TASK_3_.docx10/16/2026,
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5:42:03 AM*&!#%#&&!%%#^#^&^!#&*^&^*#!(FG*T!^&*#*((*!#&()#_)#
Jennifer Mendez
WGU
Task 3
WGU
Western Governors University
Jennifer Mendez
This study source was downloaded by 1827175 from cliffsnotes.com on 01-08-2026 19:06:54 GMT -06:00
TASK_3_.docx10/16/2026,
26, 5:42:03
10/16/2026,
AM*&!#%#&&!%%#^#^&^!#&*^&^*#!(FG*T!^&*#*((*!#&()#_)#!*&$!*#)(!*WGU_TASK_3_.docx10/16/2026,
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,TASK_3_.docx10/16/2026,
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5:42:03 AM*&!#%#&&!%%#^#^&^!#&*^&^*#!(FG*T!^&*#*((*!#&()#_)#
Jennifer Mendez
WGU
Task 3
Task 3
A1.
After I analyzed the standards of the Multiplying Tenths Lesson Plan, I found that they
do align with the learning standards of Formative Assessments. One of the standards says to
incorporate and use concrete drawings or models. The students in this video used the hundredths
graph when multiplying decimals on the chart. This lead as a visual for the students and helped
them answer and complete questions on the formative assessment. The Formative assessment did
align correctly to the learning objective. It was designed to determine if students can use the
information to demonstrate mastery. The mastery was with 80% accuracy using problems given
on a graph, the students were able to solve questions without any obstacles.
A2.
The formative assessment was rigorous, the problems were presented in creative ways. It
challenged the students and allowed them to demonstrate their comprehension in intellectual
ways. The students were given a real-world math problem to solve and show all their work in the
hundredths grid. This allowed the students to demonstrate their understanding of the math
problem.
A3.
The formative assessment measures the students understanding by using strategies to
demonstrate comprehension and support by the teacher. The teacher observed the students’
progress and made modifications when it was necessary, this helps her to make future lesson
plans with their modifications.
B1.
After I analyzed the results of the formative assessment, I concluded that some students
need further instruction on this lesson. Only 58% of the class which is 15 out of 26 students
passed the assessment, 11 of them failed. It clearly shows about half of the class needs extra help
to meet mastery. Further instruction on multiplying by tenths would be an absolutely good
choice the teacher can make so the students can gain more knowledge. According to the learning
objective in the lesson plan it stated that the students had to complete the lesson with an 80%
accuracy. The data shows only 56% of the students score of 80% or higher.
C1.
Three students’ profiles Maria, Daniel and Michael goes as followed:
1. Michael is a Gifted and Talented African American he is also considered economically
disadvantaged. He lacks the motivation to do better than the average of 75%. He also
refuses to answer number five correctly on the assessment. The teacher has tried to
communicate with his parents about her concerns. She couldn’t leave a voicemail
because the mom’s phone was out of minutes. Michael’s score which is a C aligns with
his past scores and progress. He needs his intervention to be successful to show mastery
in areas of study.
2. Maria is an English learner and economically disadvantaged; she struggles understanding
the vocabulary words the teacher provides her with. Maria is a very hard-working
This study source was downloaded by 1827175 from cliffsnotes.com on 01-08-2026 19:06:54 GMT -06:00
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AM@~!@#########################Page
AM*&!#%#&&!%%#^#^&^!#&*^&^*#!(FG*T!^&*#*((*!#&()#_)#!*&$!*#)(!*##(*0WGU_TASK_3_.docx.pdf*&!#%#&&!%%#^#^&^!#&*^
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AM*&!#%#&&!%%#^#^&^!#&*^&^*#!(FG*T!^&*#*((*!#&()#_)#!*&$!*#)(!*WGU_TASK_3_.docx10/16/2026,
10/16/2026, 8:00:10
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AM*&!#%#&&!%%#^#^&^!#&*^&^*#!(FG*T!^&*#*((*!#&()#_)#!*&$!*#)(!*##(*0WGU_TASK_3_.docx.pdf*&!#%#&&!%%#^#^&^!#&*^
1 of 510/16/2026, 5:42:03 AM*&!#%#&&!%%#^#^&^!#&*^&^*#!(FG*T!^&*#*((*!#&()#_)#!*&$!*#)(!
5:42:03 AM*&!#%#&&!%%#^#^&^!#&*^&^*#!(FG*T!^&*#*((*!#&()#_)#
Jennifer Mendez
WGU
Task 3
WGU
Western Governors University
Jennifer Mendez
This study source was downloaded by 1827175 from cliffsnotes.com on 01-08-2026 19:06:54 GMT -06:00
TASK_3_.docx10/16/2026,
26, 5:42:03
10/16/2026,
AM*&!#%#&&!%%#^#^&^!#&*^&^*#!(FG*T!^&*#*((*!#&()#_)#!*&$!*#)(!*WGU_TASK_3_.docx10/16/2026,
8:00:02
5:42:03
AM@~!@#########################Page
AM*&!#%#&&!%%#^#^&^!#&*^&^*#!(FG*T!^&*#*((*!#&()#_)#!*&$!*#)(!*##(*0WGU_TASK_3_.docx.pdf*&!#%#&&!%%#^#^&^!#&*^
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5:42:03 AM*&!#%#&&!%%#^#^&^!#&*^&^*#!(FG*T!^&*#*
,TASK_3_.docx10/16/2026,
AM*&!#%#&&!%%#^#^&^!#&*^&^*#!(FG*T!^&*#*((*!#&()#_)#!*&$!*#)(!*WGU_TASK_3_.docx10/16/2026,
10/16/2026, 8:00:10
5:42:03
AM@~!@#########################Page
AM*&!#%#&&!%%#^#^&^!#&*^&^*#!(FG*T!^&*#*((*!#&()#_)#!*&$!*#)(!*##(*0WGU_TASK_3_.docx.pdf*&!#%#&&!%%#^#^&^!#&*^
2 of 510/16/2026, 5:42:03 AM*&!#%#&&!%%#^#^&^!#&*^&^*#!(FG*T!^&*#*((*!#&()#_)#!*&$!*#)(!
5:42:03 AM*&!#%#&&!%%#^#^&^!#&*^&^*#!(FG*T!^&*#*((*!#&()#_)#
Jennifer Mendez
WGU
Task 3
Task 3
A1.
After I analyzed the standards of the Multiplying Tenths Lesson Plan, I found that they
do align with the learning standards of Formative Assessments. One of the standards says to
incorporate and use concrete drawings or models. The students in this video used the hundredths
graph when multiplying decimals on the chart. This lead as a visual for the students and helped
them answer and complete questions on the formative assessment. The Formative assessment did
align correctly to the learning objective. It was designed to determine if students can use the
information to demonstrate mastery. The mastery was with 80% accuracy using problems given
on a graph, the students were able to solve questions without any obstacles.
A2.
The formative assessment was rigorous, the problems were presented in creative ways. It
challenged the students and allowed them to demonstrate their comprehension in intellectual
ways. The students were given a real-world math problem to solve and show all their work in the
hundredths grid. This allowed the students to demonstrate their understanding of the math
problem.
A3.
The formative assessment measures the students understanding by using strategies to
demonstrate comprehension and support by the teacher. The teacher observed the students’
progress and made modifications when it was necessary, this helps her to make future lesson
plans with their modifications.
B1.
After I analyzed the results of the formative assessment, I concluded that some students
need further instruction on this lesson. Only 58% of the class which is 15 out of 26 students
passed the assessment, 11 of them failed. It clearly shows about half of the class needs extra help
to meet mastery. Further instruction on multiplying by tenths would be an absolutely good
choice the teacher can make so the students can gain more knowledge. According to the learning
objective in the lesson plan it stated that the students had to complete the lesson with an 80%
accuracy. The data shows only 56% of the students score of 80% or higher.
C1.
Three students’ profiles Maria, Daniel and Michael goes as followed:
1. Michael is a Gifted and Talented African American he is also considered economically
disadvantaged. He lacks the motivation to do better than the average of 75%. He also
refuses to answer number five correctly on the assessment. The teacher has tried to
communicate with his parents about her concerns. She couldn’t leave a voicemail
because the mom’s phone was out of minutes. Michael’s score which is a C aligns with
his past scores and progress. He needs his intervention to be successful to show mastery
in areas of study.
2. Maria is an English learner and economically disadvantaged; she struggles understanding
the vocabulary words the teacher provides her with. Maria is a very hard-working
This study source was downloaded by 1827175 from cliffsnotes.com on 01-08-2026 19:06:54 GMT -06:00
TASK_3_.docx10/16/2026,
26, 5:42:03
10/16/2026,
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8:00:02
5:42:03
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AM*&!#%#&&!%%#^#^&^!#&*^&^*#!(FG*T!^&*#*((*!#&()#_)#!*&$!*#)(!*##(*0WGU_TASK_3_.docx.pdf*&!#%#&&!%%#^#^&^!#&*^
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