Professional Documents
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B. District Demographics
White 11.3%
Hispanic 55.9%
Black 22.9%
Asian 3.2%
Two Races 2.9%
American Indian 3.4%
Pacific Islander 0.4%
C. School Demographics
White 18.9%
Hispanic 43.7%
Black 18.9%
Asian 11.3%
Two Races 5.1%
American Indian 2.1%
Pacific Islander 0.1%
In the space below, discuss the possible affect these characteristics could have on the planning,
delivery, and assessment of your unit. Refrain from using student names.
Because when elaborating our lesson plan we need to make sure we cover all children and with
different levels and needs our lesson plans and instructions might change and so that we can
make sure all students understand the lesson we must incorporate activities and tools that will
help all children in all levels.
Learning Goal
Learn a new strategy to be able to solve math problems and questions when using a tally, or table
chart.
Measurable Objectives
Student will be able to use the strategy learned and will be able to organize, represent, and
interpret data when using a table.
Number of Students
Exceeds 2
Meets 11
Approaches 3
I will review the lesson with those children who are having a hard time understanding tally charts
and how to answer the questions when looking at the tally chart
By looking at my data I can see that 9 children in the classroom are still having a hard time understanding
and tally charts and have a hard time understanding the meaning of the how many more questions when
doing the pre-assessment they would assume they needed to add when the question how many more?
Almost all the classroom miss understood the How many more question.
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 the student Exceeds, Meets, Approaches, or Falls Far Below the
learning goal and measurable objectives.
Name ------------------------
1. Count and write the number of tally marks
Summary of Children will be Children will be able Children will be able Children will be able Children will be able
Instruction and able to practice to practice taking a to practice taking a to practice taking a to practice taking a
Activities for the taking a test using test using the Kahoot test using the Kahoot test using the Kahoot test using the Kahoot
Lesson the Kahoot website website and children website and children website and children website and children
and children will will practice using will practice using will practice using will practice using
the computer to the computer to the computer to the computer to
practice using the
answer the math answer the math answer the math answer the math
computer to answer problems problems problems problems
the math problems
Differentiation Use paper and Use paper and pencils Use paper and pencils Use paper and pencils Use paper and pencils
pencils for the for the students that for the students that for the students that for the students that
students that have a have a hard time have a hard time have a hard time have a hard time
hard time using the using the computers using the computers using the computers using the computers
computers and give and give children and give children and give children and give children
extra help. extra help. extra help. extra help.
children extra help.
Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Exceeds 5 5
Meets 6 15
Approaches 11 3
Students were able to better understand tally charts and not confused them with tens as they were
during the pre-test. Most of the children only got confuse with the question more then? Because
they get confuse and add instead of subtract.
Student where able to better understand the lesson when they were able to make their own survey
question and walk around the classroom asking other students to complete a tally chart and where
able to understand more about the votes and how they represent in a tally chart, picture graph or
bar graph. Children express what a survey was and how to represent each vote in the tally chart.
Students did better on the post-test but still where having a hard time understanding the tally’s
and instead of making groups of five they would continue making tally’s as they were tens and
that part was really hard for them to understand.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)
Exceeds 0 0
Meets 1 3
Children would have trouble separating the past learn lesson that was tens and ones and
now having to use tally’s for the tally chart they would not be able to make groups of five
and when counting would count by tens and not ones.
Before the lesson most of the classroom were in the far below and then after my lesson the
majority of the students where in the approaches and meets area and that might me feel that I
have made a positive change and did somewhat right so that most of the children at the end
comprehended and understood the lesson better.
Meets 6 15
Approaches 11 3
I still need to find a better way to explain with more detail and more examples the differences
between once and tens when using tally’s but overall I believe I did a good job because after the
lesson children were able to better understand the standard.
I would better explain to the students all about the tally’s and tens and ones so that they can
separate what they had learned and this new lesson.
2. Link new information to past students’ When old information is linked to new
knowledge. information children seem to better
understand the lesson and the new concept so
I plan to in my future lesson to find more
ways to link what my students already know
to the new lesson I will be teaching so that
they can better understand and relate to what
they will be going to learn.
3. Have plan B and C when teaching a I learn that one has to have plan B and C
lesson. because sometimes plan A does not work
when teaching your lesson and one needs to
have another plan so that our lesson can be
thought without interruptions.