Lincoln Portfolio

By: Courtney Barker

Table of Contents
Pre
Assessment..
pg. 3
Results of Pre
Assessment...pg. 5
Reflection on Pre Assessment
...pg. 9
Lesson Plan
#1pg. 11
Lesson Plan #1 with assessment
data..pg. 12
Lesson Plan #1
reflection.pg.17
Lesson Plan
#2pg. 18
Lesson Plan #2
reflection.pg. 19
Post
Assessment
pg. 20
Post Assessment
reflection..pg. 26

Graph
.pg.27
Overall
Reflection
pg.28

Pre Assessment
Name_________________________
Math Assessment
Solve these word problems:
1- There are 4 rows of flowers in a garden and 6 flowers in each row.
How many flowers are there in all?

2-There are three groups of desks in a classroom. Each group has 5

desks. How many desks are there in the classroom?

3- Trey has 6 trucks. Each truck has 4 wheels. How many wheels are
there?

Fill in the blank

4- 7X7=

5- 6X3=

6- 5X___=35
8

7- 4X___=28

17
X 4

9- 24
X 4

10- 5X0=

11- 12X9=

Write each group as a multiplication equation:

12:

13: @@@@ @@@@ @@@@ @@@@

14: ** ** ** ** ** ** ** ** **
X

10

11

12

10

11

12

Results of Pre Assessment

Reflection on Pre Assessment

I was given two of the highest scoring student in the class. I tried to write a pre
assessment that was capable of being accomplished by them but would challenge them a
little. I started off the time asking them about what they like to do for fun. It was just a
general question and Seyi quickly responded that he likes to study math facts at home so
he can get faster. Gideon quickly chimed in that he enjoyed math but prefers to spend his
free time building things. I could tell right off the bat they were both competitive and
knowing their facts was very important to them. So I told them I had a short test for them
and I would set the timer for 10 minutes. I handed the test to them and their eyes lit up
and they were excited. They were very eager to start. They both worked very hard. They
both expressed concern about multiplying a two digit number higher than 12 by a one
digit number. Gideon finished with about one minute left and that frustrated Seyi and he
stopped working after that. I told him he had one minute left but he didnt want to
continue because he hadnt won. I realized I shouldnt have made it timed and made it
sound like a completion because I didnt get accurate results of what they knew, I just got
what they could do in 10 minutes.
For the remaining time we played a game with face cards. Two people hold up a
card on their head without looking at it but can look at the other persons. The third person
gives the answer of those two numbers multiplied and the two players have to figure out
what number they are holding based on their opponents team. They both got really into it
and really enjoyed playing until Seyi lost a few times in a row. He got frustrated and gave
up. I realized when teaching them new concepts I should teach it in a non-competitive
way so that I can keep Seyis attention.

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Lesson Plan #1
Goal:. To help the students understand the process of multiplying two digit number.
Standard: CCSS.MATH.CONTENT.3.OA.A.1
Objective: To help the students understand the multiplication process and got into
division
Attention getter: I will put a large multiplication number on the white board and allow
them to attempt it.
Activity: After they have attempted the large multiplication problem and realized how
hard it is we will talk about:

What multiplication is
How to break big problems down
What division is

Assessment: A work sheet that is attached at the bottom.

Closing: If they finish their assessment in time we will play the multiplication game with
face cards.

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12

13

14

15

16

Lesson One Reflection

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Overall I thought the lesson went according to plan and they

were able to grasp the concepts and apply them. There were a few
errors I made in this lesson though while teaching. First I kind of just
threw all the information at them instead of breaking it down into
steps. Seyi was able to grasp it all and catch on quickly and run with it
where Gideon got a little confused. When Gideon was doing incorrectly
he was kept getting the wrong answers and getting frustrated. Instead
of letting me help him and teach him in a simpler say he just kept
telling me to be quiet while he figured it out in a way his brain
understood. I gave him a minute and he seemed to process it all. I
asked him to explain to me how he got the answer he did and he
walked me through the steps. Although it was not the way I had
taught it made sense to him so I let him use that way. I probably should
have gone back and retaught me lesson so he could understand the
process I taught it in. It would save him a lot of time when doing each
problem.
The other thing I didnt do too well on was time management.
The two students rush through everything so fast that we got done and
had about 15 minutes left. Although I did have a plan for if we got done
early but I didnt think it would be that long. Seyi got frustrated with
the game and kept expressing that it was dumb and he no longer
wanted to play. I need to come up with a better way to manage time

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because they are grasping everything I teach them far more quickly
then I had anticipated.

Lesson Plan #2
Goal: To help the students feel confident in multiplying two digit
numbers by a one digit number
Standard : CCSS.MATH.CONTENT.3.OA.A.2
Objective: To help the students confidently solve large multiplication problems and
simple division problems.
Attention getter:
Lesson: We will go through the process of doing two digit multiplication
problems. I will bring in a white board for each student and we will
break down the process.
1st you write to problem down in stacking form
2nd you start on the right and multiply the two numbers in the far right
column.
3rd If needs be you will carry the number to the other side
4th You multiply the bottom number by the next number in the top row.
5th Add the number you carried over and that is your answer.
We will go through the process a few times then have them teach it to
me. I will ask questions like why do we do this and how would I do this
to check their understanding.

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Assessment: When we get through that lesson we will go around and

each take turns writing an equation on their board, everyone else will
write that equation on their own board. Everyone will take the time
they need to solve it then when everyone is done we will reveal our
answers. We will continue to do that until the time is up.

Lesson Two Reflection

Lesson two went a lot smoother then lesson one. I took the information
from lesson one and let it drive my instruction this time. For example I
realized that I had not taught both students the same way to figure out
a larger multiplication problem so they were on different levels. I also
tried to slow it down and not be so rushed.
I took about 25 minutes of the time re teaching what I had taught
the last time I was there. I slowed it down and explained why each part
works the way it does. I brought in division a little bit and did the
simple ones. I taught that backwards at first and luckily the students
and Brother Cloward were able to correct me before I taught it too
wrong. I wont ever teach that backwards again!
Then we took the last 20 minutes doing the assessment. I
thought this was the best part of the time spent together. Each person
took a turn writing and equation and having everyone figure it out. It
gave me to time to see their thought process and see their work. They

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both did very well. They both were able to figure out every problem
quickly. We would take turns explaining how we got the answer we did
and both of them were on the same page. I then had Seyi teach me
how to multiply big numbers, and had Gideon teach me how to divide
simple problems. They both taught it in a way that made sense and
proved that they understood how to do the problems correctly.

Name_________________________
Math Assessment
Solve these word problems:
1- There are 4 rows of flowers in a garden and 6 flowers in each row.
How many flowers are there in all?

2-There are three groups of desks in a classroom. Each group has 5

desks. How many desks are there in the classroom?

3- Trey has 6 trucks. Each truck has 4 wheels. How many wheels are
there?

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Fill in the blank

4) 7X7=

5) 6X3=

6) 5X___=35
8)

7) 4X___=28

17
X 4

9) 24
X 4

10) 5X0=

11) 12X9=

12)

13)

14)

15)

16)
X

17)
1

10

11

12

22

10

11

12

23

24

25

26

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Post Assessment Reflection

Both students improved from their pre-assessment to their post
assessment. Seyi made a major jump from getting 50% correct on the
first test and 94% on the last test. The tests were pretty much the
same except I added a few larger multiplication problems and a few
division problems. I deleted a part of the test that had confused them
but was a simple concept. I dont think it proved their knowledge at all.
Over all the scores show that the direction I moved in my instruction
that was based on the pre assessment helped improve their knowledge
on multiplication.
I think another factor that played into it was I didnt give them a
time limit. They both got it done in less than 10 minutes but they didnt
feel the pressure to get it done quickly. I think I probably should have
given it the exact same way I gave the pre assessment to get results
that were comparable. But overall they proved their knowledge and
that knowledge did increase.

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Graph

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Overall Reflection
Overall I thought this experience was very insightful. The two
students I worked with were very well behaved and made it a really
enjoyable experience. After finishing this project I now think its harder
to use assessment data to drive instruction then I originally thought. I
also see that it is key to do so if you want your students to learn
anything. I learned that if you know the student and their strengths
and weaknesses giving the right assessment could be the answer key
to their learning. When I gave the pre assessment I didnt know that
they were competitive and when put into a situation they will speed
through it and not give the problems the proper time that they need.
Knowing that in the end I was able to remove that speed and getter a
better grasp on what they knew. It is key to know the students and
their personalities, what motivates them, what makes them want to
quit, and how far you can push them.

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