Portfolio Exemplar Cover Sheet

Teacher Candidate
406

Jessica Kim

Title of Exemplar

Field-Based Activity & Assessment 1

Portfolio Category
V

Cohort #

II

X III

IV

ACEI Standard III. Instruction

ACEI Standard Element(s)
A3.3 Development of critical thinking and
problem solvingCandidates understand and use a variety of teaching
strategies that encourage elementary students development of critical
thinking and problem solving;

Semester
15, 2013
1.

1 (Fall 2013)

Date November

Description of exemplar and how it demonstrates meeting this ACEI

Standard and Element(s).
The Field-Based Activity & Assessment (FBAA) 1 that I designed and

implemented in my kindergarten field experience classroom for my

Elementary Mathematics I course represents the ACEI Standard III.
Instruction A3.3 Development of critical thinking and problem
solvingCandidates understand and use a variety of teaching
strategies that encourage elementary students development of
critical thinking and problem solving; The FBAA 1 meets the standard
requiring a specific standard with an activity to perform with a group of three
or more students. I chose to work with four students on decomposing

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numbers up to 10 matching the Common Core Operations & Algebraic
Thinking standard 3- Decompose numbers less than or equal to 10 into pairs
in more than one way, e.g., by using objects or drawings, and record each
decomposition by drawing or equation. For this activity, the children learned
the meaning of decomposing and were assessed on decomposing numbers 1
through 5. They were given colored rods to engage in their understanding of
decomposing numbers through drawing and recording equations. Throughout
this activity, I collected data on the students behaviors, mathematical
understandings and misunderstandings.
2. Reflection on my professional growth in knowledge, skills, and
dispositions related to this ACEI Standard and Element(s).
My knowledge increased on the ACEI Standard III. Instruction
A3.3 Development of critical thinking and problem solving
Candidates understand and use a variety of teaching strategies that
encourage elementary students development of critical thinking
and problem solving; where I was able to use a strategic approach to
assess my students on decomposing numbers 1 through 5. Through this
approach I was able to collect data on my students increasing my
knowledge on their specific behaviors. For example, I experienced working
with students who are easily distracted, but capable to completing the task.
My knowledge also increased on student understanding when the students
were drawing and recording equations on different combinations of numbers.
Reflecting on the element of this standard, my skills on assessment have
increased. I realized how the use of rods was an effective hands-on learning

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approach. For example, the children were able to identify and match the rods
with the corresponding equations. My skills increased in creating pairs of
numbers in multiple combinations where the students were using different
rods to represent each number and recording their understanding. My
professional growth in dispositions is to use different approaches to assess
students understandings and behaviors. For example, in the future I will use
this activity in decomposing numbers up to 10, but with linking cubes rather
than rods. Linking cubes may be more effective on how students could
actually take apart and make combinations of numbers. My dispositions
increased in performing strategies that could help the student academically
develop in mathematical proficiency.