Ronette braithwaite-johnson - HOME
Impact Study: Fourth Grade Math Unit on MeasurementRonette Braithwaite-JohnsonUniversity of Mary WashingtonSpring 2013Demographic ProfileIntroductionI completed my student teaching at Smith Station Elementary school in Fredericksburg, Virginia. I worked with Mrs. Turner and her wonderful class of twenty-three fourth graders. The total school population at Smith Station Elementary is 751.According to the U.S. Census Bureau data (2012), Spotsylvania County has a population of 125,684. The median household income is $78, 299 and 7.7% live below the poverty level (U.S. Census Bureau, 2012).Smith Station and Spotsylvania County School Division Spotsylvania County School System has five high schools, seven middle schools, and 17 elementary schools with a total enrollment of 23,768. As indicated in the following chart, there are 3.3% more males than females that make up the student population of the Spotsylvania School System. However the female population is slight higher by 3.6% than the male population at Smith Station Elementary School. Population of Spotsylvania County School System and Smith Station Elementary by GenderFemalesMalesTotalSpotsylvania County Schools11,48912,27923,768Smith Station Elementary School389362751 chart below shows the racial demographics of students attending schools in Spotsylvania County. The county school system is majority white by 62%. The rest consist of .3% American Indian, 2.8% Asian, 18% Black or African American, 11% Hispanic, .1% Hawaiian, and 4.7% two or more races.Population of Spotsylvania County School System and Smith Station Elementary by Race & EthnicitySpotsylvania County SchoolsSmith Station Elementary SchoolAmerican Indian748Asian65625Black4,358176Hispanic2,71694White14,828396Hawaiian2722 or More110950 the majority of the students enrolled are 53% white, Smith Station is still a pretty diverse school. 36% of the students are characterized as economically disadvantage (ECD) and 11% receives Special Education services. However the teaching staff at Smith Station does not reflect the diversity among the students, as shown in the chart below. There are 60 teachers, which include Encore, Resource and Special Education teachers, and 91% of the teachers are white. Teacher Diversity for Smith StationSmith Station Elementary SchoolAmerican Indian0Asian1Black3Hispanic1White55Hawaiian0Total60(No data was found to compare the diversity of teachers in the county)The ClassroomThere are twenty-three students in the classroom which consist of 11 boys and 12 girls. Of the student s in the classroom, 42% is ECD and 12.5% receive Special Education services. Four students have an IEP: one for speech, one for autism, and 2 are pulled out for reading, spelling, and math. These two students have inclusion support within the classroom for history and science. Three students are also pulled out for math, but do not have an IEP. Students are seated in groups of four by their learning abilities. Race & Ethnicity of students in the ClassroomAsian1Black5Hispanic4White112 or more2Total23Unit PlanUnit Goals and ObjectivesMy impact study was conducted on the fourth grade measurement unit on the U.S. Customary and metric of weight/mass and length. The standard of learning for the unit was M4.6 & 4.7. It states that:4.6The student willa)estimate and measure weight/mass and describe the results in U.S. Customary and metric units as appropriate; andb)identify equivalent measurements between units within the U.S. Customary system (ounces, pounds, and tons) and between units within the metric system (grams and kilograms).4.7The student willa)estimate and measure length, and describe the result in both metric and U.S. Customary units; andb)identify equivalent measurements between units within the U.S. Customary system (inches and feet; feet and yards; inches and yards; yards and miles) and between units within the metric system (millimeters and centimeters; centimeters and meters; and millimeters and meters).The goals for this unit are for students to be able to estimate and measure objects in both metric and U.S. customary units using a variety of measuring instruments. Students will estimate and determine the appropriate unit of measurement for everyday objects in both U.S. Customary and metric systems measuring to the nearest inch (1/2, 1/4, 1/8), foot, yard, mile, mm, cm, or m.Assessment PlanThe pre-assessment was a twenty question multiple-choice test. The post-assessment was a similar twenty question multiple-choice test. Both tests were similar to SOL test questions. Ongoing assessments included exit slips, measurement scavenger hunts, measurement quiz, and a Jeopardy review game. After giving the pre-assessment, most students demonstrated a lack of knowledge of the difference between U.S. Customary and metric systems. The overall average score of the whole class for the pre-assessment was 55% and the average score for the post-assessment was 86%. The average achievement gain for the class was 31%.Daily Lesson PlansMeasurement: mass/weight(US Customary & Metric)4th Grade MathMrs. JohnsonFebruary 2nd -8thObjective:TSW estimate and measure weight/mass and describe the results using U.S. Customary (pounds/ounces/tons) and metric system (grams/kilograms)Standard of Learning:M4.6 The student will a) estimate and measure weight/mass and describe the results in U.S. Customary and metric units as appropriateb) identify equivalent measurements between units within the U.S. Customary system (ounces, pounds, and tons) and between units within the metric system (grams and kilograms).Activities:Over the course of the week students will be engaged in estimating and measuring objects around the classroom. Students will be in groups of four.Day 1 1. Pre-assessment2. Introduction of mass and weight-Mass is how heavy something is without gravity-Weight is how heavy something is with gravity3. Difference between US Customary and Metric units-We use US Customary to measure weight: oz, lbs, tons-Metric Unit: grams (paperclip), kilograms (textbook)4. Discuss Mass Madness chart5. Gram Activity-TSW use a balance scale to compare 1g to a paper clip-TSW estimate how many paper clips would equal 5g, 10g, 20g and then measure for results6. Kilogram reference weight activity-TSW make kilogram reference weights by using a balance scale, 1,000 gram weight, paper bags and random materials (1 kilo = 1,000 grams)MaterialsChalkboardMass Madness chartPaper clipsGram weightsBalance scalesRandom materialsPaper bagsAssessmentPre-assessment test (teacher created)Group discussion (comparing paper clips to gram weights)Teacher’s observation of students’ thinking process*Study Mass Madness chart for HWDay 21. Review of grams/kilograms- What around us has the same mass as a gram? About a kilogram?-When should we measure with grams in the real world? Kilograms? 2. Worth the Weight Activity- TSW find items around the classroom that they predict can be measured using grams/kilograms-TSW hold the item to estimate its weight first, measure its weight, and then write down the actual weight3. Class discussion-TSW discuss their findingsMaterials1 kg reference weightPaper clipsGram weights Balance scalesWorth the Weight recording sheetExit Slip (teacher created)AssessmentWorth the Weight worksheetsExit slipClass discussion*Study Mass Madness chart for HWDay 31. Discuss US Customary (pounds)- When should you weigh items using pounds? Have you ever heard the term pound used?2. A pound of What activity?-TSW be giving pound weights -Each team goes on a scavenger hunt to find 6 items around the classroom that might weigh a pound3. Class discussion-TSW discuss their findingsMaterialsRandom materials around the classroomPaper bagsPound weightsScalesA pound of what? WorksheetAssessmentA Pound of What worksheetClass discussion*Study Mass Madness chart for HWDay 41. Exploring an Ounce activity- Yesterday we did a scavenger hunt for pounds.-Today you are going on a scavenger hunt for ounce- TSW be giving ounce weights -Each team goes on a scavenger hunt to find 6 items around the classroom that might weigh an ounce2. Class discussion-TSW discuss their findingsMaterialsOunce weightsExploring an Ounce sheetRandom materials around the classroomExit slip (teacher created)ScalesAssessmentExploring an Ounce worksheetExit slipClass discussion*Study Mass Madness chart for HWDay 51. Review of US Customary and Metric units -TSW describe the relation between grams/kilograms and pounds/ounces/tons.-TSW explain when would a person use each of these units of measure2. Mass Madness Quiz-TSW check answers as a class MaterialsMass Madness QuizAssessmentMass Madness QuizMeasurement(Weight, Mass, Length)Pre-testThe number of ounces in 1 pound is:a)18 ouncesc) 10 ouncesb) 12 ouncesd) 16 ouncesThe number of pounds in 1 ton is:a) 2,000 poundsc) 1,000 poundsb) 5,000 poundsd) 100 poundsWhich unit would be best to measure the length of a textbook?a)millimetersc) centimetersb) metersd) kilometersCalvin's cat weighs 8 pounds 4 ounces. What is the weight of Calvin's cat in ouncesa)132 ouncesc) 68 ouncesb)100 ouncesd) 28 ounces 5. Brandon marked a point P as shown in the picture. a)15.5b) 16c)14.5d) 16.5 6. If a 1 yard rope is cut into 12 equal pieces, then what is the length of each piece?a) 12 inchesc) 3 inchesb) 1cmd) 1 inch 7. Which unit could be used to measure the mass of a pencil?a) centimetersc) litersb) gramsd) degrees 8. Which unit would best to measure the classroom?a) yardsc) inchesb) metersd) centimeters 9. What is the length of the arrow to the nearest half-inch? ______________ 10. Which metric unit would be best to meausre the height of a door?a) millimetersc) metersb) centimetersd) kilometers 11. Which metric unit would be best to meausre the length of a baseball bat?a) millimetersc) metersb) centimetersd) kilometers 12. About how much does an apple weigh?a) 4 gramsc) 4 ouncesb) 4 kilogramsd) 4 pounds 13. John’s book bag weighs 48 ounces and Sara’s book bag weighs 5 pounds. Who has the heavier book bag?a) John has the heavier book bagb) Sara has the heavier book bagc) Both book bags weigh the samed) There is not enough information to answer this question 14. Which unit would be best for measuring the weight of a salad for one person?a) poundsc) teaspoonsb) tonsd) ounces 15. The height of a teacher’s desk would be abouta)100 millimetersc) 5 centimetersb) 1 meterd) 2 kilometers 16. 5 kg = _____ g0.05505005000 17. Which object would you weigh in grams?a) a grapec) a bag of flourb) a persond) a truck 18. Which unit would you use to measure a paperclip?a) inchesc) feetb) yardsd) miles19. Which unit is used to measure the weight of your desk?a) feetc) inchesb) poundsd) tons20. Which unit would you use to measure a football field?a) inchesc) feetb) yardsd) milesWorth the Weight(Grams)Think about how heavy a paper clip is. Now find five objects that you think should be weighed using grams. Do not use a scale to check yet! After you have found five objects:? Write the name of the objects in the chart below.? Make an estimate for each item and record it in the chart below.? Weigh each item using the scale provided and record it in the chartObjectEstimated Weight (g)Actual Weight (g)1.2.3.4.5.1. How did you make your estimates? ________________________________________________________________________________________________________________________________________________________________________________________________________2. Why are the items you chose appropriate to measure in grams?________________________________________________________________________________________________________________________________________________________________________________________________________Worth the Weight(Kilograms)You’re going on a kilogram scavenger hunt! Use on of the reference weights to get an idea of how heavy one kilogram is. Then find items around the room that weigh less that, about, and more than one kilogram. ? List the items in the table below.? Predict whether each item is more than, less than, or about 1 kilogram.? Weigh each item using the scale and record it in the chartRemember: 1kg = 1,000 grams1565910-635Prediction(Check the correct box below)00Prediction(Check the correct box below)ObjectLess than1 kgMore than1 kgAbout1 kgActual Weight(g)Write what you found about your understanding of a kilogram?________________________________________________________________________________________________________________________________________________________________________________________________________Exit Slip Questions1. How are mass and weight different?2. What around us weighs about a gram? 3. What around us weights about a kilogram? Exploring an OunceEstimating an OunceThink about how heavy one ounce (1 oz) is. Now find five objects that you think should be weighed using ounces. Do not use a scale to check yet! After you have found five objects: ? Write the name of the objects in the chart below. ? Make an estimate for each item and record it in the chart below. ? Weigh each item using the scale provided and record it in the chart below ObjectEstimated Weight (oz)Actual Weight(oz or lbs)1. 2. 3. 4. 5. 6. 1. How did you make your estimates? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. Why are the items you chose appropriate to measure in ounces? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________A Pound of What?What Weighs a Pound?You and your team are going on a pound scavenger hunt! Use a 1 pound weights to get an idea of how heavy one pound is. Then find items around the room that weigh less than, about, and more than one pound. 1. List the items in the table below. 2. Predict whether each item is more than, less than, or about 1 pound. 3. Weigh each item with a spring scale. 4. Record the weight in the last column. Remember: 1 lb = 16 ouncesPrediction(check the correct box below)ObjectLess than 1 pound More than 1 Pound About 1 poundActual Weight(oz or lbs)1. 2. 3. 4. 5. 6. Look at the table. Write what you found about your understanding of a pound? Be prepared to discuss your findings with the class. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Exit Slip Questions1. Why do we measure weight? 2. How many ounces are in a pound?3. What around us weighs about a pound?Mass Madness QuizFill in the blanks to complete the mass facts.1. _______________ ounces = 1 pound2. 1 ton = _____________ pounds3. 1 kilogram = ____________ gramsWrite the correct label for each measurement.1. pound ____________2. gram _____________3. ounce ____________4. ton ______________5. kilogram __________Fill in the blanks to complete the mass comparisons.1. There are about __________ grams in 1 ounce.2. 1 kilogram is about the same as ____________ pounds.3. A slice of bread is about the same mass as _________________________.4. A truck carrying loaves of bread is about the same mass as _____________________.5. A shoelace is about the same mass as ________________________.6. A baseball bat is about the same mass as _____________________.7. A loaf of bread is about the same mass as ____________________.8. One ___________________ is about twice as big as one pound.Bonus: A nickel has a mass of about ___________ grams.Measurement: length(US Customary & Metric)4th Grade MathMrs. JohnsonFebruary 11th -15thObjective:TSW estimate and measure length and describe the results using U.S. Customary (inches/feet/yards/miles) and metric system (millimeters/centimeters/meters)Standard of Learning:M4.7 The student will a) estimate and measure length and describe the results in both metric and U.S. Customary units; andb) identify equivalent measurements between units within the U.S. Customary system (inches and feet; feet and yards; inches and yards; yards and miles) and between units within the metric system (millimeters and centimeters; centimeters and meters; and millimeters and meters).Activities:Over the course of the week students will be engaged in estimating and measuring length of objects around the classroom. Students will be in groups of four.Day 1 1. Introduction of US Customary (ruler/yard sticks/tape measure)- When I want to know how long something is, or how far it is from one point to another, what tools do I use?-How do I use them?-What do we know about rulers, yardsticks, tape measures?2. Ruler PowerPoint-TSW follow the directions on PowerPoint to make a ruler only using a piece of paper4. Discuss Units of Length handout5. How do I measure using a ruler?-TSW use their created ruler to measure an item on their deskMaterialsSmart boardRuler PowerPointPaper Units of length handoutExit slipAssessmentRuler activity (students will have to demonstrate that you have to start at 0 when measuring with an ruler)Exit slipDay 2Since students took a Benchmark test during Language Arts, they will have a LA lesson during math block.Day 31. US Customary Scavenger Hunt- TSW measure the length of items around the classroom using rulers, yard sticks, and tape measures-TSW measure to the nearest 1/2, 1/4, 1/8 2. Class discussion-TSW share their findings - What would be the appropriate unit of measurement for everyday objects using the US Customary systemMaterialsRandom materials around the classroomUS Customary Scavenger Hunt worksheetInch rulers Yard sticks Tape measureExit slip (teacher created)AssessmentUS Customary Scavenger Hunt worksheetGroup discussionExit slipTeacher will walk around monitoring and answering questions while students work on their activityDay 41. Introduction to cm, mm, m-The metric system deals with factors of 10 (NO Fractions)-The larger lines with numbers are cm-The smaller lines are mm2. Metric Scavenger Hunt-Today you will be working with cm, mm, m-TSW measure the length of items around the classroom using meter sticks, and cm rulers 3. Class discussion-TSW discuss their findings- What would be the appropriate unit of measurement for everyday objects using the metric systemMaterialsRandom materials around the classroomMetric Scavenger Hunt worksheetMeter sticksCentimeter rulersExit slip (teacher created)AssessmentMetric Scavenger Hunt worksheetExit slipGroup discussionTeacher will walk around monitoring and answering questions while students work on their activityDay 51. Measure Treasure -TSW work with their shoulder partner-TSW need to cut the pictures out, measure them, and sort them into piles with the same measurement-TSW have to follow the clues and measure correctly to be able to find the treasure2. Class discussion -TSW explain how to measure using a centimeter rulerMaterialsTreasure mapsTreasure cluesCentimeter pirate rulersCentimeter sorting picturesAssessmentMeasure Treasure activity(students must accurately use their measurement skills to find the treasure)Group discussionRuler PowerPointUS Customary systemScavenger HuntObjectFoundEstimatedMeasurementActualEstimatedFind an object 1 inch in lengthFind an object 3 inches in lengthFind an object 1 feet in length-715612882400-7156228823Length of student deskHeight of the teacher’s deskWidth of the doorwayMeasurement Scavenger huntMetric systemObjectFoundEstimatedMeasurementActualEstimatedFind an object 10 centimeters in lengthFind an object 50 millimeters in lengthFind an object 1 meter in length-646042691800-64770254000Height of student deskLength of the teacher’s deskHeight of the doorwayExit Slip Questions1. How do you measure using a ruler?2. What happens if an object is more than an inch or less than an inch?What would be the appropriate measure for each item? (US Customary)1. Height of the doorway ______________________2. Computer monitor _________________________3. A classroom _____________________________4. A guitar ________________________________What would be the appropriate measure for each item? (Metric)1. Height of the doorway ______________________2. Computer monitor _________________________3. A classroom _____________________________4. A guitar ________________________________How many millimeters are in a centimeter? ____________How many centimeters are in a meter? ________________Measurement: mass/weight/length(US Customary & Metric)4th Grade MathMrs. JohnsonFebruary 18th -22ndObjective:TSW estimate and measure length and describe the results using U.S. Customary (inches/feet/yards/miles)(ounces/pounds) and metric system (millimeters/centimeters/meters)(grams/kilograms)Standard of Learning:M4.6 The student will a) estimate and measure weight/mass and describe the results in U.S. Customary and metric units as appropriateb) identify equivalent measurements between units within the U.S. Customary system (ounces, pounds, and tons) and between units within the metric system (grams and kilograms).M4.7 The student will a) estimate and measure length and describe the results in both metric and U.S. Customary units; andb) identify equivalent measurements between units within the U.S. Customary system (inches and feet; feet and yards; inches and yards; yards and miles) and between units within the metric system (millimeters and centimeters; centimeters and meters; and millimeters and meters).Activities:Over the course of the week students will be engaged in measuring the length of their body parts (arm, hand, leg, feet, head, and height) and make a stick figure. Students will play a jeopardy game for review. Students will take a posttest over measurement (mass/weight/length). Students will play multiplication/division/place value games using playing cards.Day 1 1. Review of length (US Customary/Metric)-Discuss the activities from last week-Teacher will discuss Stick Figure Activity-“When measuring my foot, what unit of measure would I use? head? height?2. Stick Figure Activity- TSW be in groups of 3’s-TSW measure parts of their bodies and will create a life-size stick figure (one person will be the head & height, one person will be the legs and feet, one person will be the arms and hands) -TSW be measuring one side in US Customary and one side using the metric system -TSW record their measurements on the Stick-Figure recording sheet-TSW transfer their measurements and make a life size stick figure on bulletin board paperMaterialsInch ruler Centimeter ruler Meter stick Yard stick Tape measure Stick-Figure Recording Sheet Stick-Figure Model Bulletin board paper Measurement Relationship Chart Measurement Relationship Cards AssessmentClass discussionDay 21. Finish Stick-Figure Activity2. Class Discussion- What tool would be best for measuring the length of your arm? Leg? Feet? Head? Height? Why?- How are the left and right sides of the stick figure similar?-How are the left and right sides of the stick figure different?MaterialsInch ruler Centimeter ruler Meter stick Yard stick Tape measure Stick-Figure Recording Sheet Stick-Figure Model Bulletin board paper Measurement Relationship Chart Measurement Relationship Cards AssessmentTeacher will walk around monitoring and answering questions while students work on their activityClass discussionDay 31. Jeopardy Game- TSW be divided into 4 teams-Teacher will pick the first team to pick a question first-Each student answer the questions using their response remote-The team that had the most members to get answer correctly will get the points and pick the next questionMaterialsSmart boardJeopardy gameAssessmentUS Customary scavenger hunt worksheetGroup discussionExit slipTeacher will walk around monitoring and answering questions while students work on their activityDay 41. Posttest-TSW have a posttest to demonstrate their knowledge of unit of measure (mass/weight/length)2. What to do when I am done?-Students will work on unfinished work for the weekMaterialsPosttestAssessmentPosttestDay 51. Power Friday Multiplication Number Battle-Students split a deck of cards and simultaneously flip over their top two cards-The highest product wins all four cardsFirst to Five Hundred Multiplication-Each student gets two cards and then turns over the two cards -The student with the highest product keeps their cards -The total value of their cards will be the points that they receive-The first student to five hundred winsReading Multiplication Minds-One student is the leader and the other two are the “mind readers”-The two students each draw a card and, without looking at it, hold it up to their foreheads so that the leader can see it-The leader says the product of the two cards-the “mind readers” must figure out their cards-A new leader is chosen and they repeat stepsOver-Under-Students split a deck of cards-One player is the Under 30 and the other player is the Over 30-Each student turns over a card at the same time and multiple the two cards together-If the product is less than 30, the Under30 player keeps the cards-If the product is greater than 30, the Over 30 player keeps the cards-The student with the most cards winMake it Texas Size!-Students deal out six cards face down-Students flips over one card at a time and decides where to place it to form the largest number possible-Once a card is placed it cannot be movedPlace Value Number Battle-Students split a deck of cards-Students will simultaneously flip over their top three cards to create a 3 digit number-The highest number winsMaterialsMultiplication gameDivision gamePlace value gamePlaying cardsAssessmentTeacher will walk around and make sure students are playing the games correctly The purpose of the games is an review of multiplication, division, and place value conceptsMeasurement(Weight, Mass, Length)Post-test 1. Which unit would be best to measure the length of a chalkboard?a) millimetersc) centimetersb) metersd) kilometers 2. 1 yard = _________ inchesa) 1c) 24b) 12d) 36 3. 1 pound = _________ ouncesa)18 ouncesc) 10 ouncesb) 12 ouncesd) 16 ounces 4. Calvin's cat weighs 6 pounds 5 ounces. What is the weight of Calvin's cat in ounces?a)132 ouncesc) 68 ouncesb)101 ouncesd) 28 ounces 20694653117850204470484422 5. Measure in INCHES. _______________ 6. The number of pounds in 1 ton is:a) 2,000 poundsc) 1,000 poundsb) 5,000 poundsd) 100 pounds 7. Which unit could be used to measure the mass of a paperclip?a) centimetersc) poundsb) gramsd) tons 8. 1 cm = _______ mm?a) 1c) 100b) 10d) 1,000 9. Which metric unit would be best to meausre the length of a door?a) millimetersc) metersb) centimetersd) kilometers 10. Measure in CENTIMETERS1896745381019513910160 ____________ 11. Melissa bought a 2 pound watermelon. How many ounces does the watermelon weigh?a) 3c) 32b) 16d) 48 12. About how much does an apple weigh?a) 4 gramsc) 4 ouncesb) 4 kilogramsd) 4 pounds 13. The BEST estimate for the height of the teacher’s desk is _________?a) 74 feetc) 74 metersb) 74 centimetersd) 74 kilometers 14. Which unit would be best for measuring the weight of a salad for one person?a) poundsc) teaspoonsb) tonsd) ounces 15. Which unit would you use to measure the length of a football field?a) inchesc) feetb) yardsd) miles 16. Sara’s dog weighs 2 kg. How many grams do her weigh?a) 20 gc) 2,000 gb) 200 gd) 20,000 g 17. Which unit is used to measure the weight of your desk?a) feetc) inchesb) poundsd) tons 18. Mary bought 18 feet of material to make a blanket. How many yards of material did she buy?a) 3c) 18b) 6d) 36 19. 1 kg = ________ ga) 1c) 100b) 10d) 1,000 20. 1 meter = __________ centimetersa)1c) 100b) 10d) 1000Bonus: The longest human chain was 10,560 feet long; about how many miles was the chain?a) 2 milesc) 6 yardsb) 6 milesd) 8 milesData AnalysisThere are twenty-three students in the classroom, but during math I only taught eighteen students. Five students got pulled out of the classroom for math remediation. Usually there are more female students than male students, but during math there is an equal amount of male and female students. Overall, the students showed significant learning gains from the pre-assessment and post-assessment. As shown by the chart below, the percentage for the male students was a slight higher than female students for the pre-test, but the percentage was higher for the female students than male students for the post-test. Overall I am happy with the amount of knowledge gained throughout the unit. Every student showed improvement from the pre-assessment and post-assessment. Only one student had a decrease in her knowledge, even though she had the highest percentage rate for the pre-test. Sixty percent of the students demonstrated understanding of the concepts and had a 20 % or higher learning gain. Thirty-three percent of the student had a less than 20% learning gain, which will require re-teaching of the material to further build concept and procedural knowledge. Pre-TestPost-TestLearning GainsStudent 1 Male75100+25Student 2 Male5580+25Student 3 Female4590+ 45Student 4 Female8075-5Student 5 Male5068+18Student 6 Female45100+55Student 7 Female4598+53Student 8 Female60100+40Student 9 Male6070+10Student 10 Female4590+45Student 11 Male6093+33Student 12 Female5095+45Student 13 Female6568+3Student 14 Male5580+25Student 15 Male4558+13Student 16 Male45100+55Student 17 Female5583+28Student 18 Male5590+35ReflectionThe information that I acquired from my time at Smith Station Elementary and the information I gathered about the Spotsylvania County School System helped me create a fun learning environment where students felt comfortable, relaxed, and free to express their creativity. Working in a school system helped me understand the complexity of the role of a teacher and the pressure of maintaining a learning environment that will be beneficial to students, which is expected of educational leaders. While working in the classroom, I was able to learn how to develop lesson plans that fit the learning abilities of my students. When planning my lessons, I took in account those students that were pulled out throughout the day and the fact that the majority of the students loved to draw and hands-on activities. Overall, I feel like there is still room for improvement for students’ learning outcomes. I would set up the teams differently because you had the students that took over and did most of the work and students that had lack of participation. This had an impact on their test results because they were not able to be fully engaged with the hands-on activities. Due to time constraints, some activities needed more than a day for completion and reviewing of all the information provided. Next time there definitely needs to be time set in place for those students that need more focused instruction. By having the students apply the information in a real world setting and using measuring tools, they were able to see what exactly would weigh a pound, ounce, etc. Students had the most difficulty with the metric unit because they kept confusing it with the US Customary unit, especially when it came to measuring for length. The jeopardy review game was a great way for the students to remember the information. Not only were the students having fun, but they were able to apply their knowledge to accurately answer the questions. I was also able to see which students still needed remediation and how they were processing the information that was taught.My plan to support learners who need remediation is to develop centers with activities that focuses on the core issues that they are having the most difficulty with. These centers can be set up throughout the day and not just during math. They will be able to have more practice utilizing those measuring tools by engaging their abilities and applying their prior knowledge from previous lessons. ReferencesU.S. Census Bureau. (2012). State and County QuickFacts: Spotsylvania County, Virginia. Retrieved from . Department of Education. (2011). Retrieved from ................
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