Jenilee M. Charley
Stagecoach Elementary















Table
of
Contents
Student Diversity
page 4
Classroom Physical Environment
Overall School Culture
Surrounding Community
Pre-Assessment Data
Pre-Assessment Sample
Graph of Pre-Assessment
Reflection of Pre-Assessment
Unit/Lesson Development
4 Sequential Formal Lesson Plans
Day 1 Lesson Plan
Day 2 Lesson Plan
Day 3 Lesson Plan
Day 4 Lesson Plan
Day 5 Lesson Plan
page 5
page 6
page 7
page 8
page 9
page 10
page 11
page 12
page 13
page 14
page 15
page 16
page 17
page 18
2
Table of Contents
• PDSA Quiz
• High Students Quiz
• Middle Students Quiz
• Low Students Quiz
• Post Lesson Plan Data
• Pre/Post Assessment Chart
• KAHLE
• Final Reflections
page 19
page 20
page 21
page 22
page 23
page 24
page 25
page 26
3
Student Diversity




Stagecoach Elementary school is a very diverse school. The population of the school includes; 2.4% Native American,
0.01% African American, 0.05% Caucasian and 0.73% Hispanic. The Economics of our school is middle-class to low
class. There are 28 students on reduced meals and 260 students on free lunches and 31 students who pay for their
lunches.
The breakdown of staff includes 17 classroom teachers, 2 bilingual and 2 special education teachers. There are 2 preschool assistants, 3 kinder assistants, and 7 teacher assistants. There are also 5 janitors one for each hall, 4 cooks and 4
office staff members.
Student male to female ratio fluctuates within each grade level. The ratio in kinder is 28 male to 24 female, in the 1st
grade is 21male to 22 female, in the 2nd grade is 35 male to 26 female, in the 3rd grade is 36 male to 22 female, in the
4th grade 30 male to 22 female, and in the fifth grade 15 male to 18 female. There are 17 students that are in the special
education program. There are 2.09% of students who are under the ELL.
Some of the special education services that the school provides to the students are but not limited to is;








Reading
Language Arts
Math
Speech
OT/PT
Psychologist
Braille
I work with the grades from 2nd to 5th grade. Some of the 2nd graders that I work with their exceptionalities are; 3 with
Specific Learning Disability and 1 with Emotion Disorder. The 3rd graders their exceptionalities are; 2 with
Speech/Language Impairment, 1 with Traumatic Brain Injury, and 4 Specific Learning Disability. The 4th grader his
exceptionalities is Other Health Impairment. The 5th grade his exceptionalities is Specific Learning Disability. The
cultural and linguistic backgrounds of the students that I work with are from a Hispanic or Navajo culture. Most of the
students who come to this school their first language in their homes is that of their culture, which could be Spanish or
Navajo.
4
Classroom Environment
Our classroom is an old teacher’s lounge. It is very narrow and only fits 8 desks which are set
up into groups of 4 and one round table that sits four students. Once you walk into the classroom
there is a book case to the right of the door. There is an office in this room, it is used for test files, and
this room is not used for students. Once you are into the room you turn to your right and there is a
chalk board and on the same wall is where the computer desk is. This computer desk holds two
computers. These computers are used by the teacher and students. Also on this wall there are the
PDSA’s (Plan, Do, Study, and Act). Then you look to the wall that is east of the room is the world wall.
It is on blue paper with words that are used for the week, it is surrounds by Christmas lights to
influence the students to look at it. To the side of this wall is another door. Then you are facing the
south wall which is nothing but cabinets all along this wall. The color of the room is a beige color
with the cabinets being a salmon color. The walls have the district requirements on what needs to be
up, such as fire safety, rules for the school and district, PDSA’s and mission statements and vision
statements for district, school and classroom. On the cabinets there is some student work and on the
doors. There is no teacher desk when in the classroom, but in the office that holds the test files.
5
















Overall School Culture
Stagecoach school provides different tools in being able to help the students learn more. Some of the following tools
are used through out the school to help the student succeed in their education;
Pre-School which are half day sessions (the school is mostly for Developmental Delayed students then other students
are allowed in.
Full Day Kindergarten
Technology Education
Visually Impaired Education
PE & Music Education
Character Counts Program
Conflict Mediators
Bilingual Education Program both for Spanish speaking and Navajo speaking students.
Counseling Services both on site and off
Social Services
School Psychologist
Full time Nurse
OT/PT Services
Speech Services
Title I

Stagecoach’s administrator and staff recognizes how important to collaborate with the community. The school tries
different tools in order to bring in parents, and the rest of the stagecoach community to the school. Some of the
following actives are used with them.

Parent/Teacher Organization

Parent/Guardian room to find information out

Students have an opportunity to participate in the After School Program, Boy and Girl Scouts, and tutoring.
6
Surrounding Community
Stagecoach Elementary school is located in an
urban setting. The school is set back of the stagecoach
neighborhood. There are houses and low-income
apartments that surround the area of the school. There
are also hotels that some of our students live in as well.
There is also an alterative high school that is located 1
mile away from the area. The school itself is far from
the main part of the town. Most of the families live on
WIC, food stamps and the community pantry. For the
parents that do work go from teachers’ assistants to
house cleaning jobs.
7
Pre-Assessment Data
For my Pre-Assessment Data I used a test called
New Mexico G03 Mathematics ClassViews A, by
Learnia. This program is used at Stagecoach
Elementary and the Gallup McKinley County School
district. This program goes along with their math
program from Harcourt math. The questions that
were ask in this test are questions that 3rd students
should know or learn during their 3rd year. For the
students that I gave the test to, range from high,
middle and low.
8
Example questions from the
Learnia Test
9
Graph of Scores for Learnia
10
Reflection of Pre-Assessment
After giving the students the Learnia test, I felt that this test was not a great test to measure
the students on what they know and don’t know. Most of our students are at a 1st grade level or lower.
So by testing them on a test that is programmed or geared towards students who are at 2nd grade level
or even higher is bias, for the students in my classroom. After checking the test and seeing how the
students did I was pretty excited that some of them answered at least one or more problems and tried
their best on this test.
In order to see the different levels my students are at, I chose two students that high, two
students that are in the middle and two students that are low in math. The students that I picked are
students who have a wide range of disabilities from Traumatic Brain Injury (TBI) to Specific Learning
Disability. The students who are at a high level, their disabilities are Specific Learning Disability. The
two students who are in the middle their disabilities are TBI and Specific Learning Disability. The
students who are low are students who have Mental Retardation and Specific Learning Disability. So
the range of answers on the test can show who is able to figure out the question and problem that is
given to them on the test.
During the test most of my students let me know that they did not know a thing on the test.
I heard, “ I don’t get this. Who wrote this test? I’m dumb. Ms. Jenny we do not know how to divided.”
After hearing this I told them that this test was to show us, as teachers and students what we need to
learn and teach for this year. After the students felt a sense of ease the students focused on what they
were capable of doing.
To be able as a teacher to help my students understand the problems that are on the Learnia
test and will be given at the end of the school year, I will be setting up lessons along with their regular
education teacher in order to meet the benchmarks and standards of the 3rd grade level. For my
students I will be looking into their IEP’s to see what is needed for modification and their goals for
the up coming year. I will put the goals of the regular education teacher, special education teacher,
and state goals together and make up a lesson plan that will start from the basic units that 3rd graders
need to know. Each week I will meet with the regular education teacher and discuss what units will
be covered for the week and what goals would they like their students to meet by the end of the week.
By making these decisions I have included the regular education teacher and the state mandated
goals for students who are in 3rd grade.
11
Unit/Lesson Development
In order to develop lesson plans, I will meet with the
regular education teacher and get a copy of their lesson
plans for math and discuss what is needed for my students
for each week. By being able to get the regular education
teachers lesson plans I will be able to get the state
benchmarks and standards for 3rd grade level. I will also
adjust the lesson plan to fit my students needs and their
own goals for the school year. Each week the students will
take a PDSA (Plan, Do, Study, Act) Quiz at the end of each
week. This will help the regular education teacher and
myself to determined if the students are understanding the
lesson of the week and what we would need to go over.
12
5 Sequential Formal Lesson Plans
The following pages show five (5) different lesson plans
that have been used through out a week after the
Learnia test. The 3rd grade teachers gave me their
lesson plans and allowed me to change and add
different tools in order to help our students.
13
Day 1 Lesson Plan
Daily Lesson Plan Format
Title: Odd and Even Numbers
Grade Level: 3rd
Content Area(s): Math
Date: 8/28/07
Standards & Benchmarks (beyond initials and numerals):
Standard: Students will understand numerical concepts and mathematical operations.
Students will understand algebraic concepts and applications.
Use mathematical models to represent and understand quantitative relationships.
Benchmarks:
1. A.1 Exhibit an understanding of the place-value structure of the base-ten number system by:
• reading, modeling, writing, and interpreting whole numbers up to 10,000
• comparing and ordering numbers up to 1,000
• recognizing the position of a given number in the base-ten number system and its relationship to
benchmark numbers such as 10, 50, 100, 500
1. A.2. Use whole numbers by using a variety of contexts and models (e.g., exploring the size of 1,000
by skip-counting to 1,000 using hundreds charts or strips 10 or 100 centimeters long).
2. A. 6 Create, describe and extend numeric and geometric patterns including multiplication
patterns
2. C. 1 Model problem situations with objects and use representations such as pictures, graphs,
tables and equations to draw conclusions.
Measurable Objectives (3-5):
The student will; identify odd and even numbers and use a hundred chart to skip-count, with
teacher and by themselves.
The student will; be able to recall even and odd numbers that are given to them.
The student will; be able to write down 3 odd numbers and 3 even numbers.
Verbs to describe behaviors to write measurable goals:
Answer recite solve read write sequence Identify sort
choose
find
list recognize
Name record
respond
spell
list
retell
Materials for students:
Paper
Pencils
Math book (Harcourt)
Practice work books
Counting bears
Materials for teacher:
a) Basal
b) Chalk board
c) Practice questions
d) worksheets
Step by Step Procedures [with Imbedded Pedagogical Strategies] & Timelines
Introduction/Review (15 minutes):
The students will come into class and be introduced to Odd and Even numbers.
We will brain storm on what is the difference between the two (5 minutes).
The teacher and student will then go over vocabulary, (Even are numbers that have a 0, 2, 4, 6, or 8.
Odd numbers that have a 1,3,5,7 or 9) this sequence will be shown on the chalk board (5
minutes).
The class as a group will do the problem of the day, (looking at the hundred chart on page 21 and
find a pattern) and talk about what they see, and learned.
This will set us up for how does a number chart help us with finding odd and even numbers (5
minutes).
Development (45 minutes):
Students will be in groups at their desks to work together (5 minutes).
The teacher will provide guided practice by doing some of the questions from the book as a class on
the board and out loud (15 minutes).
The students will then do their practice workbooks with classmates that are at their table (20
minutes).
Once students finish work book pages PW 7 and RW 7 we will come back as a class and go over the
answers (5 minutes).
Closure (30 minutes):
Students will be able to answer simple questions about what is an odd number what is an even
number (15 minutes).
Students can ask any questions about the lesson of the day (15 minutes).
Transitions
Students will come into class and sit at a desk facing the chalk board.
The teacher will provide the lesson as a group at the chalk board.
Students will then need to work at the desk or with a partner at the round table.
Once this lesson is done the teacher will tell them, and then move into a 5 minute break,
(bathroom, water, etc.).
Once the students come back we will move into Language Arts by starting off recalling what we did
the day before.
Cross-Disciplinary
This lesson will cover reading, language arts and science. The way that reading is being covered in
this lesson is by allowing the students to follow the directions and using new words to
express themselves. By saying that this lesson can also be used in science, is allowing the
students to learn how science uses odd and even to predict what is the out come of a
experiment.
Evaluation of Objectives:
The students demonstrated mastery of objective one by; counting odd numbers and even numbers
to the teacher. They will also show how to skip-count on a hundreds chart by going up in
front of the class and counting.
The students demonstrated mastery of objective two by; the student will be able to recall odd and
even numbers on their end of the week test. We will also do a pre-test to see if they
understand the difference between odd and even.
The students demonstrated mastery of objective three by; Student will be given 3 odd numbers and
3 even numbers and will have to tell them a part on paper.
e) Pencil
White Boards
14
Day 2 Lesson Plan
Daily Lesson Plan Format
Title: Math (Two Day Lesson)
Content Area(s): Place Value
Grade Level: 3rd
Date: 8/29/07 & 8/30/07
Standards & Benchmarks (beyond initials and numerals):
Standard: Students will understand numerical concepts and mathematical operations.
Benchmarks:
1. A.1 Exhibit an understanding of the place-value structure of the base-ten number system by:
• reading, modeling, writing, and interpreting whole numbers up to 10,000
• comparing and ordering numbers up to 1,000
1. A.2 Use whole numbers by using a variety of context and models (e.g., exploring the size of 1,000
by skip-counting to 1,000 using hundreds charts or strips 10 or 100 centimeters long).
1. A. 3 Identify some representations for some numbers and generate them by decomposing and
recombining numbers (e.g., 853= 8 x 100 + 5 x 10 + 3; 85 x 10 + 3 + 853; 853 = 900 – 50 + 3).
Measurable Objectives (3-5):
The student will; identify place-value relationships in 4- digit numbers.
The student will; be able to add place- value 4- digit numbers.
The student will; find the value of a digit by using its place-value position.
Verbs to describe behaviors to write measurable goals:
Answer prepare recite solve read sequence retell respond
write
recognize
identify sort complete choose find
Record name compare
describe conclude
Materials for students:
Paper
Pencils
Harcourt Math book
Workbook
state
list
Materials for teacher:
a) Basal
b) Chalk Board
c) Model product
d) Copies of worksheets
Hundreds charts
Base Ten blocks
The class as a group will do the problem of the day, (Problem of the day is in the teachers edition
page 22A) and talk about what they see, and learned (5 minutes).
Development (45 minutes):
Students will be in groups at their desks to work together (5 minutes).
The teacher will provide guided practice by doing some of the questions from the book as a class on
the board and out loud (15 minutes).
The students will then do their practice workbooks with classmates that are at their table (20
minutes).
Once students finish work in their work book on pages PW 8 and PW 9 we will come back as a
class and go over the answers (5 minutes).
For students who have finished they will get on the computer and do some of the work that is
offered through the book company website.
Closure (15 minutes):
Students can ask any questions about the lesson of the day (15 minutes).
Transitions
Students will come into class and sit at a desk facing the chalk board.
The teacher will provide the lesson as a group at the chalk board.
Students will then need to work at the desk or with a partner at the round table.
Once this lesson is done the teacher will tell them, and then move into a 5 minute break,
(bathroom, water, etc.).
Once the students come back we will move into Language Arts by starting off recalling what we did
the day before.
Cross-Disciplinary
In this lesson the students will be able to use this lesson in the areas of reading, language arts, and
science. The ways that a student can use this lesson in reading is being able to see a pattern
that goes along with how their books are number and how the chapters are number. The
way that science is used for knowing how to place materials for experiments.
Evaluation of Objectives:
The students demonstrated mastery of objective one by; Scoring a 90% or higher on their weekly
test.
The students demonstrated mastery of objective two by; by doing their homework, classroom work
and getting a 90% or higher score.
The students demonstrated mastery of objective three by; having the students be able to come to
the chalk board and be able to write the place value on the board of a number that is given
to them.
Step by Step Procedures [with Imbedded Pedagogical Strategies] & Timelines
Introduction/Review (30 minutes):
The students will come into class and be introduced to Place Value.
We will brainstorm in what does Place Value means in math (5 minutes).
The teacher and student will then go over vocabulary, (digits- the tens symbols 0, 1, 2, 3, 4, 5, 6, 7, 8,
and 9 used to write numbers. Standard form- a way to write numbers by using the digits 09, with each digit having a place value. Expanded form- is a way to write numbers by
showing the value of each digit. Word form- is a way to write numbers by using words) this
sequence will be shown on the chalk board (20 minutes).
15
Day 3 Lesson Plan
Daily Lesson Plan Format
Title: Math (Two Day Lesson)
Content Area(s): Place Value
Grade Level: 3rd
Date: 8/29/07 & 8/30/07
Standards & Benchmarks (beyond initials and numerals):
Standard: Students will understand numerical concepts and mathematical operations.
Benchmarks:
1. A.1 Exhibit an understanding of the place-value structure of the base-ten number system by:
• reading, modeling, writing, and interpreting whole numbers up to 10,000
• comparing and ordering numbers up to 1,000
1. A.2 Use whole numbers by using a variety of context and models (e.g., exploring the size of 1,000
by skip-counting to 1,000 using hundreds charts or strips 10 or 100 centimeters long).
1. A. 3 Identify some representations for some numbers and generate them by decomposing and
recombining numbers (e.g., 853= 8 x 100 + 5 x 10 + 3; 85 x 10 + 3 + 853; 853 = 900 – 50 + 3).
Measurable Objectives (3-5):
The student will; identify place-value relationships in 4- digit numbers.
The student will; be able to add place- value 4- digit numbers.
The student will; find the value of a digit by using its place-value position.
Verbs to describe behaviors to write measurable goals:
Answer prepare recite solve read sequence retell respond
write
recognize
identify sort complete choose find
Record name compare
describe conclude
Materials for students:
Paper
Pencils
Harcourt Math book
Workbook
state
list
Materials for teacher:
a) Basal
b) Chalk Board
c) Model product
d) Copies of worksheets
Hundreds charts
Base Ten blocks
Step by Step Procedures [with Imbedded Pedagogical Strategies] & Timelines
Introduction/Review (30 minutes):
The students will come into class and be introduced to Place Value.
We will brainstorm in what does Place Value means in math (5 minutes).
The teacher and student will then go over vocabulary, (digits- the tens symbols 0, 1, 2, 3, 4, 5, 6, 7, 8,
and 9 used to write numbers. Standard form- a way to write numbers by using the digits 09, with each digit having a place value. Expanded form- is a way to write numbers by
showing the value of each digit. Word form- is a way to write numbers by using words) this
sequence will be shown on the chalk board (20 minutes).
The class as a group will do the problem of the day, (Problem of the day is in the teachers edition
page 22A) and talk about what they see, and learned (5 minutes).
Development (45 minutes):
Students will be in groups at their desks to work together (5 minutes).
The teacher will provide guided practice by doing some of the questions from the book as a class on
the board and out loud (15 minutes).
The students will then do their practice workbooks with classmates that are at their table (20
minutes).
Once students finish work in their work book on pages PW 8 and PW 9 we will come back as a
class and go over the answers (5 minutes).
For students who have finished they will get on the computer and do some of the work that is
offered through the book company website.
Closure (15 minutes):
Students can ask any questions about the lesson of the day (15 minutes).
Transitions
Students will come into class and sit at a desk facing the chalk board.
The teacher will provide the lesson as a group at the chalk board.
Students will then need to work at the desk or with a partner at the round table.
Once this lesson is done the teacher will tell them, and then move into a 5 minute break,
(bathroom, water, etc.).
Once the students come back we will move into Language Arts by starting off recalling what we did
the day before.
Cross-Disciplinary
In this lesson the students will be able to use this lesson in the areas of reading, language arts, and
science. The ways that a student can use this lesson in reading is being able to see a pattern
that goes along with how their books are number and how the chapters are number. The
way that science is used for knowing how to place materials for experiments.
Evaluation of Objectives:
The students demonstrated mastery of objective one by; Scoring a 90% or higher on their weekly
test.
The students demonstrated mastery of objective two by; by doing their homework, classroom work
and getting a 90% or higher score.
The students demonstrated mastery of objective three by; having the students be able to come to
the chalk board and be able to write the place value on the board of a number that is given
to them.
16
Day 4 Lesson Plan
Daily Lesson Plan Format
Title: Standard & Expanded (review for the week)
Content Area(s): Math
Grade Level: 3rd
Date: 8/31/07
Standards & Benchmarks (beyond initials and numerals):
Standard: Students will understand numerical concepts and mathematical operations.
Students will understand algebraic concepts and applications.
Use mathematical models to represent and understand quantitative relationships.
Benchmarks:
1. A.1 Exhibit an understanding of the place-value structure of the base-ten number system by:
• reading, modeling, writing, and interpreting whole numbers up to 10,000
• comparing and ordering numbers up to 1,000
• recognizing the position of a given number in the base-ten number system and its relationship to
benchmark numbers such as 10, 50, 100, 500
1. A.2. Use whole numbers by using a variety of contexts and models (e.g., exploring the size of 1,000
by skip-counting to 1,000 using hundreds charts or strips 10 or 100 centimeters long).
1. A. 3 Identify some representations for some numbers and generate them by decomposing and
recombining numbers (e.g., 853= 8 x 100 + 5 x 10 + 3; 85 x 10 + 3 + 853; 853 = 900 – 50 + 3).
2. C. 1 Model problem situations with objects and use representations such as pictures, graphs,
tables and equations to draw conclusions.
Measurable Objectives (3-5):
The student will; be encourage in solving problems by using a place- value chart (Odd and Even).
The student will; apply what they have learned about place value in 3-digit numbers to place value
in 4-digits numbers (Place Value).
The student will; be able to use the ACE Rubric (Answer the problem, Compute your work, Explain
how you got your answer).
Verbs to describe behaviors to write measurable goals:
Answer
prepare
solve
sequence
recite
Retell respond
state
write
identify
Sort complete
choose
find
track
Choose
conclude
name
describe
draw
Materials for students:
Paper
Pencils
Harcourt Math book
Workbook
Hundreds charts
read
recognize
list
compare
Step by Step Procedures [with Imbedded Pedagogical Strategies] & Timelines
Introduction/Review (30 minutes):
The students will be re introduced to math work that they have been doing over the school week (15
minutes).
The teacher and student will then go over vocabulary; from the week (Even are numbers that have a
0, 2, 4, 6, or 8. Odd numbers that have a 1,3,5,7 or 9, digits- the tens symbols 0, 1, 2, 3, 4, 5, 6,
7, 8, and 9 used to write numbers. Standard form- a way to write numbers by using the
digits 0-9, with each digit having a place value. Expanded form- is a way to write numbers
by showing the value of each digit. Word form- is a way to write numbers by using words)
this sequence will be shown on the chalk board (15 minutes).
Development (45 minutes):
Students will work individually on the work from their books (pages 26-27) (15 minutes).
The class will then come back together as a group and go over their answers and discussion how
they cam e up with their answers. This is part of A.C.E. (Answer the problem, Compute your
work, Explain how you got your answer) (20 minutes).
The students will finish up any workbook pages that they have not finished through out the week of
August 27-31 (10 minutes).
Closure (15 minutes):
Students will be able to come to the teacher to ask any one on one questions about their work for
the week (15 minutes).
Transitions
Students will come into class and sit at a desk facing the chalk board.
The teacher will provide the lesson as a group at the chalk board.
Once this lesson is done the teacher will tell them, and then move into a 5 minute break,
(bathroom, water, etc.).
Once the students come back we will move into Language Arts by starting off recalling what we did
the day before.
Evaluation of Objectives:
The students demonstrated mastery of objective one by; the student will be able to explain to the
class a problem by using the chart and being able to explain in their own way to solve a
problem given by the teacher.
The students demonstrated mastery of objective two by; the student will be able to explain to the
class a problem by using the chart and being able to explain in their own way to solve a
problem given by the teacher and being able to use the base ten blocks.
The students demonstrated mastery of objective three by; Filling out their ACE chart on a problem
that is given from the book, and will be given to the teacher.
Materials for teacher:
a) Basal
b) Chalk Board
c) Model product
d) Copies of worksheets
e) Base Ten blocks
17
Day 5 Lesson Plan
Daily Lesson Plan Format
Title: Place Value: 5 and 6 digit Numbers
Grade Level: 3rd
Content Area(s): Math
Date: 9/5/07
Standards & Benchmarks (beyond initials and numerals):
Standard: Students will understand numerical concepts and mathematical operations.
Students will understand algebraic concepts and applications.
Benchmarks:
1. A.1 Exhibit an understanding of the place-value structure of the base-ten number system by:
• reading, modeling, writing, and interpreting whole numbers up to 10,000
• comparing and ordering numbers up to 1,000
• recognizing the position of a given number in the base-ten number system and its relationship to
benchmark numbers such as 10, 50, 100, 500
1. A.2. Use whole numbers by using a variety of contexts and models (e.g., exploring the size of 1,000
by skip-counting to 1,000 using hundreds charts or strips 10 or 100 centimeters long).
1. A. 3 Identify some representations for some numbers and generate them by decomposing and
recombining numbers (e.g., 853= 8 x 100 + 5 x 10 + 3; 85 x 10 + 3 + 853; 853 = 900 – 50 + 3).
2. A. 6 Create, describe, and extend numeric and geometric patterns including multiplication
patterns.
2. A. 7 Extend and recognize a linear pattern by its rules (e.g., the number of legs on a given number
of horses may be calculated by counting 4’s by multiplying the number of horses by 4, or
through the use of tables).
Measurable Objectives (3-5):
The student will; identify the place value of digits in 5 and 6 digit numbers.
The student will; be able to use a place value chart correctly.
The student will; be able to recognize 5 and 6 digit numbers and place them in a place value chart.
Verbs to describe behaviors to write measurable goals:
Answer prepare recite solve read sequence retell respond
state
write
recognize
sort name record complete
Choose
find
list compare describe spell imitate
Materials for students:
Materials for teacher:
Paper
a) Basal
Pencils
b) Chalk Board
Harcourt Math book
c) Model product
Workbook
d) Copies of worksheets
Place Value charts
e) Place Value chart (overhead)
Step by Step Procedures [with Imbedded Pedagogical Strategies] & Timelines
Introduction/Review (15 minutes):
The students will come into class and be introduced to Place Values for 5 and 6 digit numbers (5
minutes).
We will brainstorm in what does Place Value for 5 and 6 digit numbers mean in math and how does
this affect 3 digit place value (10 minutes).
Development (55 minutes):
Teacher will direct the students to the place value charts which will show 5 digit and 6 digit place
chart (example from Teacher book), at this time the teacher will go over the place values for
3 digits and show how we just add on. (15 minutes)
Go over the placement of the comma and where it should go and go over using the word and is
going to be used in mixed numbers and decimals not with reading 3-6 digit numbers (10
minutes).
On the board work out problems 1-6 from page 33 in textbook on the board with students helps.
Answer any questions that might come up during this point of lesson (15 minutes).
Have students get in their groups and work problems 7-18 on page 33 in their books (15 minutes).
Closure (20 minutes):
The teacher will have students come back together as a class and go over the answers that they got.
(10)
Students can ask any questions about the lesson of the day (10 minutes).
Transitions
Students will come into class and sit at a desk facing the chalk board.
The teacher will provide the lesson as a group at the chalk board.
Students will then need to work at the desk or with a partner at the round table.
Once this lesson is done the teacher will tell them, and then move into a 5 minute break,
(bathroom, water, etc.).
Once the students come back we will move into Language Arts by starting off recalling what we did
the day before.
Cross-Disciplinary
In this lesson we are given different ways in teaching our students, for this lesson we are given an
alternative teaching strategy, special needs lesson, and a social studies connection. In each
of these lessons we are given a kinesthetic, logical/mathematical, visual, and
verbal/linguistic. By teaching students different ways will allow the students in the
classroom to be able to learn in their own personal way.
Evaluation of Objectives:
The students demonstrated mastery of objective one by; having the students write out in expanded
form
The students demonstrated mastery of objective two by; writing out a place value chart and where a
comma would go.
The students demonstrated mastery of objective three by; having the students write out in standard
form.
18
PDSA Quiz for the Week
Name:______________________________
Date:________________________
PDSA QUIZ
1. Circle the numbers that are odd;
1, 2, 22, 11, 17, 24
2. Circle the numbers that are even;
2, 10, 13, 11, 33, 30
3. What is the place value of the number that is underlined?
220
4. What is the place value of the number that is underlined?
4330
5. Fill in the blank spot with the correct number.
0, 2, 4, 6, 8, 10, _____, 14, 16, 18, ______
6. What odd numbers are missing?
___, 3, 5, 7, 9, ____, 13, 15, 17, 19, 21
19
High Student’s PDSA Quiz
20
Middle Student’s PDSA Quiz
21
Low Student’s PDSA Quiz
22
Post Teaching Lesson Plan Data
Analysis
After reviewing the students PDSA quizzes and
talking with their regular education teacher, we have
decided that the students are learning the lesson of
the week and are able to do the same work as their
peers. For the students that are considered low, the
have improved with answering questions verbally in
class and are able to work at a third grade level. The
students that were tested as being high actually jump
0.65 points which for Learnia means they jumped 6
months within the month that this research was being
process.
23
Pre and Post Assessment Chart
Learnia Test
24
Knowing-
KAHLE
This year was a great year to see my students grow in their education
and myself as a teacher. I had two students who made the nine weeks
progress and were able to receive an award for math.
Affective-
I have never felt so proud and excitement as a teacher in a long time
once I found out two of my students made such a big progress in nine
weeks. But along with the happiness, there were some down times. When I
saw that some of my students were falling behind and not trying. This
made me feel as I was not doing my job to get them excited about school.
Learning- If I had to tell somebody who was not present during my semester of
student teaching, is that my group of boys have come a long way. They have
grown into young gentlemen and have been given a chance in life.
Happening- With all the information I have learned over the semester I now know
what difference I can make in somebody’s life. That I can be a positive
influence in a persons life and show kids something new.
Examples25
Final Reflections
With all the information I have learned this semester
at Stagecoach Elementary, I will be able to grow as a
teacher and a person. I feel that sometimes when you get
stuck in the same place or area you might get stuck in a
rut. Coming out to Gallup has helped me look at new
ways of teaching and tools to use with my students. I’m so
thankful for the opportunities s to be in Gallup and with
the teachers I was with, that I think this time in my life
with always be close to my heart!
26