Erika McCormick

SPD-590
10/13/2021
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 is Highly Proficient, Proficient, Partially Proficient, Minimally
Proficient when it comes to meeting the learning goal and measurable objectives.
The pre-assessment will be a teacher generated assessment with 10 multiplication problems
containing numbers 0-12. The post assessment will be the same as the pre-assessment. The goal
is for students to correctly solve 7/10 of the problems on the post-test.
Scoring Criteria will be as follows:
Highly Proficient (86-100%)
Proficient (70-85%)
Partially Proficient (60-69%)
Minimally Proficient (59% and 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.

7 Total Students Number of Students

Highly Proficient (86%-100%)

0

Proficient
0
(70%-85%)
Partially Proficient
1
(60%-69%)
Minimally Proficient
6
(59% and below)

Pre-Assessment Analysis: Whole Class

Most of my students scored as minimally proficient on the pre-test. One of my students scored as
partially proficient. I am excited to watch them earn and make progress towards the learning
goal.

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 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.
The pre-assessment will be a teacher generated assessment with 10 multiplication problems
containing numbers 0-12. The post assessment will be the same as the pre-assessment. The goal
is for students to correctly solve 7/10 of the problems on the post-test.
Scoring Criteria will be as follows:
Highly Proficient (86-100%)
Proficient (70-85%)
Partially Proficient (60-69%)
Minimally Proficient (59% and below).

© 2021. Grand Canyon University. All Rights Reserved. Page 2 of 17

 STEP Standard 4 - Unit and Lesson Planning
Grade Level: 4th-7th Grade

Unit/Subject: Math-Multiplication

Day 1 Day 2 Day 3 Day 4 Day 5

4.NBT.B.5: Multiply 4.NBT.B.5: Multiply 4.NBT.B.5: Multiply 4.NBT.B.5: Multiply 4.NBT.B.5: Multiply
National/State a whole number of a whole number of a whole number of a whole number of a whole number of
Learning Standards up to four digits by a up to four digits by a up to four digits by a up to four digits by a up to four digits by a
one-digit whole one-digit whole one-digit whole one-digit whole one-digit whole
number, and multiply number, and multiply number, and multiply number, and multiply number, and multiply
two two-digit two two-digit two two-digit two two-digit two two-digit
numbers, using numbers, using numbers, using numbers, using numbers, using
strategies based on strategies based on strategies based on strategies based on strategies based on
place value and the place value and the place value and the place value and the place value and the
properties of properties of properties of properties of properties of
operations. Illustrate operations. Illustrate operations. Illustrate operations. Illustrate operations. Illustrate
and explain the and explain the and explain the and explain the and explain the
calculation by using calculation by using calculation by using calculation by using calculation by using
equations, equations, equations, equations, equations,
rectangular arrays, rectangular arrays, rectangular arrays, rectangular arrays, rectangular arrays,
and/or area models. and/or area models. and/or area models. and/or area models. and/or area models.

By the end of the By the end of the By the end of the By the end of the By the end of the
Specific Learning

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 instructional period, instructional period, instructional period, instructional period, instructional period,
Target(s)/Objectives students will be able students will be able students will be able students will be able students will be able
to solve 1-digit by 1- to solve 1-digit by 1- to solve 1-digit by 1- to solve 1-digit by 1- to solve 1-digit by 1-
digit and 2-digit digit and 2-digit digit and 2-digit digit and 2-digit digit and 2-digit
multiplication facts multiplication facts multiplication facts multiplication facts multiplication facts
(numbers 0-12) using (numbers 0-12) using (numbers 0-12) using (numbers 0-12) using (numbers 0-12) using
a multiplication table a multiplication table a multiplication table a multiplication table a multiplication table
with 70% accuracy. with 70% accuracy. with 70% accuracy. with 70% accuracy. with 70% accuracy.
 I can…  I can…  I can…
 I can…  I can…
 Multiply 1-  Multiply 1-  Multiply 1-
digit by 1- digit by 1- digit by 1-  Multiply 1-  Multiply 1-
digit numbers digit numbers digit numbers digit by 1- digit by 1-
up to 9 (0-9) up to 9 (0-9) up to 9 (0-9) digit numbers digit numbers
 Multiply 1-  Multiply 1-  Multiply 1- up to 9 (0-9) up to 9 (0-9)
digit by 2- digit by 2- digit by 2-  Multiply 1-  Multiply 1-
digit numbers digit numbers digit numbers digit by 2- digit by 2-
up to 12 (0- up to 12 (0- up to 12 (0- digit numbers digit numbers
12) 12) 12) up to 12 (0- up to 12 (0-
 Use a  Use a  Use a 12) 12)
multiplication multiplication multiplication  Use a  Use a
table to help table to help table to help multiplication multiplication
me solve me solve me solve table to help table to help
basic basic basic me solve me solve
multiplication multiplication multiplication basic basic
facts  facts  facts  multiplication multiplication
facts  facts 
     
   

© 2021. Grand Canyon University. All Rights Reserved. Page 4 of 17

Academic Language  Multiply  Multiply  Multiply  Multiply  Multiply

 Multiplication  Multiplication  Multiplication  Multiplication  Multiplication

 Product  Product  Product  Product  Product

 Multiplication  Multiplication  Multiplication  Multiplication  Multiplication

Chart/Table Chart/Table Chart/Table Chart/Table Chart/Table

 Array  Array  Array  Array  Array

 Area Model  Area Model  Area Model  Area Model  Area Model

Unit Resources,  Multiplication  Multiplication  Multiplication  Multiplication  Multiplication

Materials, Equipment, Chart/Table Chart/Table Chart/Table Chart/Table Chart/Table
and Technology
 Document  Document  Document  Document  Document
camera camera camera camera camera

 Student ipads  Student ipads  Student ipads  Student ipads  Student ipads

 Base ten  Base ten  Base ten  Base ten  Base ten
blocks blocks blocks blocks blocks

 Array blocks  Array blocks  Array blocks  Array blocks  Array blocks

Depth of Knowledge  What do we call  Define the term:  Define the term:  Define the term:  Define the term:
Lesson Questions the answer to a Product Array Equal Groups Multiply
multiplication
problem?  Where might you  When might  When might  When might
use multiplication multiplication multiplication multiplication
 Why do you think in the real world? become important become important become important

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 it is important to  Solve 5 X 6 while shopping? while counting while counting
know how to use a Describe the steps money? money?
multiplication you took to use the  Solve 3 X 7.
chart? multiplication Describe the steps  Solve 2 X 7.  Solve 5 X 9.
table. you took to use the Describe the steps Describe the steps
 Solve 5 X 7. multiplication you took to use the you took to use the
Describe the steps What was your table. multiplication multiplication
you took to use the solution for 5 X 6? table. table.
multiplication How do you know  What was your
table. you solved this solution for 3 X 7?  What was your  What was your
correctly? How do you know solution for 2 X 7? solution for 5 X 9?
 What was your you solved this How do you know How do you know
solution for 5 X 7? correctly? you solved this you solved this
How do you know correctly? correctly?
you solved this
correctly?

Anticipatory Set Pre-Assessment: The Word Problem of The Word Problem of The Word Problem of The Word Problem of The
pre-assessment will Day: Zeke and Manny Day: Ms. McCormick Day: Day:
be a teacher want to throw a and Ms. Vanessa want
generated assessment birthday party. They to throw a class Xavier wants to buy Lucien wants to buy
would like to buy juice Halloween party. They Gatorade for his soda for his family.
with 10
boxes for their friends would like to buy family. The Gatorade The soda comes in
multiplication at the party. A case of donuts for their comes in cases of 6. If cases of 6. If Xavier
problems containing juice boxes come with students at the party. A Xavier buys 10 cases, buys 6 cases, how
numbers 0-12. This 6 juice boxes. If Zeke box of donuts come how many Gatorades many Gatorades will
will be given prior to and Manny buy 3 cases with 4 donuts. If they will he have in all? he have in all?
starting the of juice boxes, how buy 4 boxes of donuts,
instructional many juice boxes will how many donuts will -This will be solved -This will be solved
strategies to measure they have in all? they have in all? whole-group using whole-group using
what the students visuals visuals
already know (prior -This will be solved -This will be solved
knowledge). whole-group using whole-group using
visuals visuals

© 2021. Grand Canyon University. All Rights Reserved. Page 6 of 17

 1. 5 x 4

2. 3 x 2

3. 0 x 9

4. 1 x 12

5. 7 x 6

6. 4 x 8

7. 4 x 10

8. 12 x 7

9. 2 x 4

10. 0 x 2

Presentation of Content

Multiple Means of Direct Instruction: Array Blocks- The Array Blocks Direct Instruction: How To Use a
Representation Using a teacher will model how Practice- The teacher Using a Multiplication Table
Multiplication Table- to build arrays using will model how to Multiplication Table Video:
The teacher will place array blocks (similar build arrays using array Review- The teacher https://www.youtube.
a multiplication table looking to Lego blocks (similar looking will place a
under the document blocks). The teacher to Lego blocks). The multiplication table com/watch?v=uup7IC7
camera and model how will prompt the student teacher will prompt the under the document
to use it to solve to build groups. For student to build groups. camera and model how c1V8
multiplication example, the teacher For example, the to use it to solve
problems. Then, once will instruct the teacher will instruct the multiplication 5 Practice Problems:

© 2021. Grand Canyon University. All Rights Reserved. Page 7 of 17

 in centers, the teacher students to build the students to build the problems. Then, once The teacher will assign
will review this following: following: in centers, the teacher the students 5 practice
concept again in a will review this problems to complete
small group setting.  Build 3 groups  Build 3 groups concept again in a independently. The
of 4 of 6 small group setting. teacher will go over the
How To Use a answers and how to
Multiplication Table  Build 4 groups  Build 9 groups Using a solve them prior to
Video: of 6 of 6 Multiplication Table starting the post test.
https://www.youtube. to Solve Basic Facts
 Build 7 groups  Build 3 groups Video:
com/watch?v=uup7IC7 of 9 of 4 https://www.youtube.

c1V8 com/watch?v=
 Build 6 groups  Build 5 groups
of 8 of 8
TUyI59ukeUs
 Build 2 groups Build 2 groups of 9
of 7
Students will work in
partners groups today
to practice this skill.

Multiple Means of
Representation
Differentiation  ELL: I have  ELL: I have  ELL: I have  ELL: I have  ELL: I have
one ELL one ELL one ELL one ELL one ELL
student in student in student in student in student in
class. I will class. I will class. I will class. I will class. I will
incorporate incorporate incorporate incorporate incorporate
many visuals many visuals many visuals many visuals many visuals
throughout the throughout the throughout the throughout the throughout the
lesson. This lesson. This lesson. This lesson. This lesson. This
student has student has student has student has student has
communication communication communication communicatio communication
deficits as deficits as deficits as n deficits as deficits as

© 2021. Grand Canyon University. All Rights Reserved. Page 8 of 17

 well. When well. When well. When well. When well. When
communicating communicating communicating communicatin communicating
directly to this directly to this directly to this g directly to directly to this
student, I will student, I will student, I will this student, I student, I will
use a core use a core use a core will use a core use a core
communication communication communication communicatio communication
board to point board to point board to point n board to board to point
to visuals as I to visuals as I to visuals as I point to visuals to visuals as I
speak to him. speak to him. speak to him. as I speak to speak to him.
him.
 Students with  Students with  Students with  Students with
special needs: special needs: special needs:  Students with special needs:
all of my all of my all of my special needs: all of my
students have a students have a students have a all of my students have a
diagnosis of diagnosis of diagnosis of students have a diagnosis of
autism. Many autism. Many autism. Many diagnosis of autism. Many
of them also of them also of them also autism. Many of them also
have have have of them also have
developmental developmental developmental have developmental
delays and delays and delays and developmental delays and
communication communication communication delays and communication
deficits. I will deficits. I will deficits. I will communicatio deficits. I will
use visual use visual use visual n deficits. I use visual
aides and aides and aides and will use visual aides and
visual task visual task visual task aides and visual task
cards to cards to cards to visual task cards to
support them. I support them. I support them. I cards to support them. I
will also will also will also support them. I will also
incorporate incorporate incorporate will also incorporate
any strategies any strategies any strategies incorporate any strategies
that are that are that are any strategies that are
outlined in outlined in outlined in that are outlined in
each of their each of their each of their outlined in each of their
IEPs. IEPs. IEPs. each of their IEPs.
IEPs.

© 2021. Grand Canyon University. All Rights Reserved. Page 9 of 17

  Early Early Finishers: Early Early Finishers: Early Early Finishers: Early Early Finishers: Early
Finishers: finishers may work on finishers may work on finishers may work on finishers may work on
Early finishers iReady math using the iReady math using the iReady math using the iReady math using the
may work on class ipads. class ipads. class ipads. class ipads.
iReady math
using the class
ipads.

Application of Content

Multiple Means of Multiplication Chart Around the World- Multiplication Bingo- Around the World- Kahoot! Review: The
Engagement Scavenger Hunt- Our class will play the Our class will play Our class will play the teacher will lead the
Students will each get game “Around the “Multiplication Bingo” game “Around the whole class in a
their own World” using to practice their World” using Kahoot review session
multiplication chart. multiplication flash multiplication facts. multiplication flash prior to the post test.
The teacher will lead cards. We will play this in a cards This will teach the
them in a scavenger whole group setting. students to answer
hunt where they have multiplication
the opportunity to problems similar to
explore using this math what they will see on
tool. the test.

Multiple Means of
Engagement
Differentiation  ELL: I have  ELL: I have  ELL: I have  ELL: I have  ELL: I have
one ELL one ELL one ELL one ELL one ELL
student in student in student in student in student in
class. I will class. I will class. I will class. I will class. I will
incorporate incorporate incorporate incorporate incorporate
many visuals many visuals many visuals many visuals many visuals
throughout the throughout the throughout the throughout the throughout the
lesson. This lesson. This lesson. This lesson. This lesson. This
student has student has student has student has student has

© 2021. Grand Canyon University. All Rights Reserved. Page 10 of 17

 communication communication communication communicatio communication
deficits as deficits as deficits as n deficits as deficits as
well. When well. When well. When well. When well. When
communicating communicating communicating communicatin communicating
directly to this directly to this directly to this g directly to directly to this
student, I will student, I will student, I will this student, I student, I will
use a core use a core use a core will use a core use a core
communication communication communication communicatio communication
board to point board to point board to point n board to board to point
to visuals as I to visuals as I to visuals as I point to visuals to visuals as I
speak to him. speak to him. speak to him. as I speak to speak to him.
him.
 Students with  Students with  Students with  Students with
special needs: special needs: special needs:  Students with special needs:
all of my all of my all of my special needs: all of my
students have a students have a students have a all of my students have a
diagnosis of diagnosis of diagnosis of students have a diagnosis of
autism. Many autism. Many autism. Many diagnosis of autism. Many
of them also of them also of them also autism. Many of them also
have have have of them also have
developmental developmental developmental have developmental
delays and delays and delays and developmental delays and
communication communication communication delays and communication
deficits. I will deficits. I will deficits. I will communicatio deficits. I will
use visual use visual use visual n deficits. I use visual
aides and aides and aides and will use visual aides and
visual task visual task visual task aides and visual task
cards to cards to cards to visual task cards to
support them. I support them. I support them. I cards to support them. I
will also will also will also support them. I will also
incorporate incorporate incorporate will also incorporate
any strategies any strategies any strategies incorporate any strategies
that are that are that are any strategies that are
outlined in outlined in outlined in that are outlined in
each of their each of their each of their outlined in each of their

© 2021. Grand Canyon University. All Rights Reserved. Page 11 of 17

 IEPs. IEPs. IEPs. each of their IEPs.
IEPs.
Early Finishers: Early Early Finishers: Early Early Finishers: Early Early Finishers: Early
finishers may work on finishers may work on finishers may work on Early Finishers: Early finishers may work on
iReady math using the iReady math using the iReady math using the finishers may work on iReady math using the
class ipads. class ipads. class ipads. iReady math using the class ipads.
class ipads.

Assessment of Content

Multiple Means of Pre-Assessment: The Building Arrays w/ Basic Multiplication Multiplication Color Post-Assessment: The
Expression pre-assessment will Array Blocks: Worksheet: Students By Number: Students post-assessment will
be a teacher Working in pairs, will complete a will complete a color be a teacher
generated assessment students will be asked worksheet that reviews by number worksheet, generated assessment
to build arrays using basic multiplication in which they will need
with 10 with 10
array blocks. The facts. The teacher will to solve basic
multiplication multiplication
teacher will assist each assist as needed. multiplication facts and
problems containing pair as needed. color the associated problems containing
numbers 0-12. This Timed Test: Students products. numbers 0-12.
will be given prior to will have 3 minutes to
starting the solve as many Timed Test: Students 1. 5 x 4
instructional Arrays Worksheet: multiplication facts as will have 3 minutes to
strategies to measure they can. They may use solve as many 2. 3 x 2
what the students Students will complete a multiplication table. multiplication facts as
already know (prior a worksheet that they can. They may use 3. 0 x 9
knowledge). reviews arrays. The a multiplication table.
teacher will assist as 4. 1 x 12
1. 5 x 4 needed.
5. 7 x 6
2. 3 x 2
6. 4 x 8
3. 0 x 9

© 2021. Grand Canyon University. All Rights Reserved. Page 12 of 17

 4. 1 x 12 7. 4 x 10

5. 7 x 6 8. 12 x 7

6. 4 x 8 9. 2 x 4

7. 4 x 10 10. 0 x 2

8. 12 x 7

9. 2 x 4

10. 0 x 2

Multiple Means of
Expression
Differentiation  ELL: I have  ELL: I have  ELL: I have  ELL: I have  ELL: I have
one ELL one ELL one ELL one ELL one ELL
student in student in student in student in student in
class. I will class. I will class. I will class. I will class. I will
incorporate incorporate incorporate incorporate incorporate
many visuals many visuals many visuals many visuals many visuals
throughout the throughout the throughout the throughout the throughout the
lesson. This lesson. This lesson. This lesson. This lesson. This
student has student has student has student has student has
communication communication communication communicatio communication
deficits as deficits as deficits as n deficits as deficits as
well. When well. When well. When well. When well. When
communicating communicating communicating communicatin communicating
directly to this directly to this directly to this g directly to directly to this
student, I will student, I will student, I will this student, I student, I will
use a core use a core use a core will use a core use a core
communication communication communication communicatio communication

© 2021. Grand Canyon University. All Rights Reserved. Page 13 of 17

 board to point board to point board to point n board to board to point
to visuals as I to visuals as I to visuals as I point to visuals to visuals as I
speak to him. speak to him. speak to him. as I speak to speak to him.
him.
 Students with  Students with  Students with  Students with
special needs: special needs: special needs:  Students with special needs:
all of my all of my all of my special needs: all of my
students have a students have a students have a all of my students have a
diagnosis of diagnosis of diagnosis of students have a diagnosis of
autism. Many autism. Many autism. Many diagnosis of autism. Many
of them also of them also of them also autism. Many of them also
have have have of them also have
developmental developmental developmental have developmental
delays and delays and delays and developmental delays and
communication communication communication delays and communication
deficits. I will deficits. I will deficits. I will communicatio deficits. I will
use visual use visual use visual n deficits. I use visual
aides and aides and aides and will use visual aides and
visual task visual task visual task aides and visual task
cards to cards to cards to visual task cards to
support them. I support them. I support them. I cards to support them. I
will also will also will also support them. I will also
incorporate incorporate incorporate will also incorporate
any strategies any strategies any strategies incorporate any strategies
that are that are that are any strategies that are
outlined in outlined in outlined in that are outlined in
each of their each of their each of their outlined in each of their
IEPs. IEPs. IEPs. each of their IEPs.
IEPs.
Early Finishers: Early Early Finishers: Early Early Finishers: Early Early Finishers: Early
finishers may work on finishers may work on finishers may work on Early Finishers: Early finishers may work on
iReady math using the iReady math using the iReady math using the finishers may work on iReady math using the
class ipads. class ipads. class ipads. iReady math using the class ipads.
class ipads.

© 2021. Grand Canyon University. All Rights Reserved. Page 14 of 17

 Extension Activity and/or Homework

Multiplication Flash Multiplication Flash Multiplication Flash Multiplication Flash Multiplication Flash
Cards: Practice your Cards: Practice your Cards: Practice your Cards: Practice your Cards: Practice your
multiplication facts multiplication facts multiplication facts multiplication facts multiplication facts
using flashcards with using flashcards with using flashcards with using flashcards with using flashcards with
an adult or older an adult or older an adult or older an adult or older an adult or older
sibling at home for 10 sibling at home for 10 sibling at home for 10 sibling at home for 10 sibling at home for 10
minutes nightly. minutes nightly. minutes nightly. minutes nightly. minutes nightly.

© 2021. Grand Canyon University. All Rights Reserved. Page 15 of 17

STEP Standard 5 - Implementation of Instructional Unit

Video Recording Link: https://www.youtube.com/watch?v=LHqqOnbgEG4

Summary of Unit Implementation:

This unit focused on the ability to utilize a multiplication chart to help students solve basic

multiplication facts. This unit contained various small group, partner work, and whole group

strategies to implement the appropriate instruction. This lesson was implemented over the course

of a 5-day school week.

Summary of Student Learning:

Overall, I found that my students all came in with limited background knowledge on the topic.

Most of my students had never worked with a multiplication table before. One of my students

knew some of his facts, (zeros and ones) by memory. Formative assessments that I built in

throughout the lesson, such as the “around the world” game and the “timed tests” offered me

clear data points. I used these formative assessments to determine pacing for my lesson. When

students showed me that they were on track and following what I was teaching, I knew it was

okay to challenge them further. When students were unable to verbally answer questions, or

needed a greater amount of assistance, I knew I needed to spend more time on the topic. Overall,

my students learned how to use a multiplication table to solve problems, meaning that they have

met their learning target for this unit. I had one student who still needs verbal prompting when

using the a multiplication table, but for the most part my students demonstrated the ability to use

this tool independently. Now that my students can use this tool, I can begin to introduce more

complex problems such as 2-digit by 1-digit multiplication problems.

Reflection of Video Recording:

© 2021. Grand Canyon University. All Rights Reserved. Page 16 of 17

After watching my video recording, I spent time reflecting on the mini lesson. In the video I

noticed that I remained calm and organized. I reviewed the rules of small group centers by

showing the students a visual rule card and reading it to them prior to beginning the lesson. I also

had a student read the learning target. I did notice that at times I struggled to maintain student

engagement. A couple of the students were getting squirmy and were looking away from me.

When this happens, I specifically ask the student a question, or assign them a task to ensure that

they stay engaged in the lesson. My mentor teacher suggested using tape to section off specific

student spaces to prevent them from getting in each other’s space.

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