Task 3

Step 1 Planning Instruction The learning theory that will guide my planning is constructivism. Constructivism is the idea that learner construct knowledge for themselves. All students come to the classroom with individual conceptions and experiences. In order for each student to learn, they must explore and experience something on their own. Then, they can attach the new information to something personal or they can self-correct a misconception. I will use this learning theory by teaching my students through real-world problems that they can actively participate in. Students will then assess themselves and reflect on the new information gained. In my classroom, my students will strive to become experts on the many topics we encounter, building and adding on pervious experiences. The standard I am using is Common Core mathematics for 4th grade: 4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. The learning goal for my lesson is the students will understand place value through tenths and hundredths and be able to write decimals. The learning activities I use may expose my students to several parts of decimal place value, but I will make sure that my activities are centered on my learning goals and the standards. The focal point of my activities should help students better understand decimal place value through hundredths since that is the learning goal and standards I am using. The content focus of the lesson is decimals. This lesson is an introductory to lessons, so place value is the first thing that needs to be covered. Students have previously covered several concepts that will support learning in this lesson. First, students have already been taught place value for the left side of the decimal point (ones, tens, hundreds, thousands, etc.). By students knowing this content, they will better understand the place value that is found on the right side of the decimal (tenths and hundredths). A second concept that students have been taught previously is fractions. The most recent chapter in math was on fractions. Fractions and decimals are very closed related; they both show part of a whole and they can both have a whole number and a part of a whole number. Students will better understand decimal place value because they are very familiar with fractions. A difficulty that students may come across is understanding the difference between the tenth place value and the hundredth place value. I will address this difficulty by equating the ones place value as one dollar, the tenths place value as one dime, and the hundredths place value as one penny. I need ten dimes to make one dollar, so one tenth is like one dime and so one. I need one hundred pennies to make one dollar so one hundredth is like one penny and so on. My students understand money and are familiar with it so I will build off of their preexisting schema. Another difficulty I can foresee coming is students not understanding the place value on the right side of the decimal. They could possibly be confused as to why hundredths is smaller than tenths, when tens are smaller than hundreds. In response to this, I will keep a place value anchor chart in the room for the entirety of the chapter. When a student is having difficulty, I can refer them to the anchor chart

and let them use the base ten blocks to see that one tenth is larger than one hundredth. Step 1-2 Instructional Strategies The first strategy I plan to use to engage my students is using hands-on manipulative blocks in groups. Each student has his or her own set of materials but can discuss within the group. Students will be able to visually see what the math looks like. By using something hands-on, speaking the questions and answers, and writing them on the board, I am meeting all of my students learning needs. Another strategy I plan to use is building off of previous experiences and knowledge. Students are better able to understand something if they can relate it to something they already know. The instructional strategies and learning goals are both centered on understanding decimal place value. Student learning will be at its highest because the best way for my learning goal to be met is for students to have hands-on opportunities and build on previous knowledge. I generally begin lessons with whole group instruction because it is the best way to convey information the all students. However, I have students work in groups to complete tasks after direct instruction. I think this decision best facilitates student learning because they are able to bound ideas off each other, understand more from student explanations, ask questions to group members, and much more. During this time, I am free to move about the classroom answering questions, assisting students individually, and holding small group instruction. In this situation, I feel that its best that each student have his or her own set of base ten blocks so that they will get the most out of the lesson. Step 1-3 Learning Activities One learning activity I plan to implement in my lesson is the introduction of place value by using a place value mat. This mat is a full-sized paper with the place value chart. I will review whole number place value, and then introduce the decimal place value through tenths. I am using this learning activity because students can clearly see the place value system for decimals. The second learning activity I plan to use in my lesson is having my students model decimals that I give them. I will write a decimal on the board, say the decimal, and then instruct students to use their baseten blocks to model the decimal. This activity will be crucial to students learning because it clarifies the difference between the tenths and hundredths place value. This particular class has the tendency to get wander off topic if they do not have very specific instructions and guidelines. Because of this, I plan to begin using whole group instruction on place value so that I know I have the attention of all of my students. The second learning activity I am using allows students to use handson materials. My students enjoy this and learn best from this type of activity. My class is a mixture of low, middle, and high students. There are probably several of high students who do not need to even use the base ten blocks to understand decimal place value, but the majority of my class will greatly benefit for using the manipulatives. For this reason, I chose to use the base ten blocks in my lesson.

I have a variety of students from diverse backgrounds. However, they all have several things in common. 1) They can count blocks and 2) they understand the relationship between one dollar, one dime, and one penny. My learning activities were designed with this thought in mind: I need to find something that is considered common ground for all of my students. I can reach all of my students no matter what background by meeting all three learning needs and building on previous knowledge. Step 1-4 Materials/Resources One material I will be using is the place value mat. This chart will support instruction and learning because it gives students a visual to use for decimals. It will make my instruction more efficient because I have something to refer my student to. I will also be using base-ten blocks. These materials play a huge role in supporting my instruction and student learning. When I am teaching, I will be able to show my students what a flat (one), one-tenth, and one-hundredth actually look like. Giving my students something to build knowledge on makes it easier for me to introduce a new concept. Student learning is also enhanced when each student is able to build his or her knowledge on something concrete. I am using the SMART board projector to project the place value mat and base ten manipilatives. Using this technology ensures that all students can see what I am doing, as opposed to only having the regular sized blocks that students cannot see me use unless they are close. Technology does not play a huge role in this particular lesson because the importance of this lesson is the use of hands on materials. However, using the SMART board will enhances instruction and learning because I know all students can see what I am doing no matter where they are seated in the classroom. Step 2-1 Focus Students Focus student 1s strength in relation to the learning goal is that math is numbers. Language is an issue because he is an ESOL student, but decimals are all numbers as long as place value is understood. This student only needs to understand decimal place value, and word problems can come later. I will differentiate the lesson plan for this student by introducing the terms decimal, tenth, and hundredth to him before the lesson. I will explain these words so that he understanding them. In the lesson, I also plan to use the concept of money (dollars, dimes, and pennies) to help students better understand the place value of decimals. This accommodation is already in place. Throughout the lesson, I will informally assess focus student 1 and the progress he shows. I will assess the decimals he is modeling in the lesson for correctness. Focus student 2s strength is her willingness and dedication to work hard. If she puts forth enough effort and strives to keep herself focused, she is plenty capable of understanding place value. Her challenge will be her low confidence level she already has in math. Math is a struggle to her, but place value for whole numbers is something she can do. For this focus student, I will differentiate the modeling part of the lesson by having the student model more decimals than other students who

catch on right away. This students place value chart will be a money place value chart. This will help the student to catch on more quick and become familiar with the place value before I allow her to work with a regular place value mat. While she is working with the regular place value mat, I will closely monitor to ensure she understands the place value without the money symbol. I will assess this student based on how she responds with the money place value chart. Then, I will assess how she progresses with the regular place value chart. I will also have her write down the decimal numbers as she is modeling them. Step 3-1 Analyzing Lesson This lesson highly facilitated student learning. All three learning needs (visual, auditory, and kinesthetic) were met in this lesson, which means all students should gain the most. The assessment results support my conclusion. 75% of my class scored 6/6 on the assessment, showing that they have met the learning goal of the lesson. Three students missed only one question, scoring 5/6 and three students missed 2-3 questions. My students used the content of the lesson to show meaningful learning during the time that they modeled decimals using the base ten blocks. With this being an introductory lesson, my students knew very little about decimals. As soon as I finished the direct instruction, handed out the blocks, and gave instruction on what decimal numbers to model, I saw light bulbs going off immediately. My students were able to model the decimals that they previously had no idea about. After the hands-on section of the lesson, we took the information gained back to paper and my students were able to answer question, with the option of using the blocks. During my lesson, I originally planned to only use the concept of dollars, dimes, and pennies for my two focus students. However, I saw confusion across the whole group and quickly decided to share the concept of money and decimals with the class. This really helped all students to understand. For most students, adding money helped completely and they were able to continue without any mention of money. However, most students would occasionally be confused and I could refer the problem or question to dimes or pennies and they would immediately understand it. For all students, using money became a back up plan when they were confused. In all lessons I teach, I want student feedback as much as possible. I strive to not be the one who is always doing the talking. Throughout the lesson, I constantly calling on students to share answers and ask questions so that I can clarify or another student can clarify. If several students catch on quickly and I am certain that they understand, I send them around the room to help other students while I work with a small group. All of these steps foster that teacher-to-student and student-toteacher interaction. By using these steps, a very positive, open environment is created in my classroom that encourages student learning and engagement. When teaching, I strive to correct misconceptions early on so that students can begin generating correct conceptions. In this lesson, I had to give constructive feedback to students who were putting the numbers in the incorrect place value. This positively impacted student learning because students were able to fix what

they did wrong. Another type of feedback I always try to give is positive feedback. During this lesson, I complimented students who were working hard, who were showing correct work, and who were staying on task. I also give positive feedback to students who are struggling so they are encouraged to press on. When a student always hears negative comments about his or her work they will often give up. Giving positive feedback helps foster student learning. Step 3-2 Analyzing Focus Students Both focus students met the learning goal I had for the class for this particular lesson. The goal was to show understanding of decimal place value through hundredths and both students scored 6/6 on the assessment. For the assessment data on both focus students, I can conclude that they both have achieved the learning goal. From what the assessment data informs me, I can conclude that the differentiated parts of the lesson helped each focus student meet the learning goal. Neither of the two focus students are A students, but yet they both scored 6/6 on the assessment. Based on the assessment I used, I can conclude that my individual instruction for both focus students helped them to meet the learning goal. Step 4-1 Reflecting Whole Class Students who did not achieve the learning goals will be pulled in a small group of individually for more instruction. The students who only missed one question will be pulled in a group for more examples and hands-on activities. Each student who missed more than one question will be pulled individually. I will work with these students one-on-one, using more manipulatives and examples. For students who need significantly more support, I will use the money manipulatives before using the base-ten blocks. These lesson components will help students achieve the learning goals by adding more support and individualized instruction. My analysis of the lesson and evidence of student learning will guide me as I proceed in the chapter. The student learning evidence tells me that 75% of my class understands place value. With this knowledge, I can feel comfortable going onto the next concept in decimal numbers. The evidence also tells me which students to pull in small groups for instruction. My analysis of the lesson and student learning evidence prove that hands-on lessons are very effective for my class. Step 4-2 Reflecting focus students For my two focus students, I will continue to use hands-on activities as much as possible, in addition to auditory and visual activities. By doing this, I am meeting all of the learning needs, which gives these two students the most support for learning possible. Anytime I can, I will relate content to something in the students schema to make understanding new content easier and more attainable. In the future, I will continue preloading Focus Student 1 until I feel certain that language is no longer a barrier. During instruction and independent work, I will frequently check in with this student and include him in a small group for math. This will benefit Focus Student 1 by keeping him up to pace with the class. For Focus Student 2, I will continue giving her different materials in the beginning of a lesson if

there is something available that she can better relate to, like I did with the place value charts. She will also be a student I keep in my radar and pull for small group or individual instruction.