Student Teaching Evaluation of Performance (STEP)

Template

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Table of Contents

Student Teaching Evaluation of Performance (STEP) Template ..............................1

Table of Contents .......................................................................................................2
STEP Standard 1 - Contextual Factors: Knowing Your School and Community .....3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal .....5
STEP Standard 3 - Assessment and Data Literacy ....................................................6
STEP Standard 4 - Unit and Lesson Planning .........................................................13
STEP Standard 5 - Implementation of Instructional Unit .......................................28
STEP Standard 6 - Analysis of Student Learning....................................................30
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........32

© 2019. Grand Canyon University. All Rights Reserved. Page 2 of 33

 STEP Standard 1 - Contextual Factors: Knowing Your School and
Community

Part I: Community, District, School, and Classroom Factors

You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part I

After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

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STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part II

After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

© 2019. Grand Canyon University. All Rights Reserved. Page 4 of 33

STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal

Unit Topic: Using place value to add 2-digit numbers

Unit Title: Math: 2-Digit Addition

National or State Academic Content Standards

CCSS.MATH.CONTENT.2.NBT.B.6
Add up to four two-digit numbers using strategies based on place value and properties
of operations.

Learning Goal
Students will be able to accurately find the sum two, two-digit addends.

Measurable Objectives
 Day 1: Students will be able to accurately find a sum by breaking apart a 1-dgit addend to
make a 2-digit addend a multiple of ten.
 Day 2: Students will use compensation strategy to accurately solve 2-digit addition.
 Day 3: Students will use place value and break apart strategy to accurately solve 2-digit
addition.
 Day 4:Students will use model regrouping to accurately solve 2-digit addition.
 Day 5: Students will accurately solve 2-digit addition problem using the standard
algorithm.

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STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning
goal and measurable objectives.
Copy and paste, or insert a picture of the pre-assessment.
Name: Date:

Chapter 4: 2-Digit Addition Pre-test

Read each set of instructions and find the sum. Draw quick pictures to help you
solve.
Break apart ones to make a ten. Then add to write the sum.

1. 37 + 8 =

2. 55 + 7 =

3. 28 + 6 =____________

4. 15 + 7=

Break apart the addends to find the sum.

5. 14 +

+ 23 +

6. 24 +

+ 18 +

© 2019. Grand Canyon University. All Rights Reserved. Page 6 of 33

 7. 37 +

+ 45 +

8. 54 +

+ 16 +

Solve the addition problem.

9. 34
+ 9

10. 27
+ 24

11. 49
+ 48

12. 28
+ 62

© 2019. Grand Canyon University. All Rights Reserved. Page 7 of 33

 Score:
Exceeds Learning Goal: 90%-100%
Meets Learning Goal: 80%-89%
Approaches Learning Goal: 70%-79%
Falls Below Learning Goal:60%-69%
Does Not Meet Learning Goal: 59% or
below

Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students

Highly Proficient (90%-100%) 0

Proficient
(80%-89%) 1

Partially Proficient
(70%-79%) 3

Minimally Proficient
(69% and below) 11

Pre-Assessment Analysis: Whole Class

Based on the data from the pre-assessment, I think the national standard and learning goal are both on
target for meeting the educational needs of the students. I will not be changing any of my objectives
based on the data. I think the daily objectives I chose will help students develop step by step strategies
to solve 2-digit addition problems that will fit the various students’ learning styles.

Based on the assessment data, I understand there will be a crucial need for small group and
differentiated instruction. The data presented many different learning needs among the students.
The students who already have some conceptual understanding will need enrichment activities to
help them move forward, while many of the students who scored lower may need intervention
and remedial instruction. This might include small group instruction based on regrouping to
meet students at their level. Based on the assessment, I see that modeling will be required

© 2019. Grand Canyon University. All Rights Reserved. Page 8 of 33

 throughout each lesson, as well as, the use of manipulatives and pictures. I will also be sure the
post assessment has tools to help them solve the problems including lines and spaces for the
addition sentences so that students have a better understanding of the instructions and
expectations

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the
learning goal and measurable objectives.
Name: Date:
Chapter 4: 2-Digit Addition Post-Test
Read each set of instructions and find the sum. Draw quick pictures to help you
solve.
Break apart ones to make a ten. Then add to write the sum.

1. 23 + 9 =

2. 18 + 5 =

3. 36 + 8 =____________

4. 33 + 9=

Show how to make one addend the next tens number. Complete the
new addition sentence.

5. 18 + 13 = ?

+ =

6. 24 + 18 = ?

© 2019. Grand Canyon University. All Rights Reserved. Page 9 of 33

 + =

7. 39 + 19 = ?

+ =

8. 27 + 24 = ?

+ =

Break apart the addends to find the sum.

9. 35 +

+ 54 +

+ =

© 2019. Grand Canyon University. All Rights Reserved. Page 10 of 33

 10. 35 +

+ 54 +

+ =

11. 35 +

+ 54 +

+ =

12. 35 +

+ 54 +

+ =

Solve the addition problem.

13. 34

© 2019. Grand Canyon University. All Rights Reserved. Page 11 of 33

 + 9

14. 35
+ 23

15. 59
+ 6

16. 28
+ 62

Score:
Exceeds Learning Goal: 90%-100%
Meets Learning Goal: 80%-89%
Approaches Learning Goal: 70%-79%
Falls Below Learning Goal:60%-69%
Does Not Meet Learning Goal: 59% or
below

© 2019. Grand Canyon University. All Rights Reserved. Page 12 of 33

STEP Standard 4 - Unit and Lesson Planning
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Break Apart Ones to Compensation Break Apart Model Regrouping Standards Algorithm
Lesson or Add Addends as Tens and
Activity Ones
Standards Standard: Standard: Standard: Standard: Standard:
and CCSS.MATH.CONTE CCSS.MATH.CONT CCSS.MATH.CONT CCSS.MATH.CONT CCSS.MATH.CONT
Objectives NT.2.NBT.B.6 ENT.2.NBT.B.6 ENT.2.NBT.B.6 ENT.2.NBT.B.6 ENT.2.NBT.B.6
What do Add up to four two- Add up to four two- Add up to four two- Add up to four two- Add up to four two-
students digit numbers using digit numbers using digit numbers using digit numbers using digit numbers using
need to strategies based on strategies based on strategies based on strategies based on strategies based on
know and place value and place value and place value and place value and place value and
be able to properties of properties of properties of properties of properties of
do for each operations. operations. operations. operations. operations.
day of the Objective: Objective: Objective: Objective: Objective:
unit? Students will be able to Students will use Students will use Students will use Students will
accurately find a sum compensation place value and model regrouping to accurately solve 2-
by breaking apart a 1- strategy to accurately break apart strategy accurately solve 2- digit addition
dgit addend to make a solve 2-digit to solve 2-digit digit addition. problem using the
2-digit addend a addition. addition. standard algorithm.
multiple of ten.

Academic Addend Addend Addend Addend Addend

Language Sum Sum Sum Sum Sum
and Digit Digit Digit Digit Digit
Vocabular Tens Tens Tens Tens Tens
y Ones Ones Ones Ones Ones
Value Value Value Value Value

© 2019. Grand Canyon University. All Rights Reserved. Page 13 of 33

 What
academic
language
will you
emphasize
and teach
each day
during this
unit?
Summary Teacher will begin by Teacher will begin Teacher will begin Teacher will activate Teacher will activate
of activating background by doing a short by writing a number background background
Instructio knowledge by review of the on the board. knowledge by knowledge by
n and reviewing the value of previous day’s Teacher will activate drawing two tens drawing a picture to
Activities hundreds, tens, and strategy of breaking background frames, with 8 represent 2 tens and
for the ones. Teacher will use apart the ones. knowledge of place counters in one and 5 13 ones on one side
Lesson cubes and tens bars to Teacher will review value by asking counter in the other. of the board and a
How will support students. making tens. students to determine Teacher will write 8 picture to represent 3
the Teacher will also Students will use the value of each + 5. Teacher will ask tens and 3 ones on
instruction review how we break mini whiteboards to digit in the number. students to make ten the other side of the
and apart ones to make ten make tens. Teacher Teacher will support to find the sum of the board. Teacher will
activities in one-digit addition. will explain that they understanding by problem. Teacher ask how these two
flow? Students will be given will be using what using tens bars and will repeat for 7+8 groups are different
Consider a mini-white board so they know about ones cubes. Teacher and 9+3. Teacher and alike. Students
how the that they can work it making tens to solve will model on the will explain that they will participate in
students on their own, then 2-digit addition. board how to use will be using the skill determining that both
will review together. Next, Teacher will model place value to break of regrouping to help groups show the
efficiently teacher will model on on the board a word apart addends to add them solve two-digit same number but are
transition the new skill on the problem using 47 + tens and ones. addition. Teacher grouped differently.
from one board. Teacher will 20. Teacher will Teacher will share an will share a relatable Teacher will explain
to the next. show students two draw the picture addition problem word problem that they will be
ways to break apart model. Teacher will including 25. including 37 + 26. using this skill to
ones to add two-digit count all the tens Teacher will show Teacher will show help them solve two-
numbers. Teacher will first, then add the how to break it into all the tens in each digit addition.

© 2019. Grand Canyon University. All Rights Reserved. Page 14 of 33

 show how to solve ones. Teacher will 20 and 5. Teacher number on one side Teacher will start by
within the number then model another will ask students of the t-chart and all describing a relatable
sentence and with problem 37 + 25. how to write 36 as the ones of each word problem that
quick pictures. After Teacher will show tens and ones. number on the other includes 54 + 35.
modeling, students will using pictures how to Teacher will, then, side of t-chart. The teacher will
be asked to open their take 3 ones from 25 model how to use Teacher will show model on the board
textbook to work to make 40 + 22. this strategy to solve that the 7 and three with pictures and
together to solve 2 - Teacher will add tens 2-digit addends. of the 6 ones can be cubes. Teacher will
digit addition by then ones to find the Using 27 + 48, used to make another shoe on a tens and
breaking apart ones. sum. Teacher will teacher will show 20 ten. Teacher will ones t-chart the
teacher will ask model a few more + 7 and 40 +8. Add remind students to values in pictures.
students to come to the using the students the tens, then the use this regrouping The teacher will ask
board to show how help. Students will ones to make 60 + 15 strategy then write if there are ten ones
they solved the be asked to open = 75. Teacher will the total number of they could regroup.
problem. Students will their textbooks model more on the tens and the total Teacher will show
be asked to complete where they will work board and asking number of ones. the regrouped ten
the last five on their together with teacher students to Teacher will use and model finding
own. Teacher will to solve. Students participate in the these numbers to the sum. Next, the
observe student will be asked to problem-solving write the sum. teacher will model
understanding and complete the last five strategy. Students Teacher will model how to incorporate
provide individual on their own. will be asked to open this strategy asking the standard
support. We will then Teacher will observe their textbook where students to algorithm. Using 37
split into small groups student they will work participate in the + 26, the teacher will
to continue working on understanding and together with the problem-solving again show pictures
the learning objective provide individual teacher to solve. process. Students the tens and ones
using differentiated support. We will Students will be will be asked to open chart. Additionally,
strategies. then split into small asked to complete their textbook where she will write the
groups to continue the last five on their they will work addition sentence in
working on the own. Teacher will together with the the standard two-
learning objective observe student teacher to solve. digit addition format.
using differentiated understanding and Students will be Teacher will model
strategies. provide individual asked to complete the regrouping
support. We will the last five on their strategy showing a

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 then split into small own. Teacher will total of thirteen ones.
groups to continue observe student The tens place value
working on the understanding and goes above the three
learning objective provide individual and the three place-
using differentiated support. We will value goes in the
strategies. then split into small sum area below the
groups to continue problem. Lastly, the
working on the teacher will model
learning objective by adding all the tens
using differentiated including the
strategies. regrouped ten to find
the rest of the sum,
63. Teacher will
continue to model
the standard
algorithm strategy in
that from as well as
demonstrating
regrouping in quick
pictures. Teacher
will model this
strategy asking
students to
participate in the
problem-solving
process. Students
will be asked to open
their textbook where
they will work
together with the
teacher to solve.
Students will be
asked to complete

© 2019. Grand Canyon University. All Rights Reserved. Page 16 of 33

 the last five on their
own. Teacher will
observe student
understanding and
provide individual
support. We will
then split into small
groups to continue
working on the
learning objective
using differentiated
strategies.
Differenti Students will be groups Students will be Students will be Students will be Students will be
ation based on scantron groups based on groups based on groups based on groups based on
What are assessment levels. scantron assessment scantron assessment scantron assessment scantron assessment
the levels. levels. levels. levels.
adaptations Tier 3 students (which
or includes students below Tier 3 students (which Tier 3 students (which Tier 3 students (which Tier 3 students (which
modificatio grade level in math, ELLs, includes students includes students includes students includes students
ns to the behavioral modification, below grade level in below grade level in below grade level in below grade level in
instruction/ and Special Education math, ELLs, behavioral math, ELLs, behavioral math, ELLs, behavioral math, ELLs, behavioral
activities needs) will be grouped modification, and modification, and modification, and modification, and
as and provided small Special Education Special Education Special Education Special Education
determined group instruction to needs) will be grouped needs) will be grouped needs) will be grouped needs) will be grouped
by the focus on remedial and provided small and provided small and provided small and provided small
student practice, additional group instruction to group instruction to group instruction to group instruction to
support to meet learning focus on remedial focus on remedial focus on remedial focus on remedial
factors or
goals, and modifications. practice, additional practice, additional practice, additional practice, additional
individual
For this lesson, teacher support to meet support to meet support to meet support to meet
learning
will provide students learning goals, and learning goals, and learning goals, and learning goals, and
needs?
with hands-on modifications. For this modifications. For this modifications. For this modifications. For this
manipulatives and one lesson, I will provide lesson, teacher and lesson, I will provide lesson, I will provide
on one support at small we will work with 2 students will work on students with a tens students with a place
group to practice the digit and 1-digit place value. Using mini and ones chart work value chart, base ten

© 2019. Grand Canyon University. All Rights Reserved. Page 17 of 33

 content learned in whole addends to find sums. white boards, teacher mat. Teacher will write blocks, and practice
group instruction. We will be using a will give students a 2-digit addends on the worksheet. Students
ones and tens chart number and ask the board. Students will be will be given a set of 2-
Tier two students (which and cubes. We will students to write the paired up to model digit numbers. They
includes students who focus on making tens. place value of the regrouping by trading will model the
barely meet or just We will also review digits in the number. in ten cubes for a ten numbers with base ten
below grade level) will tens addition Teacher will provide a bar and placing it in blocks determining the
be grouped to play a sentences on mini place value chart for the tens column of value of tens and ones.
math game that whiteboards. Students students to reference. their chart. Teacher Students will record
supports 2-digit addition will have access to Teacher will provide will provide one on the problem on the
including flash cards, cubes ad will be students with tens one support at small place value chart,
cubes, matching game provided with one on bars to help support group to practice the Students will then
and dice. one support. place value concept content learned in regroup trading 10
understanding. We will whole group ones blocks for base
Tier 1 and early Tier two students then use the place instruction. ten block. Students
finishers(which includes (which includes value review to will be asked to show
students who are at or students who barely practice practice the Tier two students this regrouping. This
above grade level in meet or just below content learned in (which includes one on one support at
math) will be grade level) will be whole group students who barely small group will
encouraged to use IXL on grouped to play a instruction. meet or just below practice the content
their Chromebooks to math game that grade level) will be learned in whole
practice and explore 2- supports 2-digit Tier two students grouped to use ten group instruction.
digit addition and addition including (which includes frames, ten bars and
beyond. flash cards, dice, students who barely cubes to model Tier two students
memory, and cubes. meet or just below regrouping from a (which includes
grade level) will be practice worksheet of students who barely
Tier 1 (which includes grouped to play a 2-digit addition. meet or just below
students who are at or math game that grade level) will
above grade level in supports 2-digit Tier 1 (which includes practice place value
math) d will be addition and place students who are at or and regrouping using
encouraged to use IXL value. The games can above grade level in tens blocks, ones
on their Chromebooks include place value math) d will be blocks, and standard
to future practice and chart, flash cards, and encouraged to use IXL algorithm process and
tens bars. They will be on their Chromebooks format. Teacher will

© 2019. Grand Canyon University. All Rights Reserved. Page 18 of 33

 explore 2-digit encouraged to work to future practice and assess and inform
addition and beyond. on a practice page explore 2-digit instruction based on
which includes addition and beyond. group understanding
breaking apart and performance.
addends to add tens
and ones. Tier 1 (which includes
students who are at or
Tier 1 (which includes above grade level in
students who are at or math) Students will be
above grade level in given a set of index
math) d will be cards in which they
encouraged to use IXL will write two-digit
on their Chromebooks addition story
to future practice and problems that involve
explore 2-digit regrouping and a sum
addition and beyond. of less than 100.
They will also be Partners will read and
encouraged to work solve each other’s
on a practice page word problems.
which includes
breaking apart
addends to add tens
and ones.

Required  Student  Student  Student  Student  Student

Materials, Textbook Textbook Textbook Textbook Textbook
Handouts,  Practice  Practice  Practice  Practice  Practice
Text, workbook workbook workbook workbook workbook
Slides, and  Cubes  Cubes  Cubes  Cubes  Cubes
Technolog  Tens bars  Tens bars  Tens bars  Tens bars  Place value
y  Flashcards  Flashcards  Memory  Whiteboard charts
 Whiteboard  Memory game  Chromebooks  Index cards
 Dice game  Dice  Tens frames  pencils

© 2019. Grand Canyon University. All Rights Reserved. Page 19 of 33

  Memory Game  Dice  Place value  Place value  Tens bars
 Mini  Whiteboard chart chart  Flashcards
whiteboard  Mini  Flashcards  Memory  Whiteboard
 Chromebooks whiteboard  Whiteboard game  Chromebooks
 Pencils  Chromebooks  Mini  Dice
 Pencils whiteboard  Flash cards
 Chromebooks  Pencils
 Pencils
 Ten Frames

Instructio Teacher uses Teacher activates Teacher activates Teacher activates Teacher activates
nal and background knowledge background background background background
Engageme to develop interest in knowledge to knowledge to knowledge to knowledge to
nt new skill. Students use develop confidence develop confidence develop confidence develop confidence
Strategies mini whiteboard to and interest in and interest in and interest in and interest in
What participate in whole learning a new learning a new learning a new learning a new
strategies group instruction and strategy. Teacher strategy. Teacher strategy. Teacher strategy. Teacher
are you review. Students will models on the board models on the board models on the board models on the board
going to model on the board for and uses uses manipulatives, uses manipulatives, and uses
use with their peers after manipulatives. and ten frames. and tens frames. manipulatives.
your learning new skill. Students receive Students receive Students receive Students receive
students to Students’ small groups opportunities to opportunities to opportunities to opportunities to
keep them are designed to meet participate during participate during participate during participate during
engaged students at their level whole group and whole group and whole group and whole group and
throughout so that they have modeling in front of modeling in front of modeling in front of modeling in front of
the unit of accurate support that their peers. Students’ their peers. Students’ their peers. Students’ their peers. Students’
study? meets their learning small groups are small groups are small groups are small groups are
needs. Teacher will designed to meet designed to meet designed to meet designed to meet
also include assign an students at their level students at their level students at their level students at their level
enrichment activity on so that they have so that they have so that they have so that they have
their Chromebooks to accurate support that accurate support that accurate support that accurate support that
continue progress and meets their learning meets their learning meets their learning meets their learning

© 2019. Grand Canyon University. All Rights Reserved. Page 20 of 33

 growth for early needs. Teacher will needs. Teacher will needs. Teacher will needs. Teacher will
finishers also include also include also include also include
interactive games, interactive games, interactive games, interactive games,
assign an enrichment assign an enrichment assign an enrichment assign an enrichment
activity on their activity on their activity on their activity on their
Chromebooks, and Chromebooks, and Chromebooks, and Chromebooks, and
partner activities to partner activities to partner activities to partner activities to
continue progress continue progress continue progress continue progress
and growth for early and growth for early and growth for early and growth for early
finishers, as well as, finishers, as well as, finishers, as well as, finishers, as well as,
tier 1 and 2 students. tier 1 and 2 students tier 1 and 2 students tier 1 and 2 students
Formative During whole group, During whole group, During whole group, During whole group, During whole group,
Assessmen teacher will use teacher will use teacher will use teacher will use teacher will use
ts students work on mini students work on students work on students work on students work on
How are whiteboard to check mini whiteboard to mini whiteboard to mini whiteboard to mini whiteboard to
you going understanding. Teacher check understanding. check understanding. check understanding. check understanding.
to measure will observe student Teacher will observe Teacher will observe Teacher will observe Teacher will observe
the participation during the student participation student participation student participation student participation
learning of work together during the work during the work during the work during the work
your problems. Teacher will together problems. together problems. together problems. together problems.
students also use students’ Teacher will also use Teacher will also use Teacher will also use Teacher will also use
throughout practice work students’ practice students’ practice students’ practice students’ practice
the lesson? completed on their work completed on work completed on work completed on work completed on
own to assess their own to assess their own to assess their own to assess their own to assess
development, strategy development, development, development, development,
use, and strategy use, and strategy use, and strategy use, and strategy use, and
understanding. understanding. understanding. understanding. understanding.
Throughout small Throughout small Throughout small Throughout small Throughout small
group instruction, group instruction, group instruction, group instruction, group instruction,
teacher will monitor teacher will monitor teacher will monitor teacher will monitor teacher will monitor
student understanding student student student student
using a skill checklist. understanding using understanding using understanding using understanding using
a skill checklist. a skill checklist. a skill checklist. a skill checklist.

© 2019. Grand Canyon University. All Rights Reserved. Page 21 of 33

 Summativ Students will complete the following to assess student knowledge and understanding
e, Post-
Assessmen of each objective, learning goal, an national standard.
t Name: Date:
What post-
assessment
Chapter 4: 2-Digit Addition Post-Test
will Read each set of instructions and find the sum. Draw quick pictures to help you solve.
measure Break apart ones to make a ten. Then add to write the sum.
the
learning
progress? 17. 23 + 9 =
Note: This
can be the
same as the 18. 18 + 5 =
pre-
assessment
or a 19. 36 + 8 =____________
modified
version of
it.
20. 33 + 9=

Show how to make one addend the next tens number. Complete the new addition
sentence.

21. 18 + 13 = ?

+ =

© 2019. Grand Canyon University. All Rights Reserved. Page 22 of 33

 22. 24 + 18 = ?

+ =

23. 39 + 19 = ?

+ =

24. 27 + 24 = ?

+ =

© 2019. Grand Canyon University. All Rights Reserved. Page 23 of 33

 Break apart the addends to find the sum.

25. 35 +

+ 54 +

+ =

26. 35 +

+ 54 +

+ =

© 2019. Grand Canyon University. All Rights Reserved. Page 24 of 33

 27. 35 +

+ 54 +

+ =

28. 35 +

+ 54 +

+ =

Solve the addition problem.

29. 34
+ 9

© 2019. Grand Canyon University. All Rights Reserved. Page 25 of 33

 30. 35
+ 23

31. 59
+ 6

32. 28
+ 62

Score:
Exceeds Learning Goal: 90%-100%
Meets Learning Goal: 80%-89%
Approaches Learning Goal: 70%-79%

© 2019. Grand Canyon University. All Rights Reserved. Page 26 of 33

 Falls Below Learning Goal:60%-69%
Does Not Meet Learning Goal: 59% or
below

© 2019. Grand Canyon University. All Rights Reserved. Page 27 of 33

STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed. You have already implemented and analyzed the pre-
assessment. In this topic, you will implement all lesson activities, correlating formative
assessments and the summative post-assessment. Choose one of the lesson activities to video
record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating
teacher/mentor review the recording and provide feedback, if possible.

Video Recording Link: https://youtu.be/CgRVl5SA0Hg

Summary of Unit Implementation:

In this unit, I prepared five lessons to show students five different strategies to help them develop
conceptual understanding of two-digit addition. Each day, I used the strategy of explicit
instruction, I do, we do, you do. On day one, I modeled how to find a sum by breaking apart a
one-digit number to make the other addend a multiple of ten. On day two, I modeled the
compensation strategy to solve two-digit addition. I used students’ knowledge of place value to
break apart numbers to solve two-digit addition on day three. On day four, we learned the
regrouping strategy. I first modeled the strategy for the students. The last lesson taught students
the standard algorithm for two-digit addition. Each day after explicit instruction and modeling,
we, then, practiced this strategy together. Lastly, students began to work independently to
practice this strategy on their own. Small groups were implemented based on level to support the
whole group learning goal. Within small groups, I provided appropriate supports and
modifications to meet each students’ learning needs including manipulatives and remedial
practice.

Summary of Student Learning:

Overall, I felt that the students were engaged and actively participated in whole group and small
group instruction. Some of the daily learning goals proved to be more difficult for students than
others. The breaking apart and compensation strategies seemed to take more time, additional
teacher modeling, and individualized help than the other strategies. I believe that students did
learn the concepts but did not seem to be the most effective strategy for two-digit addition for
most of the learning styles present within the class. One student really struggled to break apart
two digit numbers to make multiples of ten. I actually think that this strategy confused him more
than helped him. I ended up eliminating that strategy and allowed him to use the previous days
strategy to complete his work. I wanted him to use a strategy that worked for him instead of
overwhelming with information that confused him. However, the place value, regrouping, and
standard algorithm strategies took less time for students to learn. These strategies proved very
effective tools for the students to use when solving the addition problems. By the last lesson,
students had developed a conceptual understanding of the learning goals and were accurately
using the standard algorithm to solve two-digit addition problems with the support of checking
their work with the other learned strategies.

© 2019. Grand Canyon University. All Rights Reserved. Page 28 of 33

Reflection of Video Recording:
After reviewing my recording, I saw areas in which I have improved over the last two months as
well as areas that need improvement. I activated background knowledge by reviewing prior,
mastered, lessons. I also incorporated hands-on manipulatives including tens bars and ones
cubes. I also used pictures for modeling to help support visual learners. During whole group, I
engaged student participation by asking students to come to the board to help me work out the
strategy and solve the problems. I used language including, “How did you get that?” and “Show
me.” Lastly, I moved around the classroom to ensure students were on task and to observe
students’ work. The areas that I need to improve on is reviewing content vocabulary before each
lesson. I also want to give students more time to work out problems on their own before helping
them or completing the work on the board. Most importantly, I want to improve my classroom
management. I want to find a strategy that works for me and my students to help eliminate
interruptions and disruptive behavior.

© 2019. Grand Canyon University. All Rights Reserved. Page 29 of 33

STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 5

Proficient
(80%-89%) 1 4

Partially
Proficient
3 3
(70%-79%)

Minimally
Proficient
11 3
(69% and below)

Post-Test Analysis: Whole Class

Based on the whole-class post-assessment data, I determine that the majority of the class met the
learning goal and objectives of the unit. I saw students go from having no understanding of how
to add two-digit numbers, learn to use place value and basic addition skills to solve two-digit
addition problems with accuracy. I also see, within the data, how students went from almost no
comprehension of the standards move to proficient and highly proficient. This, to me, proves that
students learned strategies, activated prior knowledge, and used newly learned methods to meet
the learning goals.

Based on the whole-class post-test data, I believe that the methods for my whole-groups
instruction and small group instruction effectively taught students the skills to help them meet the
learning goal. I also determined by analyzing the data in the assessment, what strategies worked
best for each student. Because I set the assessment up based on each lesson’s addition strategy, I
was able to identify strategies that were effective as well as strategies that were not utilized on the
post-assessment. The post-assessment revealed the methods in which they used to solve two-digit
addition problems. I saw students utilized the tools taught in whole group and small group
instruction.

Post-Assessment Analysis: Subgroup Selection

© 2019. Grand Canyon University. All Rights Reserved. Page 30 of 33

 I chose to highlight the sub-group of English Language Learners in the classroom. There are
currently four students in this subgroup.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 0

Proficient
(80%-89%) 0 1

Partially
Proficient
1 0
(70%-79%)

Minimally
Proficient
3 3
(69% and below)

Post-Assessment Analysis: Subgroup

Based on the sub-group test data, I realize that three of the ELL students within the class did not
meet learning goals.

Based on the post-test data of the selected sub-group, I realize that the methods and strategies
taught within whole group and small group instruction were not effective for the English
Language Learners in the class. I notices, within the post-tests, these students did not know how
to set up the problems using the strategies taught. I saw that the students understood the basic
addition but did not have a conceptual understanding of the strategies taught to help them solve
two-digit addition. One thing I notices in particular is that the selected subgroup completed the
standard algorithm addition problems with much higher accuracy than any of the other strategies
the post-test asked them to use. In the future, I hope to work with this group with more
individualized instruction. I also may eliminate some of the strategies that made them lead them
to get more confused. I may simplify some of the process to help them meet the learning goal
with less steps and more repetition of the same strategy.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test

© 2019. Grand Canyon University. All Rights Reserved. Page 31 of 33

 Highly Proficient
(90%-100%) 0 5

Proficient
(80%-89%) 1 3

Partially
Proficient
2 3
(70%-79%)

Minimally
Proficient
8 0
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

The sub-group data compared to the entire group data shows that the sub-group of students were
the only students who scored minimally proficient or below on the post-test. Through analyzing
this data, I determine that although I effectively taught the unit to the majority of the class, the
sub-group of ELL students were not given the tools, resources, and instruction they needed to
learn the skill. The data shows that the instructional methods used did not support the needs of the
ELL students. I also understand that small group instruction and intervention strategies used did
not aid in the development of two-digit addition.

Based on the results from the post tests, I believe that the majority of the students have learned
strategies and skills to solve two-digit math effectively. I think the class is ready to move on to
the next learning objective. The next learning objective that would build on the skills learned in
this unit is the ability to effectively solve three two-digit addition problems with accuracy.

STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.

Plan to Reach the Goal (i.e., professional

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)

© 2019. Grand Canyon University. All Rights Reserved. Page 32 of 33

 1. Increase students’ accuracy in addition
facts to help them meet the unit’s
learning goal.
2. Challenge students who have mastered
the learning goal to start solving 2-
digit subtraction.
3. Develop intervention groups to work
on specific strategies and skills to
support learning goal.
© 2019. Grand Canyon University. All Rights Reserved.
Upon discussing with the CT, I will continue
to support the learning goal by working on
making tens and basic addition facts in small
groups and homework assignments. This will
help students with addition strategies for
two-digit addition as well as a more accurate
foundation to build on for future lessons and
more complex addition skills.
Upon discussing with the CT, I will develop
small group activities that encourage
students who have mastered the skill to
extend to two-digit subtraction. I will
provide these students with opportunity to
learn, practice, and develop this skill with
practice pages and by assigning computer
activities that correlate with two-digit
addition.
Upon discussing with the CT, I will develop
small groups during classroom math
intervention time to work on skills that
support each students’ needs. This will
include tens frames, touch math,
manipulatives, bridges intervention lessons
that correlate to the standard, and
individualized support for practicing
standard algorithm for addition.
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