For this assignment, I have chosen to study the second-grade data. By reviewing this data, I will be able to better determine where to focus my instruction as well as understand where students are at when it comes to learning math. Based on the data provided, I have decided that I will focus my instruction on two specific areas. The first area I will focus my instruction on is Number Identification. The data tells me that eight out of the seventy-four students may not understand how to successfully identify numbers. In my opinion, all students in second grade should be able to identify numbers. I will help students become successful in identifying numbers during small group instruction. This way students are provided with individual …show more content…
Second-grade students will need to be able to solve problems that involve the addition and subtraction operations. Just about each of the major clusters in the Focus Document works with addition and subtraction. This informs me that when teaching, I will need to provide the students with a wide variety of math that will help students become successful in the addition and subtraction operations so students will be successful when they reach third-grade. The Focus Document also informs me that I will need to spend some time teaching students about working with time and money. I will also need to be able to help students represent and interpret the data. The Focus Document is a great tool that helps me understand what the students should be learning in the math class. This document also informs me on the information that students need to know before reaching the next grade level. If I am observing students in second grade that have meet the require fluencies for second grade, then I know that these students will more than likely be successful by the time third grade arrives. In order to successfully connect the data and the Focus Document, I have found a lesson that helps the students work with a variety of skills that they will need to know and work on. The lesson that I have chosen is adding and subtracting within 20. The objective for this lesson is to help students make a ten to add and subtract within 20. This lesson portrays a few of the
The learning outcomes are important. There has to be a reason on why something is being taught, and how it will be useful to the students future. Throughout the paper, I’m going to give you an example of a lesson plan I
Students had previously covered the topic of developing fluency in multiplication by 2-digit numbers. After that topic students moved on to cover number sense, dividing by 1-digit divisors using mental math to prepare them for the following topic of my learning segment. The topic of my learning segment consists of developing fluency, dividing by 1-digit divisors. I designed my lesson as a three-day unit focusing on long division by modeling division with place-value blocks, dividing 2-digit by 1-digit numbers, and dividing 3-digit by 1-digit numbers. Students were introduced to division prior to my learning segment but the struggled to understand and comprehend division because students were only introduced to the division algorithm and were not provided with a mnemonic to help them recall the steps. Students also weren’t introduced to division with manipulatives or drawings. Therefore, I
According to Table 1.2, the following categories fell within close range to the mean: number sense, attends to print, basic reading, articulation, communication (receptive), matching, pre-writing, colors, and shapes. It is evident through this data analysis that most students are at the emerging stage of ability levels, implicating that they require some level of prompting to ensure they produce a correct response. It is concluded that students require continued instruction with addition, reading, and working independently are skills that require continued instruction. Division, multiplication, graphing, and telling time were areas that all students found to be the most challenging, thus these findings confirmed my original assumptions,
At the end of the lesson as independent Students will complete a two sided practice worksheet to demonstrate mastery of the objective. This worksheet will provide students the opportunity to practice using a tens frame to add within ten as well as using a tens frame to support the recognition of tens fact families.
- To develop a positive attitude to numeracy and maths as an interesting and exciting subject in which all children gain success and enjoyment
Royalton High School follows a 7 period day schedule, 50 minutes class periods, typically 5 days a week beginning at 8:15am and ending at 3:22pm. A regularly scheduled day consists of seven four minute passing periods and a 15 minute homeroom at the end of the day. Homeroom is not considered as a scheduled class, and even though it is not required, it is still beneficial to many students. The sole purpose of homeroom is to inform students of extracurricular activities, scholarships and college visits, the announcements, and reduce class absences.
This program is appropriate in a diverse, 4th grade general education classroom. The modules are made up of “Topics” and “Lessons” that are aligned to Common Core State Standards (CCSS). Each module provides the foundational standards needed for the lessons (i.e. CCSS from the previous grade), as well as the focus grade level standards. The first module introduces concepts which are then spiraled within the next module’s focus. While the modules are thematic and based on each mathematics domain (base ten numbers, geometry, fractions, data, algebraic thinking), some standards are seen across topics and lessons. Each lesson has allocated time to four major components: fluency practice, concept development, application problems, and student debrief.
Provide practice: Students will work on a matching worksheet with partner(s) using counting manipulatives. Students will also be provided with homework worksheets for individual understanding.
By analyzing the pre-assessment data, Focus Student 1 has mastered the majority of the objectives that will be covered throughout this unit. Based on Focus Student 1 score, I can tell that he will have no trouble determining whether the New Deal was an effective response to the Great Depression, and determining if FDR’s New Deal undermined the constitutional principles of separation of powers and checks and balances. In terms of other learning goals, I would like Focus Student 1 to fully participate in all learning activities. He as the tendency to lose focus and checks out.
The author explains how many students, especially those in the focused-upon second grade class, have difficulty explaining their “mathematical thinking process”. While they may provide correct answers using memorized calculations, they are unable to demonstrate their conceptual understandings or explain how they achieved the right results. As stated by the researcher, “it is important for students to be able to demonstrate their mathematical thinking as well as their method of solving a problem” (Kostos & Shin, 2010, p.223).
This artifact addresses the standards of content/subject matter, diverse learners, instructional strategies, and methods of teaching in several different ways. The artifact deals with the content of 8th grade math, in this particular artifact it deals with slope, proportionality, and slope intercept form. With using these concepts, I used a variety of strategies including creative thinking and problem solving to make questions. I was also able to create opportunities for diverse learners in this lesson with the strategies and methods of the 8th grade math content. When creating this lesson it was not my goal to interconnect these four standards, it was after reflecting on the lesson that I observed I connected these four standards in my lesson
While reviewing the results of the most recent state testing data for Owasso, a common trend arose. The median OPI Score for each subject tested was lower for economically disadvantaged students. Furthermore, the percentage of students at or above proficiency was lower for every elementary school in the district, as demonstrating in Figure 1 above. This is certainly not surprising to anyone who has been in education for any amount of time, and the performance of economically disadvantaged students is a common focus of research. I️ wanted to discover if Owasso’s results were out of the ordinary compared to other economically disadvantaged students from around the nation. I decided to focus
The lesson objectives, learning tasks, materials, and planned supports are designed to move the focus learner toward achievement of the IEP goal and the learning goal, simultaneously. Both the IEP goal and the learning goal align with a grade level standard. Aligning the learning goal with a not only a grade level standard, but also a required grade level project, a senior research paper, makes the learning tasks relevant to the focus learner’s current grade level instruction. This not only helps us to maintain a focus on grade level content in the resource room but also supports generalization of the learning content in a different environment, as well. Pre-assessment data provided evidence that the focus learner already has prior knowledge
that would allow students to explore multiplication as equal groups through a familiar context” (Ex. Lines 4 and 5 provide evidence of established a mathematical goal to focus learning). The teacher also reminded the students of the initial goal,” ‘So, tell me about your picture. How does it show the setup 28 of the chairs for the band concert?’" (Ex. Lines 28 and 29 provide evidence of established a mathematical goal to focus learning).
The primary focus in this section is to be focussed on what the student is to learn and in this case follow consistency in phrasing used throughout the school, WALT`s and WILF`s; a strategy allowing for consistency in objectives and expectations alike. It is beneficial then to, as Pollards suggests,