Teacher Work Sample 4 Showcase Lesson: The pre-assessment for this lesson was a short 3 question quiz on dividing.

This quizs purpose was to not only activate the students prior knowledge, but was a guide to tell the instructor which students are on par with the curriculum and which students are not. The appropriateness of this is to activate prior knowledge and to see if the students are able to make mathematical connections to previous learned steps. The during-assessment is an informal teacher-observation where the instructor walks around and makes notes on each student as to whether they are grasping the material. The students who are having the most difficulty will be taken to the back table and instructed further. This assessment is appropriate due to the fact that it tells the teacher which students understand the material and which are not. The post-assessment is the same 3 question quiz that shows the instructor the results of the lesson, and which students have mastered, are on their way to mastery, and those students who are struggling to grasp the concepts being taught. This assessment is appropriate because it consists of the material the students are to master. It is directly in-line with the 5th grade state standards. The pre and post-assessments will be scored 0 to 3 (3 being a perfect score). The duringassessment will be a checklist based on the students performance during the independent practice. Evidence of Learning: These three assessments will give me evidence that the students have learned the material based on their results. The pre-assessment tells me which students either have already mastered the material, those who need some instruction, but have the prior knowledge, and then the students who are struggling with division and will need in-depth instruction. The during- assessment will give me the information as to which students need individualized instruction in order to succeed. This assessment is a checklist based on their work and answers they have done on their independent practice. The post-assessment tells me the learning that has taken place. This will give me a list of which students learned the material and to what extent. Lesson Objective The students will be able to divide whole numbers by estimating when using two-digit divisors with 100% accuracy Assessments Pre-assessment During-assessment Post-assessment Format of Formative Assessments Pre- 3 question quiz During- teacher checklist Post- 3 question quiz (same as pre) Accommodations Change instructions as needed. Repeat information upon request. Move from one section of the lesson to another quickly and make each section brief, but interesting to students. Relate information to students real-lives. Provide two wrap-up sections. Bring students to back table if they do not understand the material. Allow

Teacher Work Sample 4 anytime for questions.

Alignment with Objectives and Reasons for Accommodations: The lesson objective is that the students will be able to divide whole numbers by estimating when using two-digit divisors with 100% accuracy. The pre-assessment aligns with this objective because it provides the teacher with the information of which students are able to make the connections between dividing while using a single-digit divisor and dividing while using a two-digit divisor. This information is instrumental to which students the teacher needs to keep a close eye on during the lesson. It also preludes to the possible students that will need further individual instruction during the accommodations allotted time period. The during-assessment aligns with the objective because it gives the students who are unable to grasp the concept some one-on-one instruction in order for them to gain further and more indepth teaching. The post-assessment aligns with the objective because it shows which students have met said objective and which students need further instruction. The reason for the accommodations of changing instruction, repeating directions, moving from section to section quickly, keeping students interested, and allow time for questions were put into the lesson because they offer the students multiple chances to become more informed or understand the material better. The accommodation of relating the material to the students lives is instrumental in keeping them focused and interested in learning the material. Finally the accommodation of bringing students to the back table for further instruction was created with the knowledge that there will be low performers on the pre and during-assessments. These students will need more instruction if they are to succeed in grasping the subject matter. Plan for Formative Assessments: The pre-assessment and post-assessment in this lesson will help the instructor to determine the students progress before instruction to after the instruction. This will show the teacher which students understand the material and which do not. This also will show which teaching techniques worked throughout the lesson and those that need work shopped. My plan is to use the pre-assessment as a starting point of where each student was at the beginning of the lesson and then the post-assessment as a description of the amount they each learned. This is shown in figure 2. Figure 1: High Medium Low #7 #10 #13 Student Pre post 1 1 2 2 3 2 4 0 5 0 6 1 7 3

2 3 3 2 1 3 3

Improvement 1 1 1 2 1 2 0 2

Teacher Work Sample 4 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 2 3 1 3 2 0 2 2 0 1 2 1 2 2 1 1 2 1.5 3 3 2 3 2 1 2 1 0 3 3 2 2 3 2 2 3 2.25 1 0 1 0 0 1 0 -1 0 2 1 1 0 1 1 1 1 0.75

Figure 2:
3.5 3 2.5 2 1.5 1 0.5 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 0 0 0 00 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 22 22 2 2 2 22 2 2 2 2 Pre post 3 3 3 33 3 33 33 3 3 3 3

Pre and Post-Assessment: 1. 200/12=

2. 350/68=

3. 401/16=

Student FIN

Teacher Work Sample 4 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 During-Assessment: (FI=further instruction needed)