Vocabulary
Dime
Quarter
Penny
Nicklel
Dollar
Bill

Guided Practice
I will hand out real money to the children and ask them to show me each bill, quarters, dimes,
nickels, and pennies. Then we will ask the children to show us a penny and then will ask them
to tell us how much a penny is worth. We will do this will all of the coins. Then we will explain
the game that we are going to play.

Group Activity/ Independent Practice

We will play a game together. The children will be able to use a big dice and throw it. The dice
will have each coin on the side rather than dots. They will each get a few turns to throw it. Then
whatever it lands on I will ask the children what a penny is worth if it lands on a penny and so
on. Independent Practice The children will be given worksheets so they can further practice their
coin knowledge. Then they will color the coins as an activity. Here is what they will be doing and
the pages they will be using.

Review
We will all come back together in the last few minutes of class and we will discuss the coins and
dollar bills again. I will again show the different coins and have the class tell me what they are.

Differentiated Instruction
Make sure the students are seated where they feel most comfortable to speak. Then let all the
children answer questions since it is a smaller group. Help one on one children when they do
independent practice and teach them what they have missed so all the children are on the same
page.

Resources
https://www.123homeschool4me.com/

https://missgiraffesclass.blogspot.com/

Lesson 3: Review time and money

Standards

CCSS.MATH.CONTENT.2.MD.C.7 Tell and write time from analog and digital clocks to the
nearest five minutes, using a.m. and p.m.
CCSS.MATH.CONTENT.2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes,
nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3
pennies, how many cents do you have?

Objectives
1. Students will be able to solve word problems involving dollar bills, quarters, dimes, nickels,
and pennies, using $ and ¢ symbols appropriately.
2. The students will be able to show time by writing and telling it from analog and digital clocks
to the nearest five minutes, using a.m. and p.m.

Anticipation Guide
Hand the children a handful of money and ask them to show us what each coin is and their
name. Then hand them a clock and have them turn it to a specific time in increments of 5.

Vocabulary
Dime
Quarter
Penny
Nickel
Dollar
Bill
Time
Clock
Analog

Materials
Laptop
Money
Worksheets
Crayons
Clocks

Questions
● What do you know about money?
● What do you know about time?
● How do you know this?

Guided Practice
We will hand out real money and ask the children different money story problems such a: I went
to the store and bought an apple for 50 cents. What are some ways I could pay for this apple?
Then 4 different story problems. Then we will do 4 more problems with time. An example of one
is, here is a clock, what time is posted on this clock? What time is posted on this one?

Independent Practice
We will continue working on the story problems and time problems by giving the students these
worksheets and we will walk around to help them where it's needed by giving students one on
one attention.

Review
We will look at some money as a group and name the coins and how much they are worth.
Then we will look at a clock and name different times when they are put up.

Differentiated Instruction
Make sure the students are seated where they feel most comfortable to speak. Then let all the
children answer questions since it is a smaller group. Help one on one children when they do
independent practice and teach them what they have missed so all the children are on the same
page.

Resources
https://www.greatschools.org/library/cms/08/24308.pdf

Post Assessment
The purpose of a post-assessment is to make sure we know what the students we are teaching
learned. We are able to compare the post-test to the pretest to see if we helped our students,
which hopefully we did. If we didn't we can go back and try again using a different approach.
Our goal is to make sure we taught our students.

Standards
CCSS.MATH.CONTENT.2.MD.C.7
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and
p.m.
CCSS.MATH.CONTENT.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢
symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you
have?

Lesson Objectives
1. Students will be able to show time by writing and telling it from analog and digital clocks to the
nearest five minutes, using a.m. and p.m.
2. Students will be able to identify and tell us the value of each dollar bills, quarters, dimes,
nickels, and pennies. As well as telling us total amounts of money when added or subtracted
together.
3. Students will be able to solve word problems involving dollar bills, quarters, dimes, nickels,
and pennies, using $ and ¢ symbols appropriately.

Validity and Reliability

Validity is that the test is compared to other tests or items and that it is measuring what it claims
to measure. We will use validity at Lincoln Elementary School by making sure our items are
valid. We will make sure the items on the tests are consistent with the standards we are using.

Reliability is comparing a test to itself. So our tests will be consistent as we pre-asses and post-
assess our students. We will use the exact same way we tested them for the pre-assessment as
we use the post-assessment. We will make sure the items on the tests are consistent with the
other items on the test and that they will show how well the child does.

Administration Conditions
We will administer the pre-assessment on Monday, December 3, 2018, at 9 AM in Lincoln
Elementary School. Taylor Smith and I will administer the pre-assessments to our group of
second-grade students. They are the lowest level of students in second grade and we have 8
students in our group.

Post Assessment Worksheets

Final Reflection
Teaching at Lincoln was a really great and powerful learning experience for me. I was very
nervous going into it because I had never taught in a second grade classroom before, and
also because the subject was on math, which has always been my weakest subject. I was
able to learn so many different aspects, though of being a teacher and having classroom
management, the power of collecting data, and the ability to create lesson plans that fit for
the students needs. Overall, though, I feel like this portfolio really was beneficial and
successful. The main themes for this unit of learning with the second graders were on
mathematical concepts of time and money. It consisted of the pre and post-assessments,
which include what the standards and objectives are, validity and reliability, administration,
graphs, student work data and reflections. It also included 3 lesson plans that were based off
and taught according to what the students knew on the pre-assessment and also showed 3
students at different learning levels progress. In this portfolio, I also provided many
reflections throughout each lesson and what insights I had.
During the portfolio I had the opportunity to meet 7 energetic and fun second graders whom
I learned love to keep the money, but not so much the math involved. I got to know what
ways work best for this group of students in their learning and then created an assessment
for them according to responses the children gave. Surprisingly, many of the students really
liked using worksheets and did a very good job at completing the worksheets when given to
them. Having this knowledge helped me to better go in and know what I could do to best
help them. I also was able to gather information about what concepts the children had
during this pre-assessment. Going into the pre-assessment it self was a little crazy though,
and I wish I had been more prepared for the children because some of the questions were
either too easy, or too difficult for them and there were too many questions on the pre-
assessment for the children and I would have narrowed it down. I also wish I changed the
design of the pre-assessment to something like multiple choice, where the students had
specific options to choose from. It all worked out well in the end but these are things I wish
I had done differently looking back. I do feel like the students were all able to improve in
the end anyway though, which is what is most important.

I was able to learn so much also about whom I am as a teacher and how I carry out my
instruction. I learned quickly that it is best to set expectations right away and to let the
students know what is and isn't okay. At the beginning the students were all very loud and
energetic, and they wouldn't listen as much because I wasn't their actual teacher. However,
the more I was with them and the more I looked at them as a fellow person and not just as
children, the more respect we were all able to have for each other. I also learned the power
of knowing the lessons content and materials. I was able to do this on the assessments and
the first lesson, but my co-teacher basically taught the other two and I wish I had looked
over the lessons more carefully to better understand what we were going to do, especially
since they struggled more with what she was teaching, which was money. I actually told
them too that this was a bit more tricky material but that we would all be able to understand
it together, by learning it together. The students were very patient during these lessons,
which also was really great. It is so important to know what you are teaching though and to
study the lesson plan. It really does help the teaching and instruction to be carried out better
and makes the transitions smoother.
Honestly, there were definitely some challenges in this portfolio, some of them being
between the co-teacher and my self but I learned how important it is to always do your part
and to help the other person also feel important. In the past, I have always been the person
that will just try to do things on my own because I know I will do it to the expectation I
have of myself. However, I learned that it is also important for my partner to be a part of the
work and to learn from the experience as well. If I were to do it all on my own, it wouldn't
have been as beneficial because it would put more stress on me, but also because she
wouldn't have been learning anything new. So I really had to remind myself that it is okay to
have her do certain tasks and let whatever happens, happen. This is also how it is in the real
world and so I feel like this has helped prepare me. At the end, some things didn't go as
planned but it all ended up being okay. The students were able to learn new ideas and were
so great to work with. It was so fun being able to be in the classroom and teach students. I
was able to apply things I learned from classes into this actual setting and to see what things
were successful. I also was able to have one of the best learning experiences in seeing how
important it can be to gather data on students and to see how the students progressed. I had
never done anything like that before but it was so neat to gather so much information at the
end and to see that even those small little things did contribute to students’ growth and
understanding.

Overall, this was a great experience and I was able to learn so many new things about what
it is like to be a teacher, and who I am as an individual and what expectations I have for
myself. This is something I know I will always remember and I am so grateful for the
opportunity that I had to go to Lincoln and to have real authentic learning experiences!