Student Teaching Evaluation of Performance (STEP) Template

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Table of Contents

Student Teaching Evaluation of Performance (STEP) Template ............................. 1

Table of Contents ...................................................................................................... 2
STEP Standard 1 - Contextual Factors: Knowing Your School and Community .... 3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal .... 5
STEP Standard 3 - Assessment and Data Literacy ................................................... 6
STEP Standard 4 - Unit and Lesson Planning ........................................................ 13
STEP Standard 5 - Implementation of Instructional Unit ....................................... 22
STEP Standard 6 - Analysis of Student Learning ................................................... 24
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress .......... 28

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 STEP Standard 1 - Contextual Factors: Knowing Your School and
Community

Part I: Community, District, School, and Classroom Factors

You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part I

After completing the e-doc portion, submit the PDF you receive into the Learning Management
System (LMS).

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STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part II

After completing the e-doc portion, submit the PDF you receive into the Learning Management
System (LMS).

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STEP Standard 2 - Writing Standards-Based Objectives and the Learning
Goal

Unit Topic: Place Value to 99

Unit Title: Exploring Place Value

National or State Academic Content Standards

Math TEKS 1.2B: Use concrete and pictorial models to compose and decompose numbers up to 120 in more
than one way as so many hundreds, so many tens, and so many ones.

Math TEKS 1.2C: Use objects, pictures, and expanded and standard forms to represent numbers up to 120

Math TEKS 1.3A: Use concrete and pictorial models to determine the sum or a multiple of 10 and a one-digit
number in problems up to 99.

Math TEKS 1.1C: Select tools, including real objects, manipulatives, paper and pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve
problems.

Learning Goal
The students will be able to compose and decompose numbers to indicate the numeric value of the tens and
ones place. The student will demonstrate their understanding by grouping objects into groups of tens, and utilize
rods and units to link the understanding of place value between concrete objects, math manipulatives, and
digits.

Measurable Objectives
 The student will group concrete objects into groups of ten, given a set of objects ranging from 10-50, to
demonstrate their understanding of grouping objects for the purpose of identifying the tens and ones
place value.
 The student will apply the concept of grouping objects to identify the tens and ones place value of a
given number, given a set of objects, by using a grouping place value mat and recording sheet.
 The student will analyze a given number to decompose it, given the rods and units provided, to identify
the tens and ones place value on a recording sheet.
 The student will apply the concept of grouping objects, given the rods and units provided, to solve
addition word problems through the use of grouping.
 The student will apply the concept of place value to compose numbers, given a pair of dice, rods, and
units, to identify the tens and ones place value of each digit.

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STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning
goal and measurable objectives.

Name:______________________________________ Date:__________________________

Circle the object below into groups of 2.

Circle the objects below into groups of 5.

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 Circle the objects below into groups of 10.

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 Can the students use
Can the student
Can the students skip Can the student group rods and units to
Student’s identify the tens and
count by 2s, 5s, or objects in to given compose or
Name ones place value in
10s? numbered groups? decompose 1-2 digit
1-2 digit numbers?
numbers?

Hailey

Davis

James

Advay

Winter

Luke

Tyler

Ally

Elias

Sebastian

Reed

Maddox

Tiffany

Neal

Tatum

Cooper

Amelia

Mason

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 Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students

Highly Proficient (90%-100%) 7

Proficient
(80%-89%) 7

Partially Proficient
(70%-79%) 1

Minimally Proficient
(69% and below) 3

Pre-Assessment Analysis: Whole Class

The data above informed me of the students whom will need additional one-on-one attention to solidify
foundational concepts that will be necessary for the students to be successful in this unit. Furthermore, I
have learned that I need to include additional concrete hands on activities that will allow the students to
understand the concept of grouping and how that is applied in identifying the place value of a given one
to two digit number.
The data I gathered from the pre-assessment has revealed a very important piece of information that could
potentially affect the students’ overall success of this unit. The pre-assessment revealed 3 students who
were not able to successfully group objects into specific numbered groups, and 1 student whom was able
to perform the task with teacher guidance. This data means that I will need to work closely with these
students to ensure that they have a strong foundation of grouping objects before they can move on to the
next objective of the lesson. One component that I can change in the lesson for those struggling students
is to provide concrete objects for students to manipulate throughout the unit, so that they are able to make
a physical connect connection between counting and grouping. Additionally, I will need to make sure that
struggling students work with a lesser number objects, so that they have a higher probability of
succeeding in the lesson. An additional component that I need to consider throughout the lesson is the
students whom performed above my expectations. The high performing students will need to be
challenged throughout the lesson, so that they are able to expand their knowledge and progress
academically. This could affect my lesson units, in that I will need to make that the lesson content and
activities are able to be differentiated both for lower students and higher students. My goal is to be able to
reach as many students as possible.

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.

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 Name:__________________________________________ Date:________________________

Group the objects below into groups of ten, then fill in the table below:

How many rods &

What’s the number? Tens place Ones place
units

Group the objects below into groups of ten, then fill in the table below:

How many rods &

What’s the number? Tens place Ones place
units

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Sally went trick or treating with her mom and dad, and collected 15 chocolates and 12 fruity candies. What is the total
number of candies that she collected? Draw a representation using rods and units to show the total number of pieces of
candy Sally collected.

Tens Ones

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 Grading Rubric

Beginning Approaching Grade Mastered

Understanding Level Understanding Understanding

The student can group The student is able to With teacher guidance, the The student can
objects into groups of identify the total number of student can correctly group independently and
ten. objects in a given set, with objects into groups of ten, correctly group objects
teacher guidance, but is not ranging from 10-50. into groups of ten, ranging
able to group objects into from 10-99.
groups of ten.

The student can use With teacher guidance and With teacher guidance and The student can
rods and units to prompting, the student can the aid of a place value independently use rods
represent the tens and only use units to represent mat, the students can and units, without the aid
ones place value of 1-2 numbers, but is not able to correctly use rods and units of a place value mat, to
digit numbers. identify the tens and ones to represent the tens and correctly represent the
place value. ones place value of 1-2 tens and ones place value
digit numbers. of a 1-2 digit number.

The student can With teacher guidance and With teacher guidance and The student can
compose and decompose prompting, the students is prompting, the student can independently compose
numbers using only able to use units to compose and decompose and decompose numbers,
manipulatives. represent the value of a 1-2 numbers, by using rods and using rods and units, and
digit number, but is not units to represent the tens successfully explain the
able to compose and and ones place value. place value of each digit.
decompose numbers using
rods and/or units to identify
the place value of each
digit.
The student can use With teacher guidance and With teacher guidance and The student can
manipulatives (rods & prompting, the student can the aid of a place value independently use rods
units) to solve addition only use units to represent mat, the students can use and units, without the aid
word problems. the total number of a given rods and units to correctly of a place value mat, to
problem, but is not able to solve addition word correctly solve addition
use a place value mat to problems. word problems.
properly represent the
place value of each digit.

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STEP Standard 4 - Unit and Lesson Planning
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson A Tens Place Place Value Bean Exploring Place Place Value: multiple Place Value Trading
or Activity Count Value means of
representation.
Standards and Math TEKS Math TEKS 1.2B: Math TEKS 1.2B: Math TEKS 1.2B: Use Math TEKS 1.2B: Use
Objectives 1.2B: Use Use concrete and Use concrete and concrete and pictorial concrete and pictorial
What do students concrete and pictorial models to pictorial models to models to compose models to compose
need to know and pictorial models compose compose and decompose and decompose
be able to do for to compose and decompose and decompose numbers up to 120 in numbers up to 120 in
and decompose numbers up to 120 i numbers up to 120 in more than one way as so more than one way as so
each day of the
numbers up to 12 n more than one way more than one way many hundreds, so many many hundreds, so many
unit? 0 in more than as so many as so many tens, and so many ones. tens, and so many ones.
one way as so hundreds, so many hundreds, so many Math TEKS 1.2C: Use Math TEKS 1.2C: Use
many tens, and so many tens, and so many objects, pictures, and objects, pictures, and
hundreds, so ones. ones. expanded and standard expanded and standard
many tens, and so Math TEKS 1.2C: Math TEKS 1.2C: forms forms
many ones. Use objects, Use objects, pictures, to represent numbers up to represent numbers up
pictures, and and expanded and to 120. to 120.
Objective: expanded and standard forms Math TEKS 1.3A: Use Math TEKS 1.3A: Use
The student will standard forms to represent numbers u concrete and pictorial concrete and pictorial
group concrete to represent numbers p to 120. models to determine the models to determine the
objects into up to 120. sum or a multiple of 10 sum or a multiple of 10
groups of ten, Objective: The and a one-digit number and a one-digit number
given a set of Objective: The student will analyze a in problems up to 99. in problems up to 99.
objects ranging student will apply given number to
from 10-50, to the concept of decompose it, given Math TEKS 1.1C: Math TEKS 1.1C:
demonstrate their grouping objects to the rods and units Select Select
understanding of identify the tens and provided, to identify tools, including real tools, including real
grouping objects ones place value of a the tens and ones objects, manipulatives, objects, manipulatives,
for the purpose of given number, given place value on a paper and pencil, and paper and pencil, and
identifying the a set of objects, by recording sheet. technology as technology as

© 2018. Grand Canyon University. All Rights Reserved. Page 13 of 29

 tens and ones using a grouping appropriate, and appropriate, and
place value. place value mat and techniques, including me techniques, including me
recording sheet. ntal math, estimation, ntal math, estimation,
and number sense as and number sense as
appropriate, to solve appropriate, to solve
problems. problems.

Objective: Objective:
The student will apply The student will apply
the concept of grouping the concept of place
objects, given the rods value to compose
and units provided, to numbers, given a pair
solve addition word of dice, rods, and
problems through the
units, to identify the
use of grouping.
tens and ones place
value of each digit.

Academic  Group  Group  Group  Group  Group

Language and  Place Value  Tens  Tens  Tens  Tens
Vocabulary  Tens  Ones  Ones  Ones  Ones
What academic  Ones  Digit  Digit  Digit  Digit
language will  Digit  Amount  Value  Value  Value
you emphasize  Value  Place Value Mat  Place Value Mat
 Place value mat
and teach each  Standard Form  Rod  Rod
 Rod
day during this  Compose  Unit  Unit
 Amount  Amount  Unit
unit?
 Standard Form  Standard Form  Amount
 Compose  Compose  Compose
 Decompose  Decompose  Trade

Summary of  The lesson  The lesson will  The lesson will  The lesson will  The lesson will
Instruction and will begin my begin by asking begin by begin by recapping begin by the
Activities for the assessing the the students to reviewing the the lesson from the students practicing
Lesson student’s share their grouping activity previous day, to grouping objects

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 How will the prior understanding of from the day ensure that students into groups of tens.
instruction and knowledge of grouping based before. I will ask were able to The students will be
activities flow? grouping on the students to share comprehend the given an iPad with 5
Consider how the objects. knowledge they some strategies concept of grouping different pictures
students will  I will provide acquired the they used to help by using rods and with a random
with a cup previous day. them group units. number of objects,
efficiently
filled with 20  I will ask the objects.  The class will ranging from 20-50.
transition from foam squares, students to share  I will explain that practice composing  The students will
one to the next. the students what they plan today we will and decomposing use a stylus to group
will explore to do differently continue working numbers as a whole the objects into
different ways today than they with grouping group, to review the groups of 10. After
to group the did yesterday objects, but they skills from the each slide, the class
foam squares. while grouping will be using rods previous day. will discuss their
 Next, the objects. and units instead.  After the class has findings, and
students will  I will show 5  I will explain the worked through 3 students will share
be given 3 slides, on the meaning of a rod examples, I will the strategy they
cups with smartboard, with and unit, and introduce a new used to group
different varying number explain the value component to place objects.
quantities of of objects in of each. value. The students  Next, I will
foam squares each slide. I will  I will explain how will now be working introduce the game
ranging from call random the value of a unit through short and the students will be
10 to 50. The students to come relates to that of a simple word playing today, which
students will to the smart rod. problems, which will allow them to
group the board and help  I will show the will require the continue practicing
foam square me group the students the place students to recall grouping objects and
into groups of objects into value mat they and apply the skills identifying the tens
ten on a groups of tens. will be working of grouping to and ones place
grouping mat  Next, I will with, and will identify a total value.
they will be explain the explain how It quantity, which will  In the trading game,
given. The materials that will be used. The lead the student to the students will be
students will the students will left side of the identify the place divided into pairs.
group the receive for place value mat is value of each digit. Each pair of students
foam squares today’s lesson. labeled tens, and  I will guide the will be given a
into groups of  The students the right side is students in baggie with 20 units
ten and place will receive 7 labeled ones, identifying and 9 rods each.
the groups baggies which includes a information that will Each student will

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 into the containing ten frame to help be necessary to take turns rolling a
circles drawn different number them recognize solve the problem. die to obtain a
on the mat, of beans, labeled when a “group” of  I will show each of number, the number
and the 1-7. The ten units can be the word problems obtained will
remaining students will traded for a rod. on the smart board indicate the number
squares that group the beans  I will guide the and I will circle and of units they will
cannot form a into as many students in an write out the take from their
group of ten groups of tens as example of the important baggie and will
will be placed possible using activity they will information of the place on the ones
in the box the grouping be working on. word problem. The side of their place
labeled extras. mat from the Each of the table students will receive value mat. They will
 The students previous day. As groups will a small white board continue to do this
will continue the students receive a caddy and a dry erase until they have
to group foam work through that contains rods, marker to write enough units in the
squares until each of the units, and dice. down the identified ones place side of
they have baggies, they The students will essential information the mat to trade for a
worked will record their roll a die 2 times from each word rod. When I ring the
through each answers on a to obtain a problem that we bell, the students
of the cups recording sheet. random 2 digit identified on the will compare their
given to them. The recording number. The smartboard. The boards and will
 I will walk sheet will be students will then students will use a determine who has
around the numbered 1-7, decompose that laminated place the most units and
room, and which will number to identify value mat to solve rods. The student
stop to correspond to the number of the word problem. with the higher
observe the each one of the rods and units that The students will quantity is the
students’ baggies they make up that record the answers winner.
mental received. The number. Using the to the word  At the end of the
process, and recording sheet place value mat problems on a game, I will ask the
assist those will have 3 and the quantity recording sheet, students to share
who are sections: the of rods and units , which will ask the their thoughts about
having number of the students will students to identify the game, and will
trouble groups of tens identify the digit the total number, ask the students to
grouping made, the left- that is in the tens draw a rods and unit share the difficulties
objects. over beans, and place and the digit representation of they may have
 Next, I will the number each that is in the ones that number, and encountered while
give students one of the digits place. The identify the tens and playing the game.

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 a final cup compose when students will ones place value of The students will
with 45 foam put together. I record their each digit. share the results of
squares. The will guide the finding in a place  After 2 whole group their game with the
students will students in value recording examples, the class, and will
once again completing the sheet. The place students will work explain the reason
group the first bean value recording collaboratively with why that student is
squares into baggie, to sheet will include their table to solve 1 the winner.
groups of ten demonstrate the following word problem.
and I will how to fill out criteria: the  The class will
draw a T- the recording students will write discuss their
Chart in their sheet. the 2 digit number findings, and clarify
math journal.  As the students obtained through confusions or
The left side work through the die roll, the misconceptions.
of the T-Chart their bean student will draw  Next, I will read one
will indicate baggies, I will a representation of last problem to the
the students to walk through the the rods and units students, and they
write down room to guide built to represent will work through it
the number of the students who given number, the on their own.
groups of ten are struggling, students will Independently, the
they made and ask identify the tens student will identify
and the right questions of the place value, and essential information
side will process being the ones place from the problem,
indicate the used to the value. and will fill in the
students to students who  The students will recording sheet
write down seem to be work on this without teacher
the left over working well activity guidance.
number of independently. independently for  Once the students
foam squares.  At the end of the 15 minutes. have completed the
 Lastly, we lesson, the  Lastly, the class word problem, we
will discuss students will will reflect on the will discuss their
the process share their lesson. I will ask answers and I will
the students discoveries, and students to share ask the students to
went through challenges. discoveries they explain and defend
in grouping Additionally, I made through the their choices.
their foam will ask students activity that made
squares. I will to explain how the process easier

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 ask students todays activity for them, and I
to share their relates to the will ask students
discoveries, activity they to share some
and explain completed on difficulties/challen
why it is the previous ges they faced.
easier and day.
more efficient
to group
objects into
tens rather
than fives or
twos.
Differentiation Students with Students with Students with Students with learning Students with learning
What are the learning learning learning disabilities: disabilities: disabilities:
adaptations or disabilities: disabilities: The The students will be The students will be I will group the students
modifications to Students will students will receive given the specific 2 given the word problem with learning disabilities
the receive a lesser bean baggies with a digit numbers to sheet with the essential together into a small
number of foam lesser number of decompose, ranging problem information group, and I will work
instruction/activit
cubes, ranging beans, ranging from from 10-25. highlighted. I will guide with them to guide them
ies as determined from 10-25. 10-30. GT Students: The students in working through the game.
by the student Additionally, the GT Students: The students will explain through each of the GT Students: The
factors or students will be students will receive why the digits problems, and will students will record each
individual given a grouping bean baggie with a identified to represent provide them rods and turn as a number
learning needs? mat that has a higher number of the tens and ones units to help them work sentence (i.e. 6+3=9),
label with the beans, ranging from place value were through the problem demonstrating multiple
amount needed in 20-99. chose, and explain easier. way of representing the
each group ELLs: The students how the rods and units GT Students: The sum of a number.
written in the will receive relate to the grouping students will be given ELLs: The students will
middle of each handouts in their activity from the 2 word problems with be given instructions to
circle. native language if previous days. higher quantities and the game in their native
GT Students: necessary. ELLs: The students higher academic language, and will be
The students will will be given a place language to solve for grouped with students
receive cups with value recording sheet during the collaborative who are at the same
a higher number in a their native work section of the language proficiency as
of foam squares, language if necessary. lesson. Additionally, the them.
ranging 30-70. Additionally, I will students will write a

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 Additionally, the guide students in the complete sentence
students will lesson with a slower explaining their answer.
record each of pace and using ELLs: The students will
their answers in simpler language. be given 2 copies of the
their Math word problems, one in
journal. English and one in their
ELLs: The native language. I will
students will guide students through
receive a problem solving if
grouping mat in necessary.
their native
language if
necessary.
Required  Plastic cups  Plastic baggies  Place value mat  Place value mat  Plastic baggies
Materials,  Foam cubes  Beans  Rods  Rods  Dice
Handouts, Text,  Grouping  Grouping mats  Units  Units  Rods
Slides, and mats  Recording sheet  Place value  Place value  Units
Technology  Math Journal  Pencil recording sheet recording sheet  Place value mats
 Pencil  Overhead  Pencil  Pencil  iPads
projector  White erase board  White erase board  Stylus
 Document  White erase  White erase marker  Smart board
camera marker  Pencil
 Paper
Instructional To engage The students will be The students will be The students will use The students will have
and students in this given a familiar given manipulatives, their dry erase marker the opportunity to use
Engagement lesson, I will object to work with such as: rods, units, and personal white board iPads to demonstrate
Strategies provide students throughout the and dice, to compose to help them solve the their understanding of
manipulatives, lesson. The students and decompose problems. Additionally,
What strategies grouping objects.
such as foam will have the numbers. the students will work
are you going to Additionally, the
squares, which opportunity to be the Additionally, the collaboratively with
use with your will allow them to “teacher” to share students will have the their table mates to solve students will be
students to keep work hands on their thinking with opportunity to work at a word problem. playing a game with a
them engaged while learning. the class, so that we their desk or choose a partner that will
throughout the can learn from one comfortable spot require them to use
unit of study? another. around the room to recall and apply the
work on the activity.

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 skills learned
throughout the week.
Formative The students will The students will The place value The students will The game the students
Assessments group a cup compose numbers recording sheet the solve an addition word will be playing will
How are you containing 45 using the bean students will use problem serve as the formative
going to measure foam squares into baggies given by through the lesson will independently, by assessment for this
the learning of as many groups of recording the results serve as the formative using a place value lesson. At the end of
ten as possible from the grouping of assessments. It will
your students mat, dry erase board, the game, each pair of
using the the bean baggies on demonstrate if
throughout the grouping mat the given recording students are able to and dry erase marker students will share the
lesson? given. The sheet. This will use rods and units to to solve the problem. results of their game
students will then measure the decompose a 2 digit The students will with the class and state
draw a T-Chart in students’ number and represent record their answers which partner is the
their Math understanding of its total value. This on the recording sheet, winner and why.
journal; the left how to compose a will allow me to by showing the total Additionally, the
side of the T-chart number by grouping identify the students number, a drawing of student will share their
will indicate the concrete objects. whom still need rods and units that pictorial
students to additional guidance in represent their answer, representation of the
identify the grouping objects. and identify the tens total number of beans
number of groups
and ones place value they obtained in the
of ten created, and
the right side will of each digit in the game, by using rods
indicate the identified answer. and units.
number of
remaining squares
that were not able
to make a group.
This will measure
the students’
ability of
grouping objects
into groups of ten.

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 Summative, In the summative assessment the students will be given 3 different sets of numbers to group into as many
Post- groups of 10 as possible. The students will then identify the number those objects compose; the students will
Assessment draw a pictorial representation using rods and units that will represent that number; lastly, the students will then
What post- identify the tens and ones place of the identified 2 digit number.
assessment will
measure the
learning
progress? Note:
This can be the
same as the pre-
assessment or a
modified version
of it.

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STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed. You have already implemented and analyzed the pre-
assessment. In this topic, you will implement all lesson activities, correlating formative
assessments and the summative post-assessment. Choose one of the lesson activities to video
record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating
teacher/mentor review the recording and provide feedback, if possible.

Video Recording Link: https://youtu.be/IJvNzPtjy90

Summary of Unit Implementation:

The unit lessons planned were successful and engaging for students; there were a few set-backs along the
way, but I was able to get the students back on track. The first lesson of the unit was a pre-assessment of
the students’ knowledge of grouping objects; this lesson provided valuable data of the students prior
knowledge which helped me identify the students who had not yet mastered the foundational skill needed
to successfully master the unit. Thursday lesson, which required students to apply the skills and
knowledge learned on the previous days, was a challenge for the students. In this lesson, the students
worked on solving addition word problems by using rods and units and the place value mat to identify the
amount of tens and ones in their identified answer. Many students struggled synthesizing the information
given in the word problem, which affected the students’ success over the lesson. The set-back in this
lesson, allowed me to understand that not all students were ready to begin applying the skills of place
value into different concepts. The observations I made of the students’ understanding of this lesson during
the whole group section of the lesson, led me to decide that this lesson would be more effective in a
whole group setting rather than small groups. The success of this lesson was due to my choice of
incorporating manipulatives into all lessons and the hands-on activities that allowed the students to
practice the skills learned and collaborative with their peers. These strategies implemented in the lessons
allowed the students to be motivated and engaged, which gave the students the advantage of having a
better opportunity of mastering the unit content and skills.

Summary of Student Learning:

My initial perception of the student’s learning was exceptional; At first glance about 95% of the students
had sufficient background knowledge of grouping objects into specific numbered groups given, which
gave me high hopes of the students’ mastery of the unit content. However, upon further inspection and
practice, I was able to identify 3 students who were not solid on the skill of grouping. These students
were not able to successfully group concrete objects into groups of ten consistently. This information
allowed me to decide to incorporate grouping practice at the beginning of each day’s lesson as a warm
up. Additionally, during small group/independent practice in the lessons, I decided to group the
struggling students together so that I could meet with them and practice grouping by using different
conceptual objects. Although all of the other students’ were moving on with the lessons, it was
imperative for students to master the foundational skill that will determine the students success over
the rest of the skills and lessons in the unit.

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Reflection of Video Recording:

Physically observing myself teach gave me great insight of the importance of keeping students engaged
in lessons. In the lessons recorded, the students were able to successfully grasp the concept of using rods
and units to represent the place value of each digit in a 2-digit number. The questions I asked allowed the
students to think back to the knowledge and skills attained in the previous days to answer. In the lesson, I
made sure to ask different students to answer the questions asked, and I ensured that students had the
opportunity to explain their thinking so that I could identify misconceptions of the lesson content.
Observing the effectiveness of the types of questions I asked, I plan to continue to ask questions that lead
students to analyze and apply their knowledge. Overall, I feel that I effectively taught the lesson, but I
would like to improve on keeping the students engaged during whole group discussions and instruction.
One way to do improve on this is to keep the lessons short and interactive. The current attention span of
my students at this point and time is no longer than 15 minutes; after 15 minutes of sitting in their seat or
in the same spot, the students begin to squirrely and uneasy, which can affect the students understanding
of the content. Additionally, I feel that I need to improve at incorporating more math vocabulary into my
verbiage, so that students can use the correct vocabulary when explaining their thinking. Additionally, I
would like to improve at asking questions from each level of thinking, so that students can stretch their
thinking.

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STEP Standard 6 - Analysis of Student Learning

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
Highly Proficient
(90%-100%) 7 2

Proficient
(80%-89%) 7 13

Partially
Proficient
1 2
(70%-79%)

Minimally
Proficient
3 1
(69% and below)

Post-Test Analysis: Whole Class

Based on the data I gathered from the post assessments, I can conclude that most students have a
proficient understanding of grouping objects into groups of ten to identify the tens and ones place
value of a 1-2 digit number. There is one student (Student A) who continues to struggle with
grouping concrete objects into groups of tens, which has negatively affected his ability to
understand place value. The example shown below was completed with teacher guidance and
prompting. The area of assessment that students struggled with, including proficient students, is
circling groups of objects that are not organized in rows; many students had trouble keeping track
of the object that had been counted or left them out all-together, which affected them in
identifying the correct number in each place value. For example, Student E, is a highly proficient
students, who had trouble keeping track of the items being circled, that he left some out which
affected the number in the ones place value to be identified incorrectly.

Student (A) Student (B) Student (C) Student (D)

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 (Student E)

Overall, I believe that my instruction on place value was effective; most students thoroughly
understand the concept of place value and the number of units necessary to fill each place value.
Based on my observations, I can say that students can successfully identify the place value of 1-2
digit numbers using rods, units, and other concrete objects. Furthermore, students can explicitly
and successfully verbally explain why each digit is in each place value. The students’ ability to
defend the place value of each digit in a number, up to 2 digits, shows that the students have a
proficient understanding of the concept of place value as shown in the work of (Student B). On
the other hand, I believe that I could have given the students more practice grouping picture
objects that were not organized in a straight rows and columns, this is shown in the work of
(student E). To make this area of the unit more effective in the future, I will incorporate more
examples of grouping objects that are drawn in a random fashion. Not only will this give students
more practice, but it would have better prepared them for the assessment.

Student(B) Student (E)

Post-Assessment Analysis: Subgroup Selection

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 The subgroup that will be the focus of the post-assessment analysis are the students on IEPs. The
classroom has 3 students who receive special education services for both Math and Reading 2
times per week for 30 minutes.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 0

Proficient
(80%-89%) 0 2

Partially
Proficient
0 0
(70%-79%)

Minimally
Proficient
3 1
(69% and below)

Post-Assessment Analysis: Subgroup

The students who are on an IEP greatly struggled with understanding place value and the number
of units necessary to make up each of them. After explicit one-on-one instruction, 2 students were
able to obtain a partially proficient understanding of place value by using rods, units, and other
concrete objects during the lesson activities. Furthermore, these 2 students were able to
successfully group concrete objects into groups of tens, to explain the total number of tens and
ones in each digit (in a 1-2 digit number), as shown in the work of (Student C & D). The other
student (Student A), to this day, has not been able to grasp the concept of grouping objects to
demonstrate and explain the value of each digit in the tens and ones place. He is able to identify
the tens and ones place of a 2 digit number, but is not able to explain why and what makes up the
value of each digit.

Student (A) Student (C) Student (D

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 The IEP students were not successful at understanding the unit concepts in a whole class
instruction setting, the students were able to better understand the concepts in a small group
setting. The small group instruction was successful for this subgroup of students, it allowed
instruction to be delivered in a slower pace and with work at the current instructional level of the
students. The most successful part of the instruction delivered was the use of snap cubes to
explain and understand the number of units necessary to make a rod, and how that translates into
identifying the place value of each digit in a number. This instructional strategy was not
successful for the one student who performed at the minimally proficient level. In order to
successfully address with instructional obstacle, in the future I plan to incorporate strategies that
allow the students to understand the concept of grouping by labeling each of the objects in the
group with a number 1-10 and using different colors to differentiate each group of ten. This will
allow the students to physically identify each group, which will make it easier for the students to
identify the number of tens and ones.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 7 2

Proficient
(80%-89%) 7 11

Partially
Proficient
1 2
(70%-79%)

Minimally
Proficient
0 0
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

My instruction was highly effective for the remainder for the remainder of the class. The students
were able to easily and rapidly understand the concept of place value, which allowed the higher
proficient students to briefly explore how to express place value using expanded form. Due to the
students’ success in understanding the concepts, instruction remained short, which allowed the
students the students more time to practice the skills targeted in the lesson. Furthermore, it
allowed the students to apply the concept of place value in games the students played at the end
of their lesson activities. One aspect of my instruction that I would change for the future is to

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 incorporate further lessons for students who have mastered place value, so that they can apply the
lesson content in other concepts of math.

Based on the results of the post-assessment, the students are ready to explore how to express
place value in expanded form and apply and use place value to compare numbers to identify them
as less than, greater than, or equal to. In the following weeks, the students will be working on
comparing numbers and explain why a number is less than, greater than or equal to by applying
the concept of place value. The objective that will fit the next steps that the students will be taking
part of is: Given two numbers, the students will compare two digit numbers as greater than, less
than, or equal to, by applying the concept of place value to defend the comparison identified
without error.

STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.

Plan to Reach the Goal (i.e., professional

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. Incorporate warm-up activities into I will observe and questions a veteran
each unit lesson, which focuses on the teacher instruct students in the unit lesson at
primary skill the unit standard hand, to gather information on the most
measures. important target skill to focus on as a warm-
up activity at the beginning of each lesson.

2. Meet with higher academic needs I will meet with the students’ previous grade
students after each lesson, to review level teacher and gather data about the
and reinforce the content covered. students’ academic performance and the
instructional strategies that demonstrated the
most growth in the students’ performance.
This will allow me to determine the
instructional strategies to use during the one-
on-one sessions.

3. Consistently incorporate more I will meet with other grade level

academic math terms into my experienced teachers to learn about the best
vocabulary during instruction. methods to consistently use math key terms
into my vocabulary during instruction.
Additionally, I will incorporate the math key

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 vocabulary words to the word wall, so the
students and I can be reminded of the words
during the unit of study.

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