Math Pre-Assessment Part 1: Pre-Assessment and Implementation Grade level of mentor class: 4th Grade Standards being taught in mentor class: CCSS.MATH.CONTENT.4.NBT.B.5 Description of unit being taught in mentor class: It involves multiplication of numbers; the students are learning the multiplication of a whole number of up to 4 digits by a one-digit whole number and two-digit whole numbers through the use of strategies based on place value and the properties of operations. Pre-assessment Description: 1. Find the product of the following sets of questions a.) 17 x 10 b.) 86 x 10 c.) 10 x70 d.) 80 x 60 2. A teacher wants to buy breakfast for her students. She will buy a packet of milk and 3 packets of biscuits for each student. If there are 20 students in her class, how many packets of milk and biscuits should she buy? 3. If there are 20 cars per yard. How many cars are in 25 yards? 4. If there are 12 packets of biscuits in one box, how many biscuits are in 250 boxes? 5. If one hoverboard cost $250, how much would 100 hoverboards cost? 6. A box contains 200 exercise books and 100 pens; how many books and pens are in 80 such boxes? 7. If one year has 365 days, how many days are there in a century? Feedback from mentor teacher: the assessment is well structured; it allows the students to slowly build upon their understanding of handling lighter multiplication problems to a more complex one. It is grade appropriate and therefore good for assessment. Part 2: Reflection Student assessment is vital to understanding whether the lesson is impactful to them or not. Some of the pre-assessments methods can be oral, written, or through observation. This way, as a teacher, you can understand the specific areas through which you can plan on what is so appropriate for the students. This is because you can identify the strength as well as the weaknesses of the students. Every student has varying academic needs. This means that the way they may perceive one instructional strategy is not the same as how they may perceive another instructional strategy. Therefore aligning these strategies to individualized learning delivery is what every teacher is required to do. In this preassessment test, I was looking forward to evaluating whether the students had prior knowledge of multiplication and what kind of learning process I could introduce to them. This way also, it was easier for me to plan all the required materials including those that were required for demonstration purposes, for group discussion as well as did away with resources that were not very important to the lesson delivery but still was able to work with the core mathematics standards pertaining this group of students. After the preassessment, I was able to grade the students, this had effects on the class arrangement I come up with. This was by pairing fast learners with the students with whom English is a second language. Through such sittin ...

1. Math Pre-Assessment
Part 1: Pre-Assessment and Implementation
Grade level of mentor class: 4th Grade
Standards being taught in mentor class:
CCSS.MATH.CONTENT.4.NBT.B.5
Description of unit being taught in mentor class: It involves
multiplication of numbers; the students are learning the
multiplication of a whole number of up to 4 digits by a one-
digit whole number and two-digit whole numbers through the
use of strategies based on place value and the proper ties of
operations.
Pre-assessment Description:
1. Find the product of the following sets of questions
a.) 17 x 10
b.) 86 x 10
c.) 10 x70
d.) 80 x 60
2. A teacher wants to buy breakfast for her students. She will
buy a packet of milk and 3 packets of biscuits for each student.
If there are 20 students in her class, how many packets of milk
and biscuits should she buy?
3. If there are 20 cars per yard. How many cars are in 25 yards?
4. If there are 12 packets of biscuits in one box, how many
biscuits are in 250 boxes?
5. If one hoverboard cost $250, how much would 100
hoverboards cost?
6. A box contains 200 exercise books and 100 pens; how many
books and pens are in 80 such boxes?
7. If one year has 365 days, how many days are there in a
century?

2. Feedback from mentor teacher: the assessment is well
structured; it allows the students to slowly build upon their
understanding of handling lighter multiplication problems to a
more complex one. It is grade appropriate and therefore good
for assessment.
Part 2: Reflection
Student assessment is vital to understanding whether the lesson
is impactful to them or not. Some of the pre-assessments
methods can be oral, written, or through observation. This way,
as a teacher, you can understand the specific areas through
which you can plan on what is so appropriate for the students.
This is because you can identify the strength as well as the
weaknesses of the students. Every student has varying academic
needs. This means that the way they may perceive one
instructional strategy is not the same as how they may perceive
another instructional strategy. Therefore aligning these
strategies to individualized learning delivery is what every
teacher is required to do.
In this preassessment test, I was looking forward to eval uating
whether the students had prior knowledge of multiplication and
what kind of learning process I could introduce to them. This
way also, it was easier for me to plan all the required materials
including those that were required for demonstration purposes,
for group discussion as well as did away with resources that
were not very important to the lesson delivery but still was able
to work with the core mathematics standards pertaining this
group of students.
After the preassessment, I was able to grade the students, this
had effects on the class arrangement I come up with. This was
by pairing fast learners with the students with whom English is
a second language. Through such sitting arrangements and the
distribution of class materials, the learners were able to coexist,
socialize, and help each other with the classwork. Without
proper planning, the instructions may have been appropriate,
but the students may not have been interested, this could pose a

3. very hard hurdle to overcome due to ignoring the very impactful
stage of pre-assessment.
This hence forms the basis of my future practice, where I have
to first identify the specific student needs through pre-
assessment, work out on the data, and therefore make
arrangements on how they are to sit in class, collaborate in
groups as well as work on individual student work and provide
students with specific learning materials.
References
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Clinical Field Experience C: Math Mini-Lesson Plan
Part 1: Math Mini-Lesson Plan
Math standard:
Grade level:
Brief description of the unit the class is currently learning:
1-2 learning objectives:
Instructional strategy:
Description of math learning activity that is directly related to

4. the data received from the pre-assessment (100-150 words):
Formative assessment:
Part 3: Reflection
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