Teacher Work Sample

TEACHER WORK SAMPLE
Amanda K. Marean Upper Iowa University February 27, 2014
UIU Teacher Work Sample Table of Contents
Amanda K. Marean
Standard 1: Contextual Factors........page 03 Standard 2: Learning Goals..page xx Standard 3: Assessment Plan....page xx Standard 4: Design for Instruction.......page xx Standard 5: Instructional Decision-Making.....page xx Standard 6: Analysis of Student Learning....page xx Standard 7: Classroom Management........page xx Standard 8: Reflection and Self-Evaluation.page xx Appendicespage xx
UIU Teacher Work Sample Standard 1: Contextual Factors
Amanda K. Marean
Standard 1: The teacher uses information about the learning/teaching context and student individual differences to set learning goals, plan instruction and assess learning. Community, district, and school factors Wright Elementary is located on the south side of Des Moines. Wright uses the Artful Learning school improvement model that stimulates and deepens academic learning through the Arts. They focus lessons on arts-based skills and strategies that magnify student engagement and improve cognition. The school and community places a high value on the Arts and makes time for them in the schedule with each grade receiving 80 minutes of music, art, and physical education each week. The elementary has a % of free and reduced lunches. Classroom Factors The classroom is Student Characteristics 2 autism spectrum 4 BIC interventions 3 see a therapist
UIU Teacher Work Sample

6
Amanda K. Marean
4 Pre Test 3 Post Test Student 2
0 Studetn 1 Studetn 2 Student 3 Student 4
Student Skills Student skills range drastically in the classroom. There are 4 students receiving BIC interventions for reading. Standard 2: Learning Goals Standard 2: The teacher sets significant, challenging, varied and appropriate learning goals. Standard 3: Assessment Plan Standard 3: The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction.
Learning Goals Learning Goal 1 The students will be able to use an equation to represent
Assessment Plan Table: First Grade Addition Strategies and Story Problems Assessments Format of Assessment Access Prior Knowledge
Adaptations
UIU Teacher Work Sample a problem with unknowns in all positions -I can use an equation to represent a problem. Formative Assessment
Amanda K. Marean
PostAssessment Access Prior Knowledge
Learning Goal 2 The students will use strategies to solve addition and subtraction problems. -I can use strategies to solve addition and subtraction problems.
Formative Assessment
PostAssessment
Standard 4: Design for Instruction Standard 4: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning outcomes.
Pre-assessment Unit Overview Day 1 2 3 4 Lesson Name/ Activity Learning Goals
UIU Teacher Work Sample 5 6 7 8 9 10
Amanda K. Marean
Activities Technology Standard 5: Instructional Decision-Making Standard 5: The teacher uses on-going analysis of student learning to make instructional decisions. Standard 6: Analysis of Student Learning Standard 6: The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. Standard 7: Classroom Management Standard 7: The teacher uses appropriate strategies to maintain standards of responsible student behavior. Standard 8: Reflection and Self-Evaluation Standard 8: The teacher analyzes relationship between his or her instruction and student learning in order to improve teaching practice.
UIU Teacher Work Sample Appendices
Amanda K. Marean
Lesson 1.page xx Lesson 2.page xx Lesson 3.page xx Lesson 4....page xx Lesson 5....page xx Lesson 6....page xx Lesson 7....page xx Lesson 8....page xx Lesson 9....page xx Lesson 10......page xx Math Games..page xx Addition Strategy Poster Examples...page xx Student Work Samples......page xx
UIU Teacher Work Sample UPPER IOWA UNIVERSITY UIU Student: Mrs. Amanda Marean Classroom Teacher: Mrs. Lindsey Redlinger Wright Elementary- Des Moines Public Schools 1/28/2014 1st Grade/ Math
Amanda K. Marean
Addition Strategies and Story Problems Lesson 1-Counting all and problems with zero I. Learning Goals, Standards and Objectives
Learning Goal LG 1: The students will be able to use an equation to represent a problem with unknowns in all positions. I can use an equation to represent a problem. LG 2: The students will use strategies to solve addition and subtraction problems. I can use strategies to solve addition and subtraction problems. Standards National Standards: Pre-K2 Expectations Use mathematical models to represent and understand quantitative relationships Model situations that involve the addition and subtraction of whole numbers, using objects, pictures, and symbols. Pre-K2 Expectations: Compute fluently and make reasonable estimates Develop and use strategies for whole-number computations, with a focus on addition and subtraction.
Amanda K. Marean
Iowa Core: Mathematics: Grade 1/ Operations and Algebraic Thinking 1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 1.OA.B.3- Apply properties of operations as strategies to add and subtract. District Standards: Operations and Algebraic Thinking 1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. Operations and Algebraic Thinking 3: Apply properties of operations as strategies to add and subtract. Objective Each student will be able to solve word problems using count all addition strategy and write the number sentence for the problem with a partner on the recording sheet correctly answering the 4th question with a picture and accurate number sentence. II. Assessment of Student Learning/Performance. Formative o Students will use operation spoons to tell the teacher what operation is needed for the story problem demonstrated on the board. o Questioning during whole group story problems.
Amanda K. Marean
o Students will explain their process during partner work when the students come to the board to answer story problems. Summative o Students will complete a recording sheet with a partner solving the 4 word problems with pictures and then writing the number sentence correctly choosing the operation. III. Procedure
Access Prior Knowledge (2-3 minutes) TTW ask the student what sort of strategies they know for doing addition and compile a list on the white board. TTW explain that we are going to learn some strategies for doing addition so they can have more tools for solving problems quickly. TTW put the learning goals on the board for the unit and read them aloud for the students. (I Can statements are attached to this lesson plan) Acquire New Information (10-15 minutes) TTW introduce the strategy of count all to the students and explain when it is a good time to use this strategy when the numbers are small and easy to count all together without taking too much time. Use manipulatives on the magnet board to show this strategy. TTW fill in the count all section of the anchor chart having the students volunteer language to use. o Show two parts of the problem in boxes and manipulative.
10
Amanda K. Marean
TTW introduce problems with zero to the students and explain that anytime one of the numbers is zero there is no change so the result is the same as what you start with.
TTW fill in the problems with zero section of the anchor chart having the students volunteer language to use. Follow template provided.
TTW place a number sentence frame on the board with three empty squares and name them the start, change, and solution. Ask students to watch out for what we are trying to figure out and at what part
TTW ask the questions below and with each question move the manipulative on the board and ask volunteers to help you move them in relation to the story problem. 1. Five friends are playing outside, three more join them. a. Will that make more or less friends playing together? How do you know? b. What can you do to figure out the total number of friends playing outside now? 2. Later on, 3 friends had to go inside for lunch. a. How many did that leave playing outside? b. Are there more students inside or outside now? How do you know? c. What did you do to figure it out? d. How was that different from what we did at the beginning of the story, in other words, how did the actions for solving or thinking about the problem change?
TSW use spoons with plus or minus or greater than, less than to answer questions on which operation to use to help solve the problem.
Apply Declarative/Procedural Knowledge (15 min.)
11
Amanda K. Marean
TTW split the students into pairs using the partner wheel, and have each pair of students go and get a recording sheet and baggie of counters.
TSW will find a spot on the floor or carpet where they can see the screen with the document projected onto it.
TTW show the first problem on the document camera and read it to the class. Then give them time to draw the picture and number sentence.
TSW work together using the counters to describe the story problem then draw the problem on the recording sheet.
TSW write the number sentence that represents the story problem. -Repeat this process for the first three problems and leaving the third problem for the students to do by themselves.
Generalize or Summarize-Closure of the Lesson (2-3 min.) TSW come to the projector and show how they found the answer. Which addition strategy they used to find the answer and where the unknown was in the number sentence? TSW finish the remaining three problems and then turn in the recording sheet to the in box located at the front of the room. Homework IV. No homework
Materials Needed (e. g. video, simulation, graphic organizer, equipment, etc.) Teacher Materials: o Magnet/ Dry erase display board o Magnetic manipulative
12
UIU Teacher Work Sample o Dry erase markers o Cardstock paper for Addition Strategy posters.
Amanda K. Marean
Draft this template before class leave space to fill in with students Count All Facts with Zero
o Operation Spoons (class set) o Document camera and projector o Recording sheet o Partner Wheels are on the side of bookcase- rotate one position to the right Student Materials: o Recording sheet o Baggie of counters (red and yellow chips- 20/ bag) o Math notebook and pencil V. Accommodations/Modifications for Diverse Learners TAG- Students who finish the story problems before their peers will be asked to write a story problem about a number sentence. Then show the problem with pictures. A separate sheet of paper is available for them At-Risk- Student will work on the carpet where they will be in close proximity to the teacher and can get help quickly when questions arise. VI. Summative Assessment 11 out of 22 students were able to solve word problems using count all addition strategy and write the number sentence for the problem with a partner on the recording sheet correctly answering the 4th question with a picture and accurate number sentence.
13
UIU Teacher Work Sample VII. Teacher Reflections
Amanda K. Marean
Partners did not work well together and it became apparent that they were not going to work on the problems because of reading difficulties and inability to understand the problems well enough on their own. For the rest of the unit I will need to rework the story problems with easier language and keep it to one problem per worksheet with clear directions. Since it wasnt working I had them return to their seats and we completed the worksheet together at their desks. I gave them time to use the manipulatives and draw their picture then I demonstrated the problem with manipulatives on the ELMO. After that we verbally discussed what the start and what the change was. Then I let them write their number sentence. The assessment isnt a true assessment since we filled it out together and I demonstrated what they should have. Next time I would skip trying to do it in partners and then work with them for the first three and let them do the 4th problem on their own. I didnt plan enough for the long Tuesday period because I had originally though that this lesson would be taught on a Monday. I had 40 minutes after what I had planned that I needed to do something. So we broke into groups by ability and then worked in small groups on finding the number sentence out of a story problem. We rotated groups and they played two math games that I taught them how to use the day before. Each game works on one addition strategy that we will work on in this unit so they reinforce skills taught in whole group. The math games keep them very engaged and we have very few behaviors during math game time. The behaviors that I did encounter are ones where there needs to be a few more rules about the games that they are allowed to play.
14
Amanda K. Marean
Addition Strategies and Story Problems Lesson 2- Counting on/ Change Unknown I. Learning Goals, Standards and Objectives
Learning Goal LG 1: The students will be able to use an equation to represent a problem with unknowns in all positions I can use an equation to represent a problem. LG 2: The students will use strategies to solve addition and subtraction problems. I can use strategies to solve addition and subtraction problems. Standards National Standards: Pre-K2 Expectations Use mathematical models to represent and understand quantitative relationships Model situations that involve the addition and subtraction of whole numbers, using objects, pictures, and symbols. Pre-K2 Expectations: Compute fluently and make reasonable estimates Develop and use strategies for whole-number computations, with a focus on addition and subtraction.
15
UIU Teacher Work Sample Iowa Core: Mathematics: Grade 1/ Operations and Algebraic Thinking
Amanda K. Marean
1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 1.OA.B.3- Apply properties of operations as strategies to add and subtract. District Standards: Operations and Algebraic Thinking 1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. Operations and Algebraic Thinking 3: Apply properties of operations as strategies to add and subtract. Objective Each student will be able to correctly answer the story problem with the change unknown on the worksheet Winter: Change Unknown- Counting On, showing their work and the correct number sentence scoring 3 out of 3 points possible. II. Assessment of Student Learning/Performance. Formative o Teacher will question during whole group instruction on how they can answer story problems. o Students will show understanding of the concept during small group instruction on their white boards. Summative
16
Amanda K. Marean
o Students will answer the story problem on the worksheet showing their thinking in pictures and words. They will also include the number sentence for the story problem. III. Procedure
Access Prior Knowledge (1-2 minutes) TTW review with the students the addition strategy covered yesterday (count all and facts with zero). TTW review that we talked about story problems where we needed to find the solution because they told us the start and the change. Today we are going to learn about problems where they tell you what you start with and what the solution is and it is your job to find the change. TTW show that number sentence on the board with a box and a question mark in place of the change. Acquire New Information (10-15 minutes) TTW show the students the 100s chart and demonstrate how the numbers directly in front and right after are neighbor numbers and that is what you get when you add or subtract 1. TTW show the numbers directly above and below each number are what you get when you add or subtract 10. Use the see through plastic squares to mark +10 and -10 as well as +1 and -1. TSW practice counting on with a few practice problems. Students should fold their hands and tuck them under their chins so they are not tempted to use their fingers. o 47+2, 83-1, 12+2, 17-1
17
Amanda K. Marean
TTW remind them that when they are counting on they need to hold the bigger number in their minds and then count up or down. You only want to use this strategy with numbers that are small. When one number is 5 or below counting on is a good strategy to use. You dont want to be counting on for very long in your head. For those you will need other strategies that we will learn later.
TTW go back to the anchor chart that showed the number sentence with start, change, and solution from yesterday. Point to the change portion and talk about what it might sound like if you didnt know what the change was?
TTW ask the questions below and with each question move the manipulative on the board and ask volunteers to help you move them in relation to the story problem. 3. 12 friends are making snow angels and some more are building snowmen. There are 16 friends in the snow. How many are building snowmen? a. What dont we know about the problem? What words tell you that you are missing something? b. What is the start? What is the solution? c. What can you do to figure out the number of friends building snowmen? 4. 8 students are playing in the snow. 6 get cold and go inside. How many students are still playing in the snow? a. What dont we know about the problem? b. What is the start? What is the solution? c. What did you do to figure it out>
18
Amanda K. Marean
d. How is it different from what we did at the beginning of the story, in other words how did the actions for solving or thinking about the problem change? TTW manipulate magnets on the board to show the story problem and then fill in the number sentence. TSW answer questions and discuss how they know what to do.
Apply Declarative/Procedural Knowledge (15 minutes per group & 4-5 minutes for transition between groups) TSW break into groups. Each group is divided by ability and has been differentiated to suit each levels needs. Numbers increase and scaffolding decreases with each group. Below level group focuses on showing problems with manipulatives. On level group focuses on showing problems with pictures. High level group will work with higher numbers and show understanding with number sentences and with words. High level group will only briefly meet with teacher to get their activity and then go to work in partners. This meeting should only take a few minutes. Rotation Schedule High Level Group- 1) Small group instruction/ 2) Wheel shop activity in place of seat work 3) Partner math game On Level Group1) Individual seat work 2) Partner math game 3) Small group instruction Below Level Group- 1) Individual Seat work
19
Amanda K. Marean 2) Small group instruction to complete Snowmen worksheet 3) Partner math game
Small Group Instruction TTW be working with small groups at the carpet focusing on story problems where the change is unknown on the marker boards. 1. Peter had 6 marbles. Mike gave Peter some more marbles and then he had 3 in all. How many marbles did Mike give Peter? 2. Tess picked 7 flowers on Monday morning. In the afternoon she picked some more. If Tess picked 15 flowers in all, how many did she pick in the afternoon? TTW explain that when you are writing a number sentence for a problem with an unknown in the middle like these you can fill in the number sentence with what you know and put a ? where you dont know. TSW use manipulatives to describe the story problems then they will write a number sentence and solve the problem. Differentiated activity for high level group Wheel shop activity attached. Follow directions provided and hand out materials that they will need to complete assignment. Individual seat work TSW complete Winter: Change Unknown- Counting on at their seat and when they are finished they will turn it into the green basket located at the front of the room. Partner Game
20
Amanda K. Marean
TSW work with a partner to play Counting On. Directions are included in the game and partners need to get their materials from the bookcase. Write down number sentences in their math notebook.
Generalize or Summarize-Closure of the Lesson (2-3 minutes) TTW have the students put games away and come back to the carpet. TSW debrief saying what they found was hard about understanding problems where the change is unknown. TSW say what they find useful and not useful about the strategy counting on. When is it good to use? When does it take too long? Homework IV. No homework
Materials Needed (e. g. video, simulation, graphic organizer, equipment, etc.) Teacher Materials: o Cardstock paper for Addition Strategy posters. Draft this template before class and leave space to fill it in with students. Counting On
o Winter: Change Unknown/ Counting On worksheet (one for each member of On-Level and Below Level Group) o The wheel shop activity sheet and construction paper (once for each member of High Level Group) o Partner Wheels are on the side of bookcase- rotate one position to the right Student Materials: Student Materials
21
UIU Teacher Work Sample o High Level Group
Amanda K. Marean
Wheel Shop Activity Sheet (1 per student) and cut apart manipulatives (one per group)
Large sheet of construction paper Scissors, pencil and glue
o On Level and Below Level Group Marker and White board Winter: Change Unknown/ Counting On worksheet Manipulatives (base ten blocks)
o Math game Counting on V. 0-9 numeral cards, 1&2 dice, directions
Accommodations/Modifications for Diverse Learners TAG- Students will work on The Wheel Shop activity during the other groups small group instruction. The teacher will meet with them briefly at the beginning of small group time and go over the directions for the activity and model what I want them to find and produce. They will work together in groups of two or three to complete the activity and show the solution with their thinking in numbers and words as well as the manipulatives on a piece of construction paper. They will complete it and turn it into the in box. At-Risk- Students will receive guided instruction after whole group instruction and work with story problem and manipulatives with the teacher and write their answers down on a marker board.
VI.
Summative Assessment
22
Amanda K. Marean
7 out of 13 students were able to correctly answer the story problem with the change unknown on the worksheet Winter: Change Unknown- Counting On, showing their work and the correct number sentence scoring 3 out of 3 points possible. VII. Teacher Reflections Yesterday I planned too little and today I planned too much. We didnt get a chance to do small groups today because we had a fire drill at the end of the day. So instead of getting to do groups after whole group we had to start packing up and getting ready for dismissal much too early. Whole group lesson went well and students did well with the change unknown. I continued this lesson on the next day because we did not get to complete it. I quickly reviewed what we went over in whole group the day before and the addition strategy that was introduced. Then we met with our small groups and did the rotations. This was the first real time that we did rotations and it didnt go as smoothly as I wanted it to. I wish that there was a smart board available because I would have been able to place a timer on the board with a rotation list. Instead I had to keep time during group and then get their attention to clean up and rotate centers. I thought that it would have gone much more smoothly because they do Daily 5 every day but that wasnt the case. We lost a lot of time while switching and my last group didnt get a chance to meet with me as much as I wanted. I am glad that I did the rotation the way I did because that left the most time with the group that needed the most help. I need a better way to have the groups switch and rotate centers and we need to have some expectations listed so they know better what they are to be doing during math centers.
23
Amanda K. Marean
24
UIU Teacher Work Sample Name:______________________ Date:__________________
Amanda K. Marean
The Wheel Shop The Wheel Shop sells bicycles and go-carts. Each bicycle has only one seat and each go-cart has only one seat. There are a total of 7 seats and 18 wheels in the shop. How many are bicycles and how many are go-carts? Use pictures, words, and numbers to show your math thinking. Use the tires and bicycle seats to help you solve the problem. (Attached is the sheet they can use to cut out)
25
Amanda K. Marean
Addition Strategies and Story Problems Lesson 3- Turn Around Facts I. Learning Goal and Objectives
26
Amanda K. Marean
1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 1.OA.B.3- Apply properties of operations as strategies to add and subtract. District Standards: Operations and Algebraic Thinking 1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. Operations and Algebraic Thinking 3: Apply properties of operations as strategies to add and subtract. Objective Each student will be able to correctly answer the story problem with the change unknown on the worksheet Winter: Change Unknown- Counting Back, showing their work and the correct number sentence scoring 3 out of 3 points possible. II. Assessment of Student Learning/Performance. Formative o Teacher will questions students on how to o Teacher will monitor understanding of turnaround facts with manipulatives at the carpet.
27
Amanda K. Marean
o Students will show understanding of turnaround facts by building the problems with manipulatives at the carpet and the corresponding number sentence. Summative o TSW complete the worksheet Winter: Change Unknown-Counting Back at their seats individually. III. Procedure
Access Prior Knowledge (2-3 minutes) TTW review the addition strategy posters with the students and call on student volunteers for an example of each. TSW give an example of how they use each strategy. TTW ask the students if they remember what a turnaround fact is, and call on students for a definition of what it might be. Acquire New Information (8-10 minutes) TTW explain that today they are going to learn a new addition strategy called Turnaround facts. TTW show them that they can use one color to represent one addend of the problem and the other for the other addend. TTW demonstrate how to make the problem 4+3 with the unifix cubes and write it on the board. Then show them that they can flip the problem around to 3+4 (meanwhile flipping the stick around) and have the same problem. o Did we take away/ add more cubes to our stick? So our sum should be the same.
28
Amanda K. Marean
TSW take a two tens sticks of unifix cubes from the basket and they need to be two different colors.
TSW practice making the problems with their unifix cubes o 7+2/2+7, 6+4/4+6,5+8/8+5
TTW show the students the started poster about turn around facts and call on students for an example. Use the example and visually show the math fact with a picture and a number sentence. Follow the template provided.
TTW add this poster to the bulletin board I can use strategies to solve problems!
Apply Declarative/Procedural Knowledge (15 minutes per group) TSW break into groups. Each group is divided by ability and has been differentiated to suit each levels needs. Numbers increase and scaffolding decreases with each group. Below level group focuses on showing problems with manipulatives. On level group focuses on showing problems with pictures. High level group will work with higher numbers and show understanding with number sentences and with words. Rotation Schedule High Level Group- 1) Partner Math Game/ Fact Family House 2) Seat Work- Snowmen Fact Families 3) Small Group Instruction On Level Group1) Seat WorkSnowmen Fact Families 2) Small Group Instruction 3) Partner Math Game/ Fact Family House Below Level Group- 1) Small Group Instruction 2) Seat Work- Snowmen Fact Families
29
UIU Teacher Work Sample 3) Partner math game/ Fact Family House Small Group Instruction
Amanda K. Marean
TTW be working with small groups at the carpet focusing on story problems where the change is unknown on the marker boards. 1. Peter read 10 pages of his book before lunch. After lunch he read some more. If Peter read 19 pages in all, how many did he read after lunch? 2. Tess gave out 8 cookies to girls in her class. She then game out cookies to boys in her class. If Jess gave out 14 cookies in all, how many cookies did she give to boys?
TTW explain that when you are writing a number sentence for a problem with an unknown in the middle like these you can fill in the number sentence with what you know and put a ? where you dont know.
TSW use manipulatives to describe the story problems then they will write a number sentence and solve the problem.
Generalize or Summarize-Closure of the Lesson (approx. time) TTW project the Winter: Change Unknown- Counting Back worksheet on the document projector. TSW volunteer and solve the problem on the board by drawing an appropriate picture and putting the equation and solution in the appropriate places. Homework IV. No homework
Materials Needed (e. g. video, simulation, graphic organizer, equipment, etc.) Teacher Materials:
30
UIU Teacher Work Sample o Cardstock paper for Addition Strategy posters.
Amanda K. Marean
Draft this template before class and leave space to fill it in with students. Turn Around Facts
o Unifix cubes in tens sticks (2 for each student) o Winter: Change Unknown- Counting Back worksheet (one for each student)s o Partner Wheels are on the side of bookcase- rotate one position to the right Student Materials: o Fact Family House Materials (available on the Math bookshelf) o Unifix cubes (2 tens sticks) o Math notebook and pencil o Winter: Change Unknown- Counting Back worksheet V. Accommodations/Modifications for Diverse Learners TAG- Students- Students will work with a partner and play the Counting On game and use a regular die instead of the one that has only the numbers 1 or 2 on it. This variation of the game requires that students are adding larger numbers but still focuses on using the strategy correctly of putting the larger number in their head and counting up the smaller number. At-Risk- Students will meet with the teacher first in the rotations group and go over the story problems with the change unknown. The teacher will demonstrate the story problem with manipulatives while the students follow along with their own manipulatives. Together we will write a number sentence that shows the story problem. VI. Summative Assessment
31
Amanda K. Marean
13 out of 24 students were able to correctly answer the story problem with the change unknown on the worksheet showing their work and the correct number sentence scoring 3 out of 3 points possible. VII. Teacher Reflections This lesson went well but the class can become very distracted with the manipulatives that they used on the carpet. If I was to do this again I might do this part of the lesson in small group where they are a little less distracted. I think that I could have demonstrated the use of the unifix cubes to show a turnaround fact and not had them use the cubes and been effective. If they did not use them at whole group and only at small group it would make the time at group less focused on the story problems like I wanted them to be. Perhaps this lesson needs to have only 2 rotations and the two higher groups could meet together. That seems like a lot of changing of plans because they couldnt use materials in the way they were intended so perhaps the best course would be to lay out clear expectations and consequences of improper use of the math materials at their carpet spots. Groups are easier to handle with the rotations although I still dont have a great idea to rotate them through the groups. They are better at cleaning up now and switching to the next group so I think that they just need more practice with math rotations and centers. Having the students do the worksheet on the projector was a great choice and it showed them clear expectations of what they need to do on the seat work. Since these papers are not getting passes back I think this is a great way to have some feedback about how they are doing. I didnt want them to correct them for the purposes of the teacher work sample but if I wasnt doing that I would have them go through it with a crayon and make corrections to the worksheet. The worksheet seems to be a much better route than other options with only one problem to do
32
Amanda K. Marean
well. Some finish early and are off to games earlier, but it is just enough work for most of the class so I will keep this format for the remainder of the unit.
33
Amanda K. Marean
34
Amanda K. Marean
Addition Strategies and Story Problems Lesson 4- Fact Families I. Learning Goals, Standards and Objectives
Learning Goal LG 1: The students will be able to use an equation to represent a problem with unknowns in all positions I can use an equation to represent a problem. LG 2: The students will use strategies to solve addition and subtraction problems. I can use strategies to solve addition and subtraction problems. Standards National Standards: Pre-K2 Expectations: Compute fluently and make reasonable estimates Develop and use strategies for whole-number computations, with a focus on addition and subtraction. Iowa Core: Mathematics: Grade 1/ Operations and Algebraic Thinking 1.OA.B.3- Apply properties of operations as strategies to add and subtract. District Standards:
35
UIU Teacher Work Sample Operations and Algebraic Thinking 3: Apply properties of operations as strategies to add and subtract. Objective -
Amanda K. Marean
Each student will be able to correctly complete the two addition and two subtraction facts for each family of numbers on the worksheet Snowmen fact families scoring 4 out of 4 points possible.
II.
Assessment of Student Learning/Performance. Formative o Students will answer questions while writing the fact family in whole group o Students will use manipulatives to show their understanding of each number sentence within the fact family during small group. o Teacher will listen to students explanation of how learning fact families will help them to become more fluent at math facts. Summative o Students will complete the Snowman Fact Families worksheet at their desks and correctly fill in the two addition and 2 subtraction number sentences for each family of numbers.
III.
Procedure
Access Prior Knowledge (3-4 minutes) TTW ask the students to look at the three numbers placed on the board. (3,4,7) what do you noticed about those numbers. (put numbers in circle in center of the board so you can create a web off the center with student ideas. Questions to lead them along:
36
Amanda K. Marean
What is the relationship between those numbers? How do two of the numbers together relate to the other number? TSW raise their hands and volunteer what they notice about the numbers. TTW write down ideas in a web pattern off of the three numbers in the circle.
Acquire New Information (10-12 min. ) TTW have on a large chart paper the fact family house and place the boss number in the top spot on roof and the worker numbers in the bottom corners of roof. TTW explain that these numbers belong to a Fact Family. In a fact family you have two worker numbers or two smallest numbers. * Underline worker numbers* o Which two numbers are the worker numbers in this fact family? o Thumbs up or down if you can see why these numbers are called the worker numbers. TTW explain that in a fact family you have a big Boss number or the biggest number. *Circle the Boss number* o Which number is the boss number? o Thumbs up or down if you can see why this number is called the Boss number. TTW explain that in a fact family these three numbers get together to make an addition sentence. o How could I use these three numbers to fill in the addition number sentence? o How could we use what we learned yesterday to make another addition sentence?
37
Amanda K. Marean
TTW explain that is a fact family these three numbers get together to make a subtraction sentence. o How could I use these three numbers to fill in the subtraction number sentence? o How could I use what we learned yesterday about turnaround facts to make another subtraction sentence?
TTW fill in the small cardstock poster to add to the I can use strategies to help solve problems! bulletin board. Use template provided and use student language and numbers.
TTW go over the instructions for the Partner Math Game being played today in math rotations. They will play Fact Family House. Directions and materials are found on the math games bookcase.
Apply Declarative/Procedural Knowledge (15 minutes per group) TSW break into groups. Each group is divided by ability and has been differentiated to suit each levels needs. Numbers increase and scaffolding decreases with each group. Below level group focuses on showing problems with manipulatives. On level group focuses on showing problems with pictures. High level group will work with higher numbers and show understanding with number sentences and with words. Rotation Schedule High Level Group- 1) Partner Math Game/ Fact Family House 2) Seat Work- Snowmen Fact Families 3) Small Group Instruction On Level Group1) Seat WorkSnowmen Fact Families
38
UIU Teacher Work Sample 2) Small Group Instruction 3) Partner Math Game/ Fact Family House Below Level Group- 1) Small Group Instruction 2) Seat Work- Snowmen Fact Families 3) Partner math game/ Fact Family House Small Group Instruction
Amanda K. Marean
o TTW work with the students on building fact families with unifix cubes. o TSW build each worker number out of different colored cubes and then hook them together to make the boss number. o TSW write the first addition sentence making sure that we are building up to the boss number. Then do the turnaround fact for the second number. o TSW take one color of blocks away from the boss number and write the subtraction fact that describes the action they did. Then take the other color away and write the other subtraction fact. o TTW explain that each action you did you never changed the numbers you were working with you were only changing how they were relating to each other. That is how fact families work by never changing value but by changing how they relate to the other members of the family. o Low Level Group will work through the numbers that are on the Snowman Fact Family worksheet and use manipulatives to help them see the relationships. Generalize or Summarize-Closure of the Lesson (approx. time) TSW come back to the carpet and find their carpet spot.
39
Amanda K. Marean
TTW ask the class how understanding fact families can help them do fact fluently or quickly off the tops of their heads.
TSW first think about how it will help them to do facts more quickly. Then they will turn to their elbow partner and discuss how they think that it will help them.
TTW call on volunteers to share how they think it will help them to solve facts more quickly.
Homework IV. No homework
Materials Needed (e. g. video, simulation, graphic organizer, equipment, etc.) Teacher Materials: o Cardstock paper for Addition Strategy posters. Draft this template before class and leave space to fill it in with students. Fact Families
o Snowmen Fact Families worksheet (one per student) o Unifix cubes o White boards and dry erase markers o Partner Wheels are on the side of bookcase- rotate one position to the right Student Materials: o Snowmen Fact Families worksheet o Unifix cubes o White board and dry erase marker V. Accommodations/Modifications for Diverse Learners
40
Amanda K. Marean
TAG- Students will play the Fact Family House with one 1-6 die and one 6-12 die. This will allow them to use larger numbers in their number sentences and expand their fluency of facts beyond 1-10 and into 10-20 as well.
At-Risk- Students will complete the worksheet at small group with the teacher. They may use manipulatives to create the 4 number sentences for each fact family on the work sheet.
VI.
Summative Assessment 18 out of 24 students were able to correctly complete the two addition and two
subtraction facts for each family of numbers on the worksheet Snowmen fact families scoring 4 out of 4 points possible. VII. Teacher Reflections This lesson went well and it was clear that there was some background knowledge for most of the class. Those students who were able to see the relationship between the numbers has little trouble completing the assessment. Those students who were not able to see the relationship really benefitted from being able to use the unifix cubes during small group instruction time. The manipulatives really helped them and lead me to believe that these students were still developmentally at the concrete stage of mathematics so they will still need to use manipulatives until they can move on to just drawing the pictures to represent their problem. The game went well and I think that they learned from the game. Was it the most engaging game? No. There were a lot of behavior issues because the game was just practicing facts. I decided that after they played through 3 times that they could get one of the other math games that they liked playing. Addition I Spy is a favorite among all the students and we had to add another deck of cards to the bookshelf so everyone could play at the same time.
41
Amanda K. Marean
We didnt work on story problems with this lesson but I wanted to have a solid foundation for the future with fact families. I thought that just focusing on the one skill for today would be enough and I think I was right. Getting through the lower groups and making sure that they understood the relationships between the numbers in a fact family was more than enough for the day. We will add using those skills to help solve story problems tomorrow.
42
Amanda K. Marean
43
Amanda K. Marean
Addition Strategies and Story Problems Lesson 5-Change Unknown and Doubles 1-5 I. Learning Goals, Standards and Objectives
44
Amanda K. Marean
1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 1.OA.B.3- Apply properties of operations as strategies to add and subtract. District Standards: Operations and Algebraic Thinking 1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. Operations and Algebraic Thinking 3: Apply properties of operations as strategies to add and subtract. Objective Each student will solve a story problem at small group on a white board using appropriate pictures or manipulatives to describe problems with the correct number sentence with scoring 3 out of 3 points. II. Assessment of Student Learning/Performance. Formative o Students will sing the doubles rap along with the computer. o Students will fill in half of the doubles foldable with the sum of the doubles and a picture that helps them remember the doubles fact. o Teacher will question students and monitor their thinking during small group instruction.
45
UIU Teacher Work Sample Summative
Amanda K. Marean
o Teacher will give the students a story problem at small group time and the students will answer it with drawings/ manipulatives and a correct number sentence. III. Procedure
Access Prior Knowledge (3-5 minutes) TTW talk about previous strategies we have learned about during the unit. Go over posters that have been made. TSW quickly recap fact families and the relationships between numbers with their elbow partner. TSW help fill in a fact family house on the board with the numbers 8,3,11. They will come to the board and identify the boss and worker numbers and the 4 number sentences that go with the fact family. Acquire New Information (approx. time) TTW Explain that you can help your brain remember and learn by connecting things you already know it new information that you are learning. Today we are going to connect pictures of things that we know to a math fact so we can remember them more quickly. We are going to learn our doubles facts or when you add the same number twice. So that way we know them fluently or off the tops of our head very quickly. TTW show the students the doubles posters (1-5) and go over each fact with the matching visual reminder. Ex. When you see this fact 4+4, I want you to think of a spider and how it has 8 legs and that will help you remember that 4+4=8
46
Amanda K. Marean
TSW say the picture that goes with each fact that the teacher holds up. Repeat until the class feels comfortable with the picture-fact relationship
TTW play the doubles rap 1-5 edition. http://egomez321.weebly.com/addition.html. Replay video until students are able to sing along and feel comfortable with the song.
Apply Declarative/Procedural Knowledge (15 minutes per group) TSW break into groups. Each group is divided by ability and has been differentiated to suit each levels needs. Numbers increase and scaffolding decreases with each group. Below level group focuses on showing problems with manipulatives. On level group focuses on showing problems with pictures. High level group will work with higher numbers and show understanding with number sentences and with words. Rotation Schedule High Level Group- 1) Partner Math Game/ Doubles Slide 2) Seat Work- Doubles Foldable 1-5 3) Small Group Instruction On Level Group1) Seat Work- Doubles Foldable 1-5 2) Small Group Instruction 3) Partner Math Game/ Doubles Slide Below Level Group- 1) Small Group Instruction 2) Partner math game/ Doubles Slide 1-5 3) Seat Work- Doubles Foldable Small Group Instruction o TTW work with the students on story problems with the change unknown and use manipulatives to help them see the relationships.
47
Amanda K. Marean
o TSW use manipulatives and pictures on the marker boards to depict the story problem and then write the number sentence that solves the problem. Small group story problems: Dad baked cakes for the Bake Sale. He baked 9 cakes before breakfast and more cakes after breakfast. If dad baked 5 cakes in all, how many cakes did he back after breakfast? A bakery sold 11 birthday cakes before midday. After midday more birthday cakes were sold. If 16 birthday cakes were sold in all, how many were sold after midday? Assessment Question/ Jack ate 12 grapes at morning snack time and more grapes at lunch time. If Jack ate 20 grapes in all, how many grapes did he eat at lunch time? Partner Game/ Doubles Slide TTW demonstrate the game to the class before dismissing the students to rotations. Directions are on the game board and are similar to the game they know of already Chutes and Ladders. o Directions: Roll a die. Move your marker that many spaces. Find the sum. If you are correct, you can stay. If you are not correct, move back. If you land on a ladder, climb up. If you land on a slide, slide down. First one to the end is the winner. Seat Work/ Doubles Foldable 1-5 TSW take a foldable and fold it down the middle on the dotted line. TSW cut to the fold on the dotted to separate the doubles facts. On the inside where the flap covers they are to write the sum for that doubles fact and draw a small picture that helps them remember.
48
Amanda K. Marean
o Remind the students that they need to open it back up before they cut so they dont cut through both sides of the foldable. o Make sure that the picture that you draw is only visible through the flap and doesnt get too big or you wont be able to see it when you lift the flap. o TSW only do the 1-5 section of the foldable and they can finish the other half tomorrow. Generalize or Summarize-Closure of the Lesson (approx. time) TSW bring their foldable to the carpet and share with a neighbor the pictures that they chose to draw under the flaps. Homework IV. No homework TTW choose a student example to show to the class.
Materials Needed (e. g. video, simulation, graphic organizer, equipment, etc.) Teacher Materials: o Doubles Facts Poster 1-5 o Computer with speakers and InFocus http://egomez321.weebly.com/addition.html
o Doubles Foldable (one for each student) o Doubles Slide Game (materials located on Math Bookcase) o Partner Wheels are on the side of bookcase- rotate one position to the right Student Materials: o Doubles Foldable o Writing Utensils and Crayons
49
UIU Teacher Work Sample V. Accommodations/Modifications for Diverse Learners
Amanda K. Marean
TAG- Students will be asked to write a story problem from a number sentence where they dont know the change. This will be used after the assessment question in small group. Students will work in pairs to come up with a story problem for the problem 8+?=14 or 6+?= 14 and then they will share the story problem with the rest of the group.
At-Risk- Students will meet with the teacher first out of the rotations and students will use manipulatives to describe the story problems. The teacher will model and demonstrate how to show the story problem with a picture and then use that picture to write a number sentence.
VI.
Summative Assessment 22 out of 25 students solved a story problem at small group on a white board using
appropriate pictures or manipulatives to describe problems with the correct number sentence with scoring 3 out of 3 points. VII. Teacher Reflections First 5 doubles facts were easy for them to remember with the help of the pictures. I think that I could have done more in this lesson that just those 5 facts but I know that the next group of facts will be harder to remember so I didnt want to overload one day. The doubles rap that I found online was perfect for this class. They really loved singing along and then one time through the song instead of saying the sum we said the picture that we were using to remember it. The poster of all the facts that I hung up in the class gets referred to all the time now. During the doubles slide game that was also a big hit I could hear them saying Thats the calendar fact! which means that the picture memory device is working.
50
Amanda K. Marean
The doubles slide game was also a big hit and was much more fun than the Fact Family House game from yesterday. I think that since it is similar to a game that they already like to play it was an easy transition into this game. It took very little teaching because they knew the rules from Chutes and Ladders and were able to connect the two. I wasnt as prepared as I wish I would have been with the sound for the video. I thought that my computer would be loud enough but it wasnt and it was all garbled sounding. Tomorrow when we do the next portion of this song (6-10 doubles facts) I will be better practiced and get the speakers set up so everyone can hear the song.
Doubles Poster for 1-5 Individual posters available but not included in the TWS.
51
Amanda K. Marean
52
Amanda K. Marean
Addition Strategies and Story Problems Lesson 6-Start Unknown and Doubles 6-10 I. Learning Goals, Standards and Objectives
53
Amanda K. Marean
1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 1.OA.B.3- Apply properties of operations as strategies to add and subtract. District Standards: Operations and Algebraic Thinking 1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. Operations and Algebraic Thinking 3: Apply properties of operations as strategies to add and subtract. Objective Each student will be able to correctly answer the story problem with the change unknown on the worksheet Winter: Start Unknown- Doubles Addition, showing their work and the correct number sentence scoring 3 out of 3 points possible. II. Assessment of Student Learning/Performance. Formative o Students will sing the doubles rap along with the computer. o Students will fill in half of the doubles foldable with the sum of the doubles and a picture that helps them remember the doubles fact. o Teacher will question students and monitor their thinking during small group instruction.
54
Amanda K. Marean
o Students will complete the Winter: Start Unknown- Doubles Addition worksheet showing an appropriate picture and accurate number sentence. III. Procedure
Access Prior Knowledge (3-5 minutes) TTW talk about previous strategies we have learned about during the unit. Go over posters that have been made. TSW sing along to the doubles rap 1-5 edition while the teacher holds up the
Acquire New Information (approx. time) TTW Explain that we are going to learn some more doubles facts and ways to connect them to pictures so we can remember them more easily. TTW show the students the doubles posters (6-10) and go over each fact with the matching visual reminder. Ex. When you see this fact 7+7, I want you to think of a calendar and how each week is 7 days and two weeks is 14 days and that will help you remember that 7+7=14 TSW say the picture that goes with each fact that the teacher holds up. Repeat until the class feels comfortable with the picture-fact relationship TTW play the doubles rap 6-10 edition. http://egomez321.weebly.com/addition.html. Replay video until students are able to sing along and feel comfortable with the song. Apply Declarative/Procedural Knowledge (15 minutes per group) TSW break into groups. Each group is divided by ability and has been differentiated to suit each levels needs. Numbers increase and scaffolding decreases with each group. Below level group focuses on showing problems with manipulatives. On level
55
Amanda K. Marean
group focuses on showing problems with pictures. High level group will work with higher numbers and show understanding with number sentences and with words. Rotation Schedule High Level Group- 1) Partner Math Game/ Doubles Slide 2) Seat Work- Doubles Foldable 1-5 3) Small Group Instruction On Level Group1) Seat Work- Doubles Foldable 1-5 2) Small Group Instruction 3) Partner Math Game/ Doubles Slide Below Level Group- 1) Small Group Instruction 2) Partner math game/ Doubles Slide 3) Seat Work- Doubles Foldable 6-10 Small Group Instruction o TTW work with the students on story problems with the start unknown and use manipulatives to help them see the relationships. o TSW use manipulatives and pictures on the marker boards to depict the story problem and then write the number sentence that solves the problem. Small group story problems: Some birds are sitting on a telephone wire. 7 more fly and join them now there are 17 birds on the wire, how many were there first? There were some cupcakes on the table at a party and 8 of them fell on the floor. Only 3 cupcakes were left on the table to eat. How many were on the table before some fell?
56
UIU Teacher Work Sample -
Amanda K. Marean
My friends and I made snowballs to have a snowball fight. We only got to throw 3 snowballs before we got in trouble. We still had 11 snowballs to throw when we had to go inside. How many snowballs did my friends and I make? Partner Game/ Doubles Slide TTW demonstrate the game to the class before dismissing the students to rotations. Directions are on the game board and are similar to the game they know of already Chutes and Ladders. o Directions: Roll a die. Move your marker that many spaces. Find the sum. If you are correct, you can stay. If you are not correct, move back. If you land on a ladder, climb up. If you land on a slide, slide down. First one to the end is the winner. Seat Work/ Doubles Foldable 6-10 TSW take a foldable and fold it down the middle on the dotted line. TSW cut to the fold on the dotted to separate the doubles facts. On the inside where the flap covers they are to write the sum for that doubles fact and draw a small picture that helps them remember. They should be finishing the 6-10 facts and the 1-5 facts should be done from yesterdays lesson. o Remind the students that they need to open it back up before they cut so they dont cut through both sides of the foldable. o Make sure that the picture that you draw is only visible through the flap and doesnt get too big or you wont be able to see it when you lift the flap. o TSW finish the foldable doing the 6-10 section today and finishing up any think from yesterday that didnt get done.
57
UIU Teacher Work Sample Generalize or Summarize-Closure of the Lesson (approx. time)
Amanda K. Marean
TSW bring their foldable to the carpet and share with a neighbor the pictures that they chose to draw under the flaps.
Homework IV.
TTW choose a student example to show to the class. TSW sing the Doubles rap song without the music going through all the facts.
No homework
Materials Needed (e. g. video, simulation, graphic organizer, equipment, etc.) Teacher Materials: o Doubles Facts Poster 6-10 o Computer with speakers and InFocus http://egomez321.weebly.com/addition.html
o Doubles Foldable (one for each student) o Doubles Slide Game (materials located on Math Bookcase) o Winter: Start Unknown- Doubles Addition worksheet (one for each student) o Partner Wheels are on the side of bookcase- rotate one position to the right Student Materials: o Doubles Foldable o Writing Utensils and Crayons o Winter: Start Unknown- Doubles Addition V. Accommodations/Modifications for Diverse Learners TAG- Students will be asked to write a story problem from a number sentence where they dont know the start. Students will work in pairs to come up with a story
58
Amanda K. Marean
problem for the problems ?+6=12, ?+9=15 and then they will share the story problem with the rest of the group. At-Risk- Students will meet with the teacher first out of the rotations and students will use manipulatives to describe the story problems. The teacher will model and demonstrate how to show the story problem with a picture and then use that picture to write a number sentence. VI. Summative Assessment 18 out of 19 students were able to correctly answer the story problem with the change unknown on the worksheet Winter: Start Unknown- Doubles Addition, showing their work and the correct number sentence scoring 3 out of 3 points possible. VII. Teacher Reflections This assessment speaks for itself as far as if the students understand story problems when the start is unknown and their doubles addition facts. Out of 19 students that turned in the assessment only one student didnt get all the points right. I have had a problem with students turning this assessment in and I think it is because they were working on finishing the foldable at their desks so they had too much to do at their desks. There were more than 19 students here that day so it isnt a very good example because not every student turned in the assessment. I wish that I was able to hand back some of this work to show to parents because I was impressed with quality on some of them and they are getting much better about showing the correct work on the worksheet. The second half of the doubles rap was just as awesome and effective as the first part. The students really are getting good at remembering the rap. I think if I do this again I will make up some actions to go with the song and pictures. I think if I added a movement component it
59
Amanda K. Marean
would help kinesthetic learners to really remember the doubles facts. I didnt have any good ideas for this unit but hopefully if I teach this again I will have a good PLC to help make up a really great dance or actions to the song.
Doubles Poster for 6-10 Individual posters available but not included in the TWS.
60
Amanda K. Marean
61
Amanda K. Marean
Addition Strategies and Story Problems Lesson 7- Doubles +1and Start Unknown I. Learning Goals, Standards and Objectives
62
Amanda K. Marean
1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 1.OA.B.3- Apply properties of operations as strategies to add and subtract. District Standards: Operations and Algebraic Thinking 1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. Operations and Algebraic Thinking 3: Apply properties of operations as strategies to add and subtract. Objective Each student will solve a story problem at small group on a white board using appropriate pictures or manipulatives to describe problems with the correct number sentence with scoring 3 out of 3 points. II. Assessment of Student Learning/Performance. Formative o Students will answer questions during whole group instruction on doubles +1 strategy. o Teacher will question students and monitor their thinking during small group instruction. Summative
63
Amanda K. Marean
o Teacher will give the students a story problem at small group time and the students will answer it with drawings/ manipulatives and a correct number sentence. III. Procedure
Access Prior Knowledge (approx. time) TTW review the strategies that we have learned thus far. TSW sing the doubles rap while the teacher holds up the picture cards that go with the doubles facts. Acquire New Information (approx. time) TTW explain that since they are so good at doubles facts the next strategy will be so easy for them. This strategy is doubles plus one. Where all you do is add one to the doubles fact sum. TTW show that 6+7 is the same as 6+6+1 by decomposing the number 7 into 6 and1 (students already know decomposing numbers so this is a review) TTW explain the foldable sheet with the students and how they will be filling out the information that they have learned about TTW show that neighbor numbers or numbers that sit next to each other on the number line are doubles+1 problems. You use the doubles fact of the lower number and count on 1 more. TSW practice this new strategy by choosing which number to double out of the following facts and then finding the sum +1. o 6+7, 4+5, 9+8, 10+11, 8+9
64
Amanda K. Marean
TTW show the doubles +1 foldable and explain that they need to fill in the pages with a pencil. The first two pages are review and the third and fourth pages are about doubles+1 strategy and they can fill in the sums for the number sentences.
Apply Declarative/Procedural Knowledge (15 minutes per group) TSW break into groups. Each group is divided by ability and has been differentiated to suit each levels needs. Numbers increase and scaffolding decreases with each group. Below level group focuses on showing problems with manipulatives. On level group focuses on showing problems with pictures. High level group will work with higher numbers and show understanding with number sentences and with words. Rotation Schedule High Level Group- 1) Partner Math Game/ Student Choice 2) Seat Work- Doubles +1 Foldable 3) Small Group Instruction On Level Group1) Seat Work- Doubles +1 Foldable 2) Small Group Instruction 3) Partner Math Game/ Student Choice Below Level Group- 1) Small Group Instruction 2) Partner math game/ Student Choice 3) Seat Work- Doubles +1 Foldable Small Group Instruction TTW work with the students on story problems with the start unknown and use manipulatives to help them see the relationships.
65
Amanda K. Marean
TSW use manipulatives and pictures on the marker boards to depict the story problem and then write the number sentence that solves the problem.
Small group story problems: Some cookies were baking in the oven. Mom was making 9 more on the counter. When she was all done she had 17 cookies. How many were in the oven. I was eating some grapes and later I ate 6 more grapes. I ate all the grapes that I brought to school, which were 13. How many grapes did I eat first? Assessment Question- On Monday some caterpillars hatched from eggs. On Tuesday 5 caterpillars hatched. If 12 caterpillars hatched in all, how many caterpillars hatched on Monday? Seat Work- Doubles +1 Foldable TSW fill in the pages with correct information and solve the final page problem showing an appropriate picture with accurate number sentence. TSW cut out the pages and then assemble in order on their desks. TTW staple the four pages together like a book, placing staples were directed.
Generalize or Summarize-Closure of the Lesson (approx. time) TSW bring their doubles+1 foldable to the carpet. TTW go over each page and what should be on them for answers. TSW share with their elbow partner the last page and how they solved it, and the picture that they used to represent the story problem. Homework No homework.
66
UIU Teacher Work Sample IV.
Amanda K. Marean
Materials Needed (e. g. video, simulation, graphic organizer, equipment, etc.) Teacher Materials: o Cardstock paper for Addition Strategy posters. Draft this template before class leave space to fill in with students Doubles +1
o Doubles+1 foldable (2 page document for each student) o Math Games (available on math bookshelf) o Partner Wheels are on the side of bookcase- rotate one position to the right Student Materials: V. Accommodations/Modifications for Diverse Learners TAGAt-Risk- Students will bring their doubles +1 foldable to the carpet and small group time and will get assistance from the teacher on how to figure out each doubles+1 fact using manipulatives. VI. Summative Assessment 20 out of 24 students solved a story problem at small group on a white board using appropriate pictures or manipulatives to describe problems with the correct number sentence with scoring 3 out of 3 points. VII. Teacher Reflection This strategy was harder than anticipated it would be for the majority of the students to grasp. I thought that since they were all starts at doubles facts, adding one more would be easy. They needed more scaffolding during the decomposing of the larger number to show that it was just +1 from the doubles fact. During groups I actually had them make a double fact out of unifix
67
Amanda K. Marean
cubes and place them side by side. Then they added one more cube onto one of the columns to show the plus 1. This helped all of the students even the ones that I thought would have it right away. If I was to teach this again I would include the use of the manipulatives when I first introduce the idea of a doubles +1 fact. I think I started off too abstract for 1st graders and need to remember to start at concrete and work my way to abstract.
68
Amanda K. Marean
Images for the Doubles+1 Foldable are available in a PDF named FreeDoublesFlipBook.
69
Amanda K. Marean
70
Amanda K. Marean
Addition Strategies and Story Problems Lesson 8- Making a ten I. Learning Goals, Standards and Objectives
71
Amanda K. Marean
1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 1.OA.B.3- Apply properties of operations as strategies to add and subtract. District Standards: Operations and Algebraic Thinking 1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. Operations and Algebraic Thinking 3: Apply properties of operations as strategies to add and subtract. Objective Each student will solve an equation using the make a ten strategy with manipulatives and show the number sentence on a white board with 100% accuracy. II. Assessment of Student Learning/Performance. Formative o Students will give the tens friends number sentences and the turnaround facts for them. o Students will answer questions about how many circles to move to fill up the tens frame and how many are left outside the tens frame. o Teacher will observe groups during the game to see how they are using skills to help them solve the addition problems.
72
UIU Teacher Work Sample o
Amanda K. Marean
Students will fill in the recording sheet with the Roll a Twenty game.
Summative o Students will meet with the teacher in groups of two and solve an equation using the make a ten strategy and show number sentence on the white board. Manipulatives and the tens frame will be available for student use.
III.
Procedure
Access Prior Knowledge (5 minutes) TTW ask the students to raise their hands if they have ever heard of Tens Friends before or two numbers that add together to make ten. TTW make a Tens Friends rainbow on chart paper with the students. TSW help write the Tens Friends number sentences on the chart paper also including the turnaround facts for each number sentence. TTW explain that today they will be using what they know about how to make a ten and the tens friends to help them when they are adding and the sum of two numbers is above ten. Acquire New Information (10-12 minutes) TTW use the InFocus to project the PPT file onto the screen and use the manipulatives to fill in a tens frame. Use the file in normal view, because in slideshow view you cannot move the purple circles into the tens frame to fill it in. o PPT file is attached at end of lesson. TTW point out the number sentence in the purple box at the top of the screen and show that those numbers are represented with black circles in the tens frame for the first addend and purple circles below the tens frame for the second addend.
73
UIU Teacher Work Sample o Ask How many do we need to make a ten
Amanda K. Marean
o Move enough purple circles into the tens frame to fill it up. We now have a full tens frame making 10. o Ask How many are left over? (count the purple circles below the tens frame) o Add the leftover purple circles to the full tens frame and make a new number sentence that tells the same thing as the first number sentence. TTW go through the 4 slides with the digital manipulatives and on the last slide ask the students to do it in their minds. Ask the questions at the bottom of each slide TTW switch from the lap top to the document projector and show the Roll to Twenty game board. TTW explain how to do the partner game. o Students will be in pairs based on the partner wheel and each pair of students will have a tens frame paper and a recording sheet with two sets of manipulatives and one dice. o One student will roll the dice and then place that many counters on the tens frame board. They will then record that addition on their recording sheet which would be 0+ (what they rolled) = sum. o The next student will roll the dice and they will place their counters on the tens frame board. They will record their roll on the recording sheet as (what was already on the board) + (what they rolled) = sum. o They will continue until they reach twenty then they clear the board and start again.
74
UIU Teacher Work Sample Apply Declarative/Procedural Knowledge (15 minutes) TSW play in math group partners Roll to Twenty game
Amanda K. Marean
TSW collect their materials and find a place the play the game either at a desk or on the floor.
TTW observe the students as they play their game spending some extra time watching those pairs of students in the low group to make sure that they are filling in the right number sentence on the recording sheet.
TTW call the students up by pairs and ask the students to show how they would use Make a ten strategy to solve the problem 9+6 for the first student and 7+5 for the second student. o Give the students yellow and red counters and a tens frame mat. o TSW use the mat and counters to solve the problem and write the correct number sentence on the white board.
TTW record correct and incorrect answers on the student list. TS working on the game should be focusing on how many they will need to fill in the tens frame board and how they can use that to help them know what the number sentence should be.
Generalize or Summarize-Closure of the Lesson (5 minutes) TSW hand in their game board and recording sheet and put away their materials and find their place on the carpet. TTW chose a group of students who were doing a great job and use their game board as an example to the class.
75
Amanda K. Marean
TTW ask the students what they felt was hard about this game since they were adding bigger numbers and if knowing how to make a ten helped.
Homework IV.
TSW review with their neighbor tens friends facts
No homework
Materials Needed (e. g. video, simulation, graphic organizer, equipment, etc.) Teacher Materials: o Cardstock paper for Addition Strategy posters. Draft this template before class leave space to fill in with students Tens Friends Rainbow Making a Ten
o PPT file Making a ten manipulatives o InFocus projector and lap top connected with cable o Roll a Twenty game board and recording sheet (one for each group of students) o Red and yellow circle counters and tens frame o Dry erase board and marker. o Partner Wheels are on the side of bookcase- rotate one position to the right Student Materials: o Roll a Twenty game board and recording sheet (one for each group) o Set of counters/manipulatives for game o Pencil V. Accommodations/Modifications for Diverse Learners
76
Amanda K. Marean
TAG- Student can work with the dice that has 6-12 on its faces to work with higher numbers on the Roll a Twenty game. Working with higher numbers means that they will be using the make a ten strategy more and becoming more fluent with its application.
At-Risk- Students will be monitored during the game to ensure that they are doing it correctly and they are using the correct strategies to solve the equations. Teacher will monitor the game while walking around the room.
VI.
Summative Assessment 22 out of 25 students solved an equation using the make a ten strategy with manipulatives and showed the number sentence on a white board with 100% accuracy.
VII.
Teacher Reflections The digital manipulatives that I used were excellent for this class. I wish that we had
access to a Smart board so the students could put the manipulatives where they should go to fill up the tens frame, but I feel that this route was a great option for the limited technology that we have available to us in the classroom. There is an iPad game that would be useful for this skill but it costs money and we could not get the approval to spend the money in time for the lesson. If I had found the game sooner I would have loved to use the iPad game in place of the one we played today. The game Roll a Twenty did not go over well and the students were very confused with the directions. I am glad that I didnt plan to meet in groups today because the game took far longer than I feel that it should have. I had to keep correcting groups who were playing it wrong or spending too much time organizing the fancy counters. I would not let them use the fancy counters next time and just use the red and yellow dot counters to keep things focused on the game and less on the manipulatives. The directions where not as clear as they
77
Amanda K. Marean
could have been and the students didnt really understand that they were building up to twenty and they needed to be making a number sentence after each roll. I dont think that I would use this game again. I did plan on using it as a partner game for the next lesson but I will need to find a different option. I will try to find an iPad game that is free to integrate some technology into the unit since the students do not get much experience with any technology. The objective was to solve an equation using the manipulative and the make a ten strategy and to write the number sentence on the board and only 3 students were unable to solve the problem this way. I think that administering this summative assessment with just 2 students at a time was helpful and kept the student on track with the expectations. I did scaffold probably too much during this assessment but since it isnt used for scoring and just to direct instruction I dont feel that I ruined the quality of the assessment. Being able to use the manipulatives before they wrote the sentence was what the lower leveled students needed to be successful.
78
Amanda K. Marean
The PPT slides shown below are from the PPT used to manipulate the digital circles to show making a ten better for the whole class.
79
Amanda K. Marean
Addition Strategies and Story Problems Lesson 9-Comparing two numbers I. Learning Goal and Objectives
Learning Goal LG 1: The students will be able to use an equation to represent a problem with unknowns in all positions. I can use an equation to represent a problem. LG 2: The students will use strategies to solve addition and subtraction problems. I can use strategies to solve addition and subtraction problems. Standards National Standards: Pre-K2 Expectations Use mathematical models to represent and understand quantitative relationships Model situations that involve the addition and subtraction of whole numbers, using objects, pictures, and symbols. Pre-K2 Expectations: Compute fluently and make reasonable estimates Develop and use strategies for whole-number computations, with a focus on addition and subtraction.
80
Amanda K. Marean
1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 1.OA.B.3- Apply properties of operations as strategies to add and subtract. District Standards: Operations and Algebraic Thinking 1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. Operations and Algebraic Thinking 3: Apply properties of operations as strategies to add and subtract. Objective Each student will be able to solve a story problem comparing two numbers showing the correct number sentence on a white board during small group instruction. II. Assessment of Student Learning/Performance. Formative o Teacher will work with small groups during rotations and observe each students completion of the practice problems. o Students will model the comparing of two numbers with base ten cubes and a balance. o Students will work with partners to form number sentences from whole group balance example.
81
Amanda K. Marean
o Teacher will verbally say story problem during the small group instruction and the students will use the white boards to draw the problem and number sentence. TTW mark off who achieved the correct answer on the student list. III. Procedure Access Prior Knowledge (approx. time) o TTW review the make a ten facts and show the poster for the students. o TSW answer a few questions about how to use what you know about ten friends to help you solve larger problems like 8+6. o TTW show them all the I can use addition strategies to help me solve problems posters and remind them that they all know how to use these strategies. Acquire New Information (3-5 min./ iPad expectations) o TTW demonstrate how to use the iPad and the game that will focus on making a ten. TTW go over appropriate use of the iPads Sit with it in your lap, crisscross and do not walk with the iPad They will sit in the back of the room with their backs to the cupboards. When it is time to switch groups they will go back to the start screen by pressing the home button and shut the cover. Set the iPad behind them and walk slowly to the next center and explain that they will be rotating through groups and when it is time to switch, they will close the cover set it on the ground and move slowly and quietly to the next rotations.
82
UIU Teacher Work Sample Small Group Instruction (10-15 minutes/ group)
Amanda K. Marean
o TTW be working with small groups at the carpet focusing on comparing two numbers. o TTW give the story problem. I have 7 valentines and my friend has 12 valentines. How many more valentines does my friend have than I do? o TTW place 7 cubes in one side of the balance and 12 in the other side. o TTW ask the students who has more? What are we trying to find out? (how many more she has) o TTW ask a student to make the sides of the balance even. o TTW have the students decide if we were adding or subtracting? (either way depending on if they take out of one side or add to the other side) If we take out blocks from the bigger side until they are even will we know how many more she had? Or we could also add blocks to the smaller side till they are even. However many you take out or add is how many more the one side had than the other. o TTW use graph paper to draw a picture keeping circles lined up and looking like a graph to compare the two numbers then explain that the empty boxes where the smaller number doesnt match the larger number is our how many more comparison. o TTW ask if they could help you write two number sentences that are turn around facts that would show the picture that we just drew and what we did with the balance beam because they show the same thing. (7+5=12 or 12-5=7)
83
Amanda K. Marean
o TTW explain that the number sentence, the drawing, and the balance beam all explained how many more valentines my friend had than I did. o TTW give the students another number sentence to build with the manipulatives (unifix cubes) and then draw and finally write the number sentence. If there are 8 sunny days in February and only 3 snowy days how many more sunny days are there? If there are 2 windy days and 8 sunny days how many more sunny days are there? Once lower numbers are mastered then you can move on to larger numbers with in 20. This will be a likely move for the blue group (higher achieving). o TTW have the students answer on their marker boards If my friend has 8 valentines and I have 5 how many more valentines does my friend have? o TSW answer the question and show the appropriate number sentence and show the teacher when finished. They may use pictures or manipulatives to help them. iPad Game Build a Ten TSW play the build a ten game on the iPads at one station
Partner Math Game TSW work with a partner to do Addition I-Spy or Doubles Slide, materials for games is found on bookcase by partner wheel. Apply Declarative/Procedural Knowledge (10-12 minutes per group)
84
Amanda K. Marean
o TSW break into groups. Each group is divided by ability and follows the rotation schedule provided. Use partner wheel to determine partners for math games. Rotations Schedule High Level Group- 1) iPad game 2) Partner math game 3) Small group instruction On Level Group 1) Partner math game 2) Small group instruction 3) iPad game Below Level Group- 1) Small group instruction 2) iPad game 3) Partner math game Generalize or Summarize-Closure of the Lesson o TTW have the students close out of game on iPad and put games back on the shelf and return to the carpet spot. o TSW tell the teacher what they found easy about the game on the iPad and what they found hard about the game. Homework o Homework IV. Materials Needed (e. g. video, simulation, graphic organizer, equipment, etc.) Teacher Materials: o New Roll to Twenty game board (one for each pair of students)
85
UIU Teacher Work Sample o iPads with Make a Ten game
Amanda K. Marean
Mobile iPad cart is stored in library-bring to classroom during recess.
o Dry erase marker and board o Student list (recording summative assessment completion) o Balance o Base ten blocks and manipulatives for small group instruction o Partner Wheels are on the side of bookcase- rotate one position to the right Student Materials: o Access to iPads with Make a Ten game o New Roll to Twenty game board with materials for game 2 sets of manipulatives 1 dice pencil
o Dry erase board, marker, and eraser (small group instruction) V. Accommodations/Modifications for Diverse Learners TAG- Students can do the advanced options on the iPad game. Game can be set to make a 20 instead of make a ten. This option can be used for those students who have mastered the Tens Friends skill and can be challenged to expand that knowledge to work on fluency on facts within twenty. At-Risk- Students will work with the teacher during small group instruction focusing on smaller numbers. They will compare two numbers using manipulatives and the balance to show understanding. This balance can be used to help them when the story problem requires them to compare two numbers.
86
UIU Teacher Work Sample VI. Summative Assessment
Amanda K. Marean
20 out of 26 students were able to solve a story problem comparing two numbers showing the correct number sentence on a white board during small group instruction.
VII.
Teacher Reflections Lesson number 9 went well and this was the only time that we really focused on the
wording with comparing two numbers. I was surprised how the vocabulary tripped students up and they didnt know whether it was an addition or subtractions problem. Connecting this skill to the turnaround facts they have already mastered helped to bridge the vocabulary and what needed to be done to solve the problem. Many students still tried to add both numbers together to get the answer and this was solved by using students to model the problem rather than using the balance. I had one student hold blocks in their hand and another hold blocks in their hands and asked them how many they had all together. Then I asked them how many more Student A had than Student B. When we examined the two problems together like that with student examples it made the idea of comparing numbers stand out from just adding them all together. I am still not positive that the whole class has the best understanding and I wish I would have incorporated this skill earlier in the unit. It was frustrating having to teach expectations about use of the iPads rather than having a whole group lesson on the skill. If I was to do this again I would have done the expectations hopefully earlier in the year and then been able to use student examples like I did in small group during whole group instruction. This would have left more time for practicing the problems than working on the vocabulary of the problem.
87
Amanda K. Marean
Addition Strategies and Story Problems Unit review and Posttest I. Learning Goal and Objectives
LG 1: The students will be able to use an equation to represent a problem with unknowns in all positions I can use an equation to represent a problem. LG 2: The students will use strategies to solve addition and subtraction problems. I can use strategies to solve addition and subtraction problems. Standards National Standards: Pre-K2 Expectations Use mathematical models to represent and understand quantitative relationships Model situations that involve the addition and subtraction of whole numbers, using objects, pictures, and symbols. Pre-K2 Expectations: Compute fluently and make reasonable estimates Develop and use strategies for whole-number computations, with a focus on addition and subtraction.
88
Amanda K. Marean
1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 1.OA.B.3- Apply properties of operations as strategies to add and subtract. District Standards: Operations and Algebraic Thinking 1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. Operations and Algebraic Thinking 3: Apply properties of operations as strategies to add and subtract. Objective Each student will take the unit posttest and scoring 12 out of 12 possible points showing the correct number sentence and appropriate pictures for each problem. II. Assessment of Student Learning/Performance. Formative o Teacher will question the whole group about the difference between the three parts of the story problem and how do you know what type of problem it is. o Teacher will question the low (green) group on the vocabulary of the different types of story problems. o Students will create a story problem for the number sentence provided.
89
Amanda K. Marean
o Students will take the unit take the unit posttest and scoring 12 out of 12 possible points. Each student will show the correct number sentence and appropriate pictures for each problem. III. Procedure
Access Prior Knowledge (3-5 minutes) TTW point out the addition strategy posters and remind them that these are strategies that will help them to solve problems more quickly and correctly. TTW go over each strategy and remind them of them asking for student explanations of each one. TSW volunteer information about each strategy poster.
Acquire New Information (5-7 minutes) TTW write three boxes on the board and ask the students to help you label the boxes (start, change, and solution) TTW ask the students to give an example of a problem that would need to find the solution. TSW give an example such as I have 2 pieces of candy and she has 4 how many do we have all together o If they do not give an accurate problem, correct them. TTW ask the students how they know that the problem is to find the solution. What sort of words let you know that? TTW do the same thing for problems where you find the change and the start. TTW give the students a story problem to think about what they are looking to solve. 90
Amanda K. Marean
o I have 4 goldfish and I buy 4 more how many do I have all together. TSW turn to their neighbor and discuss quickly if they are looking for the start, change or solution. *Remember that I do not want the answer to the problem only what they are looking for.* TTW fill in the number sentence frame on the board with a questions mark in the place that we are trying to find. TTW continue that process for each type of problems o I have some cookies and I bake 12 more altogether I have 18 cookies. How many did I have at the beginning?(start) o I received 26 valentines and my family gave me some more. How many did my family give me? (change) Apply Declarative/Procedural Knowledge (10 min./ group time, 15-18 min./ games) TSW get in partners by the partner wheel and they will play the making a ten game on the iPad. The Below Level Group- meets with the teacher and goes over number sentences and then has them turn them into a story problem with their partner. TTW give an example with the number sentence (? + 3 = 5) and think of a story problem to go with it such as I had some (see how I used the word some when I didnt know a part of the problem) TSW work with a partner to think of a story problem to go with the number sentence that the teacher displays on the marker board. TTW ask if there is an addition strategy that they used to make the problem a little easier.
91
UIU Teacher Work Sample Number sentences for Below Level Group 7+3=?/ ?+4=8/5+?=11
Amanda K. Marean
TSW share out a story problem that they came up with as partners to the rest of the group.
The Below Level Group will spend the last amount of game time working with a partner on the Make a Ten iPad game.
TSW stop playing games with 20 minutes left in the math period and return materials and iPads to their placed and return to their desks.
TSW clear their desks and set up their fences to get ready for the test. TSW take the tests at their desk while the teacher reads through the test at the document projector.
TTW remind them that they need to keep their eyes on their paper and not on their neighbor and if they are talking I will think they are cheating.
Generalize or Summarize-Closure of the Lesson TTW thank the students for working so hard with the math and that they have all done a really great job. Homework IV. No homework TSW hand in their test to the teacher.
Materials Needed (e. g. video, simulation, graphic organizer, equipment, etc.) Teacher Materials: o Document projector o Addition strategy posters on wall 92
UIU Teacher Work Sample o Unit Posttest (one for each student)
Amanda K. Marean
o iPads with Make a Ten game (enough for each pair of students to share one) Mobile iPad cart is stored in library- bring to classroom during recess.
o Dry erase marker and board o Partner Wheels are on the side of bookcase- rotate one position to the right Student Materials: o Unit posttest o Fences ( students have in desks) o Pencil o iPad with Make a Ten game (shared between partners) V. Accommodations/Modifications for Diverse Learners TAG- Students can do the advanced options on the iPad game. Game can be set to make a 20 instead of make a ten. This option can be used for those students who have mastered the Tens Friends skill and can be challenged to expand that knowledge to work on fluency on facts within twenty. At-Risk- Students will have the test read to them while it is displayed on the document projector. Teacher will move around during the test and use proximity to control undesirable behaviors during testing. VII. Summative Assessment 4 out of 18 students were able to take the unit posttest and score 12 out of 12 possible points showing the correct number sentence and appropriate pictures for each problem. VII. Teacher Reflections
93
Amanda K. Marean
This lesson I felt was a great culminating mini-lesson that quickly refreshed what we went over for strategies at the beginning and they all love the posters that we made. I wish that the posters were in a better location that I was able to show them without the students having to leave their carpet spots to see them clearly. If I could change them I think I would put them on the wall above the marker board and make them a little larger so you could see them at the back of the class. Students loved singing the doubles rap and that is something that sticks with them. The iPad game that they played was an effective game to make the fluency for tens friends much better. I wish I would have explained more thoroughly how to do the game in partners. I chose to do partners because some students didnt have success with the game on their own because they spent too much time looking for the correct number even if they knew the answer. Working in pairs in gave them more success all around and as a class they were able to score better within the game. With more instruction on how to play with a partner there would have been less questions and problems during partner work. The Below level group did a really great job at small group time and were able to create a story problem that told the number sentence provided. I really enjoyed having them look at the problems from a different angle and I wish I would have used this strategy throughout the unit with the whole group. Doing that would have added a writing component to the math unit which would have been great for 1st grade.
94
UIU Teacher Work Sample Math Games
Amanda K. Marean
Counting On..page xx Addition I Spy...page xx Fact Family House.page xx Roll to Twenty......page xx Doubles Slide....page xx Lesson 6....page xx Lesson 7....page xx Lesson 8....page xx Lesson 9....page xx
95
UIU Teacher Work Sample Counting On Number of Players: 1- 2 Players What you need: Numeral Cards 0-9 Die with only 1 & 2 Math Notebook to record number sentences What to do: 1. Use you 0-9 cards. Turn over two cards to make a two digit number. 2. Roll your die and add the number shown 3. Record and repeat taking turns with your partner.
Amanda K. Marean
1 5 9
2 6 0
3 7
4 8
96
UIU Teacher Work Sample Addition I Spy Number of Players: 2 Players What you need: A deck of playing cards, with face cards removed. Aces will count as 1. What to do: Arrange the cards face up in 5 rows with each row containing 8 cards.
Amanda K. Marean
Player one will find a number combination and tell player two ONLY the sum. I spy two cards that add to 12 Player two looks for 2 cards next to each other, horizontally, vertically or diagonally that create a combination with the same sum that player one saw. It does not have to be the exact match that player one spotted, as long as the combination shares the same sum. If player two finds the combination, they get to pick up the cards. If player two cannot find the combination, player one gets to pick up the cards. As cards are picked up, the remaining cards are shifted to fill in the spaces. Play will continue until all that cards have been collected. The winner is the player with the most cards. Extension: Students will create number combinations using three cards in a row.
97
UIU Teacher Work Sample Fact Family House Materials Fact Family House 2 Die Recording sheet Directions: 1. Roll the dice to find your worker numbers 2. Add your worker numbers together to find your boss number
Amanda K. Marean
3. Fill in the number sentences on the house to complete your fact family house.
98
UIU Teacher Work Sample Roll to Twenty Directions: Each player rolls a die, places that number of counters on his/her ten frame, then announces the total number of counters on the ten frames. Next, the player records the number sentence onto the chart below. Both players will use the same recording sheet. Example: Player one rolls a 5. He places 5 counters on his ten frame and writes the number sentence 0+5=5. The 0 represents the number of counters on the ten frames before the roll, the 5 represents the number of counters added to the ten frames, and the 5 represents the total amount on the ten frames after the roll. Player 2 will then roll the die and do the same. On the next turn, player one rolls a 3. He place 3 counters on the tens frame and writes the number sentence 5+3=8. The 5 represents the number of counters before the roll, the 3 represents the number of counters added to the ten frames, and the 8 represents the total amount on the ten frames after the roll. Play continues until a player fills both ten frames and reaches a sum of 20.
Amanda K. Marean
99
Amanda K. Marean
Roll to Twenty
Start 1.
Roll
Total
Start 1.
Roll
Total
2.
2.
3.
3.
4.
4.
5.
5.
6.
6.
7.
7.
8.
8.
9.
9.
10.
10.
100
UIU Teacher Work Sample Doubles Slide
Amanda K. Marean
101

Teacher Work Sample - Amanda Marean

Transféré par

Informations du document

Description originale:

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Teacher Work Sample - Amanda Marean

Transféré par

Droits d'auteur :

Formats disponibles

Amanda K. Marean Upper Iowa University February 27, 2014

UIU Teacher Work Sample Table of Contents

UIU Teacher Work Sample Standard 1: Contextual Factors

UIU Teacher Work Sample

4 Pre Test 3 Post Test Student 2

0 Studetn 1 Studetn 2 Student 3 Student 4

PostAssessment Access Prior Knowledge

Pre-assessment Unit Overview Day 1 2 3 4 Lesson Name/ Activity Learning Goals

UIU Teacher Work Sample 5 6 7 8 9 10

UIU Teacher Work Sample Appendices

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample

Apply Declarative/Procedural Knowledge (15 min.)

UIU Teacher Work Sample

UIU Teacher Work Sample VII. Teacher Reflections

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample o High Level Group

Large sheet of construction paper Scissors, pencil and glue

o Math game Counting on V. 0-9 numeral cards, 1&2 dice, directions

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample Name:______________________ Date:__________________

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample

Homework IV. No homework

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample Summative

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample V. Accommodations/Modifications for Diverse Learners

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample Summative

UIU Teacher Work Sample

UIU Teacher Work Sample -

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample IV.

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample

UIU Teacher Work Sample o

UIU Teacher Work Sample

UIU Teacher Work Sample Name:____ Date: