STEP Standard 3-5

STEP Standard 3 - Assessment and Data Literacy
Pre- and post-assessments are used to assess the learning that takes place from participating in a
learning activity. The pre-assessment is given to students before instruction, in order to
determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the
case. After students have participated in the unit, they are given the post-assessment, which can
be the same as the pre-assessment, a modified version, or something comparable that measures
the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to
collect data in your classroom.
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 is Highly Proficient, Proficient, Partially Proficient, Minimally
Proficient when it comes to meeting the learning goal and measurable objectives.
Grade 1 Module 4 Lesson 4-5 Pre- Assessment
Fill in the number bond. Complete the sentences. (10 pts)

1. 2.
40 and 6 make _______.

30 + 2 = _______
40 + 6 = _______
2 more than 30 is _______.
Write the tens and ones. Then, write an addition sentence to add the tens and ones. (8 pts)
© 2021. Grand Canyon University. All Rights Reserved. Page 1 of 23

3. 4.
______ = 40 + ______
______+ 3 = ______
Draw 1 more or 10 more. Then, write the number (the sum). (4 pts)
5. 6.
10 more than 24 is _______.

1 more than 24 is _______.
Cross off to show 1 less or 10 less. Then write the number (the difference). (4 pts)
7 8.
1 less than 46 is _______. 10 less than 46 is _______.

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%) 5

Proficient
(80%-89%) 4
Partially Proficient
(70%-79%) 4
Minimally Proficient
(69% and below) 3
Pre-Assessment Analysis: Whole Class

Based on the data, 31% of students were highly proficient, 25 % were proficient, 25% were partially
proficient, 18 % were minimally proficient. Based on this data ,56% (which is more than half my
students) have enough background knowledge in the content I will be teaching. These students scored
well prior to having instruction. Based on the data, I predict that the students will all move one
proficiency level. This will make the percentage of students whom are highly proficient and proficient
more than 80%.
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 students are Highly Proficient, Proficient, Partially Proficient,
Minimally Proficient when it comes to meeting the learning goal and measurable objectives.
Grade 1 Module 4 Lesson 4-5 Post- Assessment
Fill in the number bond. Complete the sentences. (10 pts)

1. 2.
30 and 6 make _______.

____ + ____= ______
30 + 6 = _______

2 more than 20 is _______.
Write the tens and ones. Then, write an addition sentence to add the tens and ones. (8 pts)
3. 4.
______ = 40 + ______
______+ 2 = ______
Draw 1 more or 10 more. Then, write the number (the sum). (4 pts)
5. 6.
10 more than 24 is _______.

1 more than 24 is _______.
Cross off to show 1 less or 10 less. Then write the number (the difference). (4 pts)
7 8.

1 less than 46 is _______. 10 less than 46 is _______.

STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific
disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results,
contextual factors, student learning needs, and management strategies.
Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to
include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in
the STEP process.
Grade Level: 1st
Unit/Subject: Place Value / Math
Day 1 Day 2 Day 3 Day 4 Day 5

National/State 1.NBT.2 Understand 1.NBT.2 1.NBT.2 1.NBT.5 Given a two-digit 1.NBT.5 Given a two-
Learning that the two digits of a Understand that the Understand that number, mentally find 10 digit number, mentally
Standards two-digit number two digits of a two- the two digits of a more or 10 less than the find 10 more or 10
List specific grade- number, without having to less than the number,
represent amounts of digit number two-digit number
level standards that count; explain the reasoning without having to
are the focus of the tens and ones. represent amounts represent amounts
used. count; explain the
lesson being Understand the of tens and ones. of tens and ones. reasoning used.
presented. following as special Understand the Understand the
cases: following as special following as
a. 10 can be thought of cases: special cases:
as a bundle of ten ones a. 10 can be thought a. 10 can be
—called a “ten.” of as a bundle of ten thought of as a
c. The numbers 10, 20, ones—called a bundle of ten ones

30, 40, 50, 60, 70, 80, “ten.” —called a “ten.”
90 refer to one, two, c. The numbers 10, c. The numbers 10,
three, four, five, six, 20, 30, 40, 50, 60, 20, 30, 40, 50, 60,
seven, eight, or nine 70, 80, 90 refer to 70, 80, 90 refer to
tens (and 0 ones). one, two, three, one, two, three,
four, five, six, four, five, six,
seven, eight, or nine seven, eight, or
tens (and 0 ones). nine tens (and 0
ones).
Specific Learning Students can use the place Students can interpret Students can write Students can identify 10 Students can identify
Target(s)/Objectiv value chart to name the two- digit numbers as two-digit numbers as more or 1 more than a two- 10 less or 1 less than a
es Based on state tens and ones in a two- tens and ones or just addition sentences of digit number. two-digit number.
standards, identify digit number. all ones. tens and ones.
what is intended to be
measured in learning.
Academic  Place value  Place value  Place value  Place value  Place value
Language General  Tens  Tens  Tens  Tens  Tens
academic vocabulary  Ones  Ones  Ones  Ones  Ones
and content-specific
 Quick Ten  Quick Ten  Add  Add  Add
vocabulary included
in the unit.  Quick Ten  Subtract  Subtract
 Quick Ten  Quick Ten
Unit Resources,  Place Value Chart  Place Value  Place Value  Place Value Chart  Place Value
Materials,  Unifix Cubes Chart Chart  Unifix Cubes Chart
Equipment, and  Number bond  Unifix Cubes  Unifix  Number bond  Unifix Cubes
Technology  Personal White  Number bond Cubes  Personal White  Number bond
List all resources, Boards  Personal  Number Boards  Personal
materials, equipment, bond
and technology to be
 Document White Boards  Document Camera White Boards
used in the unit. Camera  Document  Personal  Laptop  Document
 Laptop Camera White  Smart Board Camera
 Smart Board  Laptop Boards  Hide Zero Cards  Laptop
 Hide Zero Cards  Smart Board  Document  PowerPoint  Smart Board
 PowerPoint  Hide Zero Camera presentation from  Hide Zero
presentation from Cards  Laptop embarc.online Cards
embarc.online  PowerPoint  Smart Board  Eureka Math  PowerPoint

 Eureka Math presentation  Hide Zero Curriculum presentation
Curriculum from Cards from
embarc.online  PowerPoint embarc.online
 Eureka Math presentation  Eureka Math
Curriculum from Curriculum
embarc.onlin
e
 Eureka Math
Curriculum
Depth of Level 1: Level 1: Level 1: Level 1: What is 10 less than Level 1: What is 10
Knowledge Lesson Complete the place value How many tens and Say the addition 36? Which digit changed more than 36? Which
Questions chart for the number 26. ones are in 26? sentence for the when you went from 36 to digit changed when
What questions can How many ones are in number 36 starting 26? you went from 36 to
be posed throughout 26? with the tens first. Level 2: 46?
the lesson to assess Level 2: Level 2: When we add 10 more to a Level 2:
all levels of student Count as many tens Show the number 26 number, no matter what the Draw the number 26
understanding?
and ones and as tens and ones in a number is . what pattern do using quick tens and
 Level 1: Recall
complete the sentence. place value chart and you see ? When we add 1 ones. Then, cross out
 Level 2:
write the addition more, what pattern do you to show 10 less.
Skill/Concepts
 Level 3: sentence. see?
Strategic Level 3: Level 3: Level 3:
Thinking Kelsey said that 2 Level 4: Level 4:
 Level 4: ones and 3 tens is Look at question 9. Why did Look at number 14.
Extended Level 2: the same as 23. the numbers in both the tens Why did the numbers
Thinking `Show the number 26 as Level 3: Explain why she is and the ones change? in the tens and ones
tens and ones using a Explain how 4 tens is wrong. change? Model to
manipulative of your the same as 40 ones. Level 4: show what the new
choice. You may use linking picture should look
Level 3: cubes or a like.
Kailee says that 26 and 62 place value chart to
have the same tens and support your thinking.
ones. Is she correct? Level 4:
Model both numbers with Sasha says that says 4
a place value chart to tens and 9 ones only
support your answer. has 9 ones. Do you
Level 4: agree? Tell why or

If 26 is made of 2 tens why not?
and 6 ones, decompose
the tens to see how many
ones are in the number
altogether.
Anticipatory Set Teacher will model Teacher partners The teacher will Students will do a Sprint on Students will do a
How will students’ numbers using unifix students up. Partner A guide students 10 More or 10 less. Sprint on 10 More or
prior knowledge be cubes. Students will will show tens and through fluency 10 less.
activated as well as practice saying the digits partner B will show activity called 10
gain student interest the say ten way to ones. The teacher will more to prepare for
in the upcoming
decompose into tens and show numbers using the next lesson.
content?
ones. Hide Zero Cards and Teacher might say
students work “What is 10 more
together to create the than 6?” Students are
number with their then asked to write
magic counting sticks the addition sentence
(fingers). 10 +6 = 16 0r 6 + 10
= 16. Teacher will
do this with numbers
from 0 to 10.
Presentation of Content
Multiple Means of Content will be Content will be Content will be presented Content will be
Representation Content will be presented presented through the presented through through the use of concrete, presented through the
Describe how content through the use of use of concrete, the use of concrete, visual, and abstract models in use of concrete,
will be presented in concrete, visual, and visual, and abstract visual, and abstract order to meet the needs of all visual, and abstract
various ways to meet abstract models in order models in order to models in order to students. models in order to
the needs of different to meet the needs of all meet the needs of all meet the needs of all This includes but is not meet the needs of all
learners.
students. students. students. limited to the use of the students.
This includes but is not This includes but is This includes but is rekenrek , unifix cubes, tens This includes but is
limited to the use of the not limited to the use not limited to the use sticks and ones cubes, not limited to the use
rekenrek , unifix cubes, of the rekenrek , of the rekenrek , drawings such as quick tens, of the rekenrek ,
tens sticks and ones unifix cubes, tens unifix cubes, tens and number bonds, and the unifix cubes, tens
cubes, drawings such as sticks and ones cubes, sticks and ones use of arrows for mental sticks and ones cubes,
quick tens, and number drawings such as cubes, drawings such math to demonstrate more or drawings such as
bonds. quick tens, and as quick tens, and less. quick tens, and
number bonds. number bonds. number bonds, and the

use of arrows for
mental math to
demonstrate more or
less.
Multiple Means of English Language English Language
Representation Learners Learners English Language English Language Learners English Language
Differentiation  Students will  Students will Learners  Learning will still be Learners
Explain how utilize actual tens utilize actual  Learning supported thought the  Learning will
materials will be sticks and ones. tens sticks will still be use of manipulatives. still be
differentiated for This will help and ones. This supported If ready students will supported
each of the following them to stay will help them thought the move to move to the thought the
groups:
organized and to stay use of use of unifix cubes use of
 English
Language avoid any organized and manipulative where they create the manipulatives.
Learners miscounting or avoid any s. If ready needed tens If ready
(ELL) representation of miscounting students will themselves. This will students will
 Students numbers. This or move to solidify the idea of move to move
with special will support representation move to the 10 ones is equal to 1 to the use of
needs students in being of numbers. use of unifix ten and so forth to unifix cubes
 Students able to count on. This will cubes where show the addition of where they
with gifted Special Needs support they create 10 or 1.. create the
abilities  Students will students in the needed Special Needs needed tens
Early finishers (those utilize actual tens being able to tens  Will continue to use themselves.
who finish early and count on. themselves. This will
sticks and ones. tens sticks and ones
may need additional
This will help Special Needs This will to show the addition solidify the
sources/support)
them to stay  Students will solidify the of 10 or 1. idea of 10
organized and utilize actual idea of 10 Gifted Students ones is equal
avoid any tens sticks ones is equal  Will utilize dry erase to 1 ten and so
miscounting or and ones. This to 1 ten and markers and white forth to show
representation of will help them so forth . board to create the
numbers. This to stay Special Needs pictorial subtraction of
will support organized and  Will representations of 10 or 1..
students in being avoid any continue to adding 1 more or Special Needs
able to count on. miscounting use tens taking away 1. Will  Will continue
or sticks and also utilize the arrow to use tens
Gifted Students representation ones. method to quickly sticks and
 Students will of numbers. Gifted Students show the addition of ones to show

utilize the unifix This will  Will utilize 10 or 1. Early the
cubes. This will support dry erase Finishers subtraction of
push students to students in markers and  Will utilize dry erase 10 or 1.
compose ten ones being able to white board markers and white Gifted Students
to create the tens count on. to create board to create  Will utilize
needed for the pictorial pictorial dry erase
numbers. Gifted Students representatio representations of markers and
Early Finishers  Students will n through adding 10 more or 1 white board to
 Students will utilize the the use of more. Will also create
utilize the unifix unifix cubes. quick tens utilize the arrow pictorial
cubes. This will This will push and ones. method to quickly representation
push students to students to Early Finishers show the addition of s of adding 1
compose ten ones compose ten  Will utilize 10 or 1. more or taking
to create the tens ones to create dry erase  May also make uses away 1. Will
needed for the the tens markers and of dimes and pennies also utilize the
numbers. needed for the white board arrow method
numbers. to create to quickly
Early Finishers pictorial show the
 Students will representatio subtraction of
utilize the n through 10 or 1. Early
unifix cubes. the use of Finishers
This will push quick tens  Will utilize
students to and ones dry erase
compose ten markers and
ones to create white board to
the tens create
needed for the pictorial
numbers. representation
s of taking
away 10 or
taking away 1.
Will also
utilize the
arrow method
to quickly
show the

subtraction of
10 or 1.
 May also
make use of
dimes and
pennies .
Application of Content
Multiple Means of Students will Students will Students will independently Students will
Engagement Students will independently practice independently practice using the associated independently practice
How will students independently practice using the associated practice using the problem set of questions. using the associated
explore, practice, and using the associated problem set of associated problem problem set of
apply the content? problem set of questions. questions. set of questions. questions.
The content will be Students will use

explored with the use of a The content will be playing cards to play
place value mat and unifix explored with the use the game Combine
cubes as well as tens and of a place value mat Tens and Ones.
ones manipulatives. and unifix cubes as Each student will
well as tens and ones have a deck of cards
manipulatives. with numbers from
0-9. Deck one will
have digits 1-3. The
second deck will
have the rest of the
numbers.
Students pick a card
from the first deck
and place it in the
tens place on the PV
chart. Students pick
a card from the
second deck and
place it in the ones
place on the PV
chart.
As a pair students

create a number
bond to decompose
the number into tens
and ones.
Students take turns
writing the addition
sentence or using the
“more than” phrase.
For example, if the
number is 27, the
addition sentence
will be 20 + 7 = 27.
The phrase will be
20 more than 7 is 27
or 7 more than 20 is
27.
Multiple Means of English Language English Language
Engagement Learners Learners English Language English Language Learners English Language
Differentiation  Students will  Students will Learners  Learning will still be Learners
Explain how utilize actual tens utilize actual  Learning supported thought the  Learning will
materials will be sticks and ones. tens sticks will still be use of manipulatives. still be
differentiated for This will help and ones. This supported If ready students will supported
each of the following them to stay will help them thought the move to move to the thought the
groups:
organized and to stay use of use of unifix cubes use of
 English
Language avoid any organized and manipulative where they create the manipulatives.
Learners miscounting or avoid any s. If ready needed tens If ready
(ELL) representation of miscounting students will themselves. This will students will
 Students numbers. This or move to solidify the idea of move to move
with special will support representation move to the 10 ones is equal to 1 to the use of
needs students in being of numbers. use of unifix ten and so forth to unifix cubes
 Students able to count on. This will cubes where show the addition of where they
with gifted Special Needs support they create 10 or 1.. create the
abilities  Students will students in the needed Special Needs needed tens
Early finishers (those utilize actual tens being able to tens  Will continue to use themselves.
who finish early and count on. themselves. This will
sticks and ones. tens sticks and ones
may need additional
This will help Special Needs This will to show the addition solidify the
sources/support)

them to stay  Students will solidify the of 10 or 1. idea of 10
organized and utilize actual idea of 10 Gifted Students ones is equal
avoid any tens sticks ones is equal  Will utilize dry erase to 1 ten and so
miscounting or and ones. This to 1 ten and markers and white forth to show
representation of will help them so forth . board to create the
numbers. This to stay Special Needs pictorial subtraction of
will support organized and  Will representations of 10 or 1..
students in being avoid any continue to adding 1 more or Special Needs
able to count on. miscounting use tens taking away 1. Will  Will continue
or sticks and also utilize the arrow to use tens
Gifted Students representation ones. method to quickly sticks and
 Students will of numbers. Gifted Students show the addition of ones to show
utilize the unifix This will  Will utilize 10 or 1. Early the
cubes. This will support dry erase Finishers subtraction of
push students to students in markers and  Will utilize dry erase 10 or 1.
compose ten ones being able to white board markers and white Gifted Students
to create the tens count on. to create board to create  Will utilize
needed for the pictorial pictorial dry erase
numbers. Gifted Students representatio representations of markers and
Early Finishers  Students will n through adding 10 more or 1 white board to
 Students will utilize the the use of more. Will also create
utilize the unifix unifix cubes. quick tens utilize the arrow pictorial
cubes. This will This will push and ones. method to quickly representation
push students to students to Early Finishers show the addition of s of adding 1
compose ten ones compose ten  Will utilize 10 or 1. more or taking
to create the tens ones to create dry erase May also make uses of dimes away 1. Will
needed for the the tens markers and and pennies also utilize the
numbers. needed for the white board arrow method
numbers. to create to quickly
 Early Finishers pictorial show the
 Students will representatio subtraction of
utilize the n through 10 or 1. Early
unifix cubes. the use of Finishers
This will push quick tens  Will utilize
students to and ones dry erase
compose ten markers and

ones to create white board to
the tens create
needed for the pictorial
numbers. representation
s of taking
away 10 or
taking away 1.
Will also
utilize the
arrow method
to quickly
show the
subtraction of
10 or 1.
May also make use of
dimes and pennies .
Assessment of Content
Multiple Means of Students will draw lines Students will view Students will view Students will draw to add 10 Students will cross out
Expression from pictures to match it pictures and count as pictures and more or 1 more to a picture to show 10 less or 1
Formative and to the correct place value many tens as possible complete a place then Tell what 1 more or 10 less to a picture then
summative chart that shows the to complete a sentence value chart of the more than the number is. Tell what 1 less or 10
assessments used to correct tens and ones. stem on how many tens and ones. less than the number
monitor student tens and ones or just Students will then is.
progress and modify
ones. Will also look at write the associated
instruction.
a 2 digit number to addition sentence.
complete a place
value chart.
Multiple Means of
Expression English Language English Language English Language English Language English Language
Differentiation Learners Learners Learners Learners Learners
Explain how  Will draw lines  Will be asked  Will be  Will be asked to  Will be asked
materials will be from pictures to to model tens asked to model model a to model
differentiated for match it to the and ones of a model tens number. Then, show model a
each of the following
correct place number with and ones of ten more or one more number. Then,
groups:
value chart that their tens and a number than that number show ten less
 English
Language shows the correct ones with their using their tens and or one less

Learners tens and ones. manipulatives tens and ones or unifix cubes. than that
(ELL) Special Needs . Will then ones Will complete a number using
 Students  Will draw lines have to show manipulative sentence stem to say their tens and
with special from pictures to the number as s or unifix what the new number ones or unifix
needs just ones. cubes. Will is. cubes. Will
match it to the
 Students Special Needs complete the Special Needs complete a
correct place
with gifted
abilities value chart that  Will be asked place value  Will be asked to sentence stem
Early finishers (those shows the correct to model tens chart and model model a to say what
who finish early and tens and ones. and ones of a write the number. Then, show the new
may need additional  . number with addition ten more or one more number is.
resources/support) Gifted their tens and sentence. than that number Special Needs
 Will complete the ones Special Needs using their tens and  Will be asked
written exit ticket manipulatives  Will be ones or unifix cubes. to model
where they view . Will then asked to Gifted model a
bundles of tens have to show model tens  Will complete the number. Then,
and ones and the number as and ones of written exit ticket show ten less
must complete the just ones . a number where they view or one less
place value chart . Gifted with their bundles of tens and than that
Early Finishers  Will complete tens and ones and must draw number using
 Will complete the the written ones quick tens and ones their tens and
written exit ticket exit ticket manipulative to show 10 more or 1 ones or unifix
where they view where they s and say the more. Will also tell cubes
bundles of tens view bundles addition what the new number Gifted
and ones and of tens and sentence. is.  Will complete
must complete the ones and must Gifted Early Finishers the written
place value chart . decompose  Will  Will complete the exit ticket
that number complete the written exit ticket where they
into tens and written exit where they view view bundles
ones and then ticket where bundles of tens and of tens and
just ones. they view ones and must draw ones and must
Early Finishers bundles of quick tens and ones draw quick
 Will complete tens and to show 10 more or 1 tens and ones
the written ones and more. Will also tell to show 10
exit ticket must what the new number less or 1 less.
where they complete the is. Will also tell
view bundles place value what the new

of tens and chart and number is.
ones and must write an Early Finishers
decompose addition  Will complete
that number sentence.. the written
into tens and Early Finishers exit ticket
ones and then  Will where they
just ones. complete the view bundles
written exit of tens and
ticket where ones and must
they view draw quick
bundles of tens and ones
tens and to show 10
ones and less or 1 less.
must Will also tell
complete the what the new
place value number is.
chart and
write an
addition
`sentence..
Extension Activity and/or Homework

Identify and describe Lesson 2 Core Fluency Lesson 3 Homework Lesson 4 Homework Lesson 5 Homework Sheet Lesson 5 Homework
any extension Sheet Sheet Sheet. #1-4 Sheet #5-8
activities or
homework tasks as This homework activity This homework This homework This homework activity This homework
appropriate. Explain
supports the learning activity supports the activity supports the supports the learning targets/ activity supports the
how the extension
activity or homework
targets/ objectives learning targets/ learning targets/ objectives because it is a learning targets/
assignment supports because it is a review of objectives because it objectives because it review of the content objectives because it
the learning the content presented and is a review of the is a review of the presented and practiced in is a review of the
targets/objectives. As practiced in class. content presented and content presented class. Questions directly content presented and
required by your Questions directly align practiced in class. and practiced in align with the associated practiced in class.
instructor, attach any with the associated Questions directly class. Questions objectives and standards. Questions directly
copies of homework objectives and standards. align with the directly align with align with the
at the end of this associated objectives the associated associated objectives
template. and standards. objectives and and standards.

standards.

STEP
Standard 5 - Implementation of Instructional Unit
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.
Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video.
Be sure that others can access and view your linked video prior to submitting.
Video Recording Link: https://youtu.be/tOEOQumHCcw

Summary of Unit Implementation:
The overall unit implementation went well. I found that although I did not have any ELL students or
special needs students in my class, some of the supports I planned were used to help some students in my
class who were not grasping concepts as quickly as others. I planned and taught the concept of 10 more 0r
1 more and 10 less and 1 less separately because I thought students would have a hard time grasping.
However, during implementation students caught on very quickly. I was actually able to complete that
whole lesson in one day versus splitting it into 2 separate days.
Summary of Student Learning:

Student learning went very well. Based on my pre-assessment data, 56.5% of students had enough prior
knowledge to score proficient or highly proficient on the pre-test. Upon implementation of the unit,
students who were in the partially proficient group or minimally proficient group were partnered with
students who scored highly proficient and proficient. This was done in an attempt to provide additional
support. This proved to be beneficial in supporting these students. Improvement was seen in daily lessons
and students who were proficient and above were challenged even more.
Reflection of Video Recording:

In the video, I did a warm up activity where students practice counting the say ten way. This is a strategy
embedded within the Eureka Math curriculum. It helps provide place value foundation for students by
decomposing numbers into tens and ones verbally. After viewing the video, I found that I did a lot of the
work. I feel as though I need to find a way to make this a more student led activity in which students can
have some ownership in their learning. In the future I plan to use this activity, but provide students with
linking cubes or dry erase boards where they can model a number and then say the number the say ten
way.

STEP Standard 3-5

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STEP Standard 3 - Assessment and Data Literacy

Fill in the number bond. Complete the sentences. (10 pts)

40 and 6 make _______.

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10 more than 24 is _______.

1 less than 46 is _______. 10 less than 46 is _______.

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Highly Proficient (90%-100%) 5

Pre-Assessment Analysis: Whole Class

Fill in the number bond. Complete the sentences. (10 pts)

30 and 6 make _______.

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10 more than 24 is _______.

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Grade Level: 1st

Unit/Subject: Place Value / Math

Day 1 Day 2 Day 3 Day 4 Day 5

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The content will be Students will use

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Extension Activity and/or Homework

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

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Summary of Student Learning:

Reflection of Video Recording:

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1 less than 46 is _. 10 less than 46 is _.