The planning processes for this unit started with our Math schedule created by the cooperating teacher, Ms. Ross. The schedule indicated that the focus for the following week or two, depending on student’s performance, would be on the number six. Every Math lesson includes a SmartBoard presentation as the “I do” and “we do” portion of lesson. This presentation is used and reviewed every day as this group of student benefits from repetition based on their age group and disabilities. The SmartBoard presentation includes twenty four slides, with the first ten slides always being a part of our lesson. During this portion of the lesson, one slide is dedicated to one video that highlights the $#$#$#$#1$#$#$#$# six, allowing the students to feel as they were taking a break from learning. This group of students benefit from short periods of instruction, short activities, and frequent breaks. As the pre and post assessments were created to focus on number recognition, quantity discrimination, one-to-one correspondence and writing of the numbers, this unit follows address the same categories. During our pre-assessment, out of the fifteen students in the classroom, eight students recognized the number six when shown the number. Only one student was able to identify that the number six was the largest number when comparing the number six to a smaller number. During the one-to-one correspondence activity eight students were able to make the connection between the number six and a visual
In order to improve my instructional practices, I analyzed instructional data from district math diagnostic and proficiency assessments. The most recent assessment assessed student’s abilities to count, add and subtract, and their understanding of place value. My students scored below not only the other first grade students at the school, but also all first grade students in the district. 81.6% of my students could count, read, and write numbers to 120. This was an improvement from their diagnostic assessment. However, only 66.7% could relate counting to addition and subtraction, and only 45% demonstrated understanding of place value in two digit numbers.
[The formal and informal assessments in the learning segments provided direct evident throughout the learning segments as I was able to incorporate relevant and meaningful assessments with my students. In the first lesson, students will be assessed through an observation during the anticipatory activity. I will use a Smart Presentation in this lesson and have the students determine which items have the greatest/least quantity. I will collect the data using my clipboard. In learning experience 2, students will, again, be observed. I will use a checklist ensuring students are able to read quantities from left to right as well as being able to recognize the three key vocabulary terms for this unit –
In supporting the various ways students learn, educators need to introduce and share ideas that are relevant and understandable. Problem solving is generally the most challenging for students who experience difficulties in Math. Garguilo and Metcalf (2013) discuss the need for considerable scaffolding and direct instruction when it comes to real-life problem in mathematics. The student may be able to add and subtract to a satisfactory standard, but cannot apply skills in problem solving methods. These types of difficulties are usually seen in students with ADHD. (Garguilo & Metcalf, 2013, p. 360) Studies suggest using a combination of formal and informal assessment in identifying both group and individual strengths and learning by means of representing the problem in different modes; see and hear, touch,
Jazmine Ruiz is a perfect candidate for my formative assessment because she missed a week of lessons on how to add two digit numbers. This gave me the opportunity to tutor Jasmine on adding two digit addition. Each tutoring session was approximately twenty-five minutes long. Throughout my tutoring sessions, Jazmine will learn four different strategies on how to add two digit numbers. The first strategy, Jazmine will learn how to add two digit numbers by drawing tens and ones. Second, she will learn how to break apart the
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,
The TLE GADOE (2016) states that the Individual Assessment of Number (IKAN) helps to identify student’s basic number knowledge. In contrast, the Global Strategy Stage Assessment (GloSS) assesses a student’s capability to use math strategies and identifies the mental processes students use to answers and solve operational problems with numbers (TLE GADOE, 2016). The assessments consist of a series of interview strategy and number questions which should be administered to individual students which is administered at least three times a year. The students are then assigned an overall Strategy Stage based on their responses to the questions in the interview (TLE GADOE, 2016). The series of questions increase in
Similarly, the Jordan study proved a direct link between counting and focusing on strengthening number sense and increased reasoning and mathematical understanding across different forms of assessment. Most notably, the number sense group my strong and sustainable gains on story problems,
Essay: Part I: discussion: how children with eal can be included in the daily mathematics lesson..
To begin the planning, teaching and assessment process, it must start with discovering what children know and understand, this can be done through assessment and, therefore, is where to initiate the cycle according to Webster (2009). However, some practitioners start the cycle by planning for lessons based on the curriculum content of the previous year (Fisher, 2013). The practitioner may then start teaching according to the predicted lack or extended knowledge, and, therefore, confuse and fail to progress their learning stated by Fisher (2013). An example of this would be presuming that the children had completed and felt confident in using halves and quarters, and, therefore, starting an activity on writing fractions or using bigger fractions. Completing an activity like the example would only cause more confusion and could end up being a more difficult task than it had originally begun. Therefore teachers should start with assessment, and plans should remain flexible until the information of all the learners is collected (Fisher, 2013). One way of assessing children is through formative assessment, this is by obtaining information within a teaching unit that is then adjusted for future educational scenarios (Antoniou and James, 2014). Formative assessment can help to identify both weaknesses, strengths and help enhance the student’s motivation (Yan and Cheng, 2015).
Despite another teacher contention’s saying that the” worksheet- based arithmetic system is not developmentally appropriate.” Ms. Cortez stands her ground and forms her own judgement to go ahead and use the work sheet – based arithmetic system in her classroom despite what another teacher says. The children seem to be having fun in her classroom using the work sheets as Ms. Cortez say’s “whipped through the sheets.” I’m so glad Ms. Cortez decided to use this teaching technique in her classroom, maybe the other teachers will see how developmentally appropriate this is for kindergarten students because Ms. Cortez is doing such a wonderful job teaching the students about math concepts and the students seem very excited and eager to learn. This
The lesson also begins with the teacher providing potential tasks for the students, but the student’s response guides the teacher’s questions and direction of teaching, as well as the task being presented to the student. These sessions are supposed to be intensive in order for the students to make progress in their learning. The teachers trained in this program take two graduate-level courses, which are designed to educate them about the math recovery program and instructional techniques and strategies. The sessions with the students are also videotaped so that it can be ensured that these teachers are integrating both assessment and teaching. Another great thing about the program is that there is teaching support that is available for math recovery teachers if they feel like they need
This essay will provide details about how the lesson plan and sequence of lessons for the mathematics unit of symmetry caters for individual students’ needs in regards to active engagement in learning activities and what differentiation measures are put into place for students with varying levels of ability.
Multiplication by ten gives students opportunity to explore larger numbers, and can also be extended on(Reys et al. ch. 11.4). In addition, multiples of 10 give students the knowledge that all digits move left one place and an additional place hundreths. This concept can be used to introduce the decimal place which is also moving place each time something is multiplied by tens. Exposing students to a range of examples which displays patterns that occur when multiplying by tens and hundreths will generate meaning of digits moving place (Reys et al., ch. 11.4).
The lack of adopted curriculum also means that most, if not all, teachers are supplementing both materials and instructional routines. These students need to pass the state-mandated Smarter Balanced Assessment (SBA) which requires completion of a problem-solving performance task. Students need to know which operation(s) to use (addition, subtraction, multiplication, and/or division) and how to apply them appropriately. This problem has