Name: Kaylee Dillon

Subject: Math
Grade Level: 2nd / 3rd MI
School: Bridgeview Elementary Center
Cooperating Teacher: Judy Pray
University Supervisor: B. Wilson

Number Tested: 8
Date of Pre-Test: January 5, 2015
Date Post- Test: January 30, 2015
Average Pre-Test: 6%
Average Post Test: 91.25%
Overall Gain: 87.5%

Lesson/ Unit Description:

I determined skip counting by tens as a necessary unit to teach based upon reviewing
of students IEPs and the Common Core Essential Elements. All of my eight students needed
to learn how to recognize and count money. I thought that learning how to count by tens
would be a good foundation skill to learn before introducing them to the dime and its value.
Every day after calendar time, we began math by reviewing skip counting by 10s as a
whole group. We clapped and said the numbers from 10 to 100. I then passed out number
cards representing each of these numbers. Every student received a card. Once each
student had a card(s), I began an ordering activity by asking the question if we are counting
by 10s, what number do we start at? The students took turns placing their numbers up on
the floor in the correct order. This is where a lot of the assessment for WV CSO M.K.CC.2 is.
Although this standard was not considered on the pre/posttest, it is still an important factor
in counting and part of my ideas to work with in for post instruction of this unit. If students
had trouble deciding what number comes next, we repeated the number chant from the
beginning so that they can tell where we left off.
After we completed ordering the number cards, we then counted them aloud
together. For the remaining of math time, I incorporated hands on activities for
reinforcement of skip counting. These were used as a form of formative assessment. On
Monday through Thursday, the students each worked independently on a different activity.
On Friday, they could work with a partner and we rotated activities.

Unit Objectives:
1) Students will count by tens verbally from 10 to 100.
2) When counting by tens, students will be able to write their numeral representation.

Link to Standards:
NxG Standards
Count to 100 by ones and by tens. (CCSS Math.K.CC.1)
Count to 120, starting at any number less than 120. In this range, read
and write numerals and represent a number of objects with a written
numeral. (CCSS Math.1.NBT.1)
Counting forward beginning from a given number within the known
sequence instead of beginning at one.

M.K.CC.1
M.1.NBT.1
M. K.CC.2

EE.3.NBT.3

2.3 Mathematics

Common Core Essential Elements

Count by tens using models such as objects, base ten blocks, or money.
National Content Standard: ACEI
Candidates know, understand, and use the major concepts and
procedures that define number and operations, algebra, geometry,
measurement, and data analysis and probability. In doing so they
consistently engage problem solving, reasoning and proof,
communication, connections, and representation;

Multiple Assessments Descriptions:

The pre-test and post-test can be seen in Appendix 2. My pre-test was first a verbal
assessment of whether or not students could count by tens verbally. Since they could not
count pass ten correctly, they did not do the written portion of the test. Below is an
example of the check list that I used to keep track of what the students knew.
For my posttest, I first had students to individually count by tens from 10 to 100 to
me. I kept track of students scores using the example chart below. I used this same chart
to score the post-test.
Student
1
2
3
4
5
6
7
8

Verbal
Expression
(10 possible)
1
1
1
0
0
1
1
1

Written
Expression
(10 possible)
0
0
0
0
0
0
0
0

Total Items
Correct

Percent

1
1
1
0
0
0
0
0

5%
5%
5%
0%
0%
5%
5%
5%

My formative assessments included the list of hands on activities. While students

were working individually, I would walk around and observe them. I would stop and ask
students questions. I would also check their work when they were finished. Below is the list
of activities and a brief explanation.
1) Identifying 10s on a number chart: students used crayons, bingo daubers, or
highlighters to identify the numbers.
2) Ordering numbers on Puzzles: I created puzzles that had the numbers 10-100 (by tens)
on the bottom. Students were to put the numbers in order to complete the puzzle
3) Filling in missing numbers: students filled in missing numbers 10-100. See Appendix 1 for
example.
4) Counting on Activities: students put missing pieces in the correct spot to finish the
number sequence. For example, a sheet of paper would say 40, 50, ___ and students
would place a 60 card in the slot.
5) Cup Stack: students were to stack cups with the numbers 10-100 by tens in correct
order.

Results of Multiple Assessments:

As a class, students overall percentage of gain was 87.5. Students average pre-test
percent was .75% and the average scores grew to 91.25% on the post-test. I disaggregated
my data in two ways. First, I disaggregated the scores of my second grade students with my
third grade students. Then, I broke the test down to show which students where stronger in
written communication and which were stronger in verbal to help me determine which
areas they needed addition instruction in. To determine this, I broke the post-test into two
different sections. I looked at how many numbers a student could verbally recall correctly
and how many numbers they could write correctly.
My formative assessment showed overall satisfactory progress. During the first week
students struggled with the overall concept of counting by tens, so we did the hands on
activities together as a form of guided practice. After the first week, students started to feel
more confident about counting by tens and progress was definitely noticeable.

Aggregated Whole Class Data

Student
1
2
3
4
5
6
7
8
Class
Avg

Pre-Test
Raw Score
1
1
1
0
0
1
1
1

Post-Test
Raw Score
20
20
20
20
10
20
18
18

Total Raw
Score
20
20
20
20
20
20
20
20

Pre-Test
Percent
5
5
5
0
0
5
5
5

Post-Test
Percent
100
100
100
100
50
100
90
90

.75

18.25

20

3.75

91.25

Overall
Gain
95
95
95
100
50
95
85
85

87.5

Aggregated Whole Class Data

100
90
80
70

60
50

Pre- Test Percent

40

Post-Test Percent

30

Overall Gain

20
10
0
Student 1 Student Student Student Student Student Student Student
2
3
4
5
6
7
8

Verbal Verses Written Scores

Student
1
2
3
4
5
6
7
8

Verbal
Expression
(10 possible)
10
10
10
10
10
10
10
10

Written
Expression
(10 possible)
10
10
10
10
0
10
8
8

Total Items
Correct

Percent

20
20
20
20
10
20
18
18

100%
100%
100%
100%
50%
100%
90%
90%

Post-Test Verbal vs Written Scores

10

9
8
7
6
5

Verbal

Written

3
2
1
0
Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8

Disaggregated Data for Second Grade Students

Student
1
2
7
8
Average

Pre-Test
Raw Score
1
1
1
1
1

Post-Test
Raw Score
20
20
18
18
19

Total Raw
Score
20
20
20
20

Pre-Test
Percent
5
5
5
5
5

Post-Test
Percent
100
100
90
90
95

Overall
Gain
95
95
85
85
72

Second Grade Student Data

100
90
80
70
60

Pre-Test Percent

50

Post-Test Precent

40

Overall Gain

30
20
10

0
Student 1

Student 2

Student 7

Student 8

Disaggregated Data for Third Grade Students

3
4
5
6

Pre-Test
Raw Score
1
0
0
1

Post-Test
Raw Score
20
20
10
20

Average

.5

17.5

Student

Total Raw
Score
20
20
20
20

Pre-Test
Percent
5
0
0
5

Post-Test
Percent
100
100
50
100

Overall
Gain
95
100
50
95

2.5

87.5

85

Third Grade Student Data

100
90
80
70
60

Pre-Test Percent

50

Post-Test Percent

40

Overall Gain

30
20
10
0

Student 3

Student 4

Student 5

Student 6

Reflection and Data-Based Decision Making

From the results of the pretest scores, I could tell that many of the students did not
understand the concept of skip counting. Many of the students were actually saying the
numbers in their teen form, as they had not yet been introduced to skip counting. My
students made an incredible amount of progress during the time of the unit. I was extremely
satisfied and proud of their hard work and achievement. I definitely feel that routine and
repetitive use of these strategies increased retention of the skills for my students with
special needs. If I were able to continue in this placement, I would reinforce these skills daily.
The following are other ways that I would move forward with this class, given the data
above:

Since the WV CSO M.K.CC.2 was introduced in this unit (Counting forward beginning
from a given number within the known sequence instead of beginning at one), I
would create additional activities, verbal and written for students to participate in.

For student 5 who would not participate in written communication for this unit, I
would work on more ways to get him writing. I would come up with activities to build
his fine motor skills, such as playing with play dough, using clothes pins, etc. I would
also create tracing sheets with numbers on them.

For students 7 and 8, who missed two numbers on the written post-test because of
reversal of number orders, I would work on writing the numbers more and looking at
their orders.

For my students who achieved mastery of this skill more quickly than others, I will
begin introducing them to continue counting by tens past 100.

For all students, I would introduce the dime to them and its 10 cent value.

Appendix 1

I can count by 10s.

10
50
80

30
70
100

10 20 30 40 50 60 70 80 90 100

Appendix 2

I can count by 10s.