Throughout My Lesson, I Tried To Use Math Vocabulary That

What were the objectives of this lesson? How well do you think your students understood the overall purpose and relevance of the lesson? (APS 4.A–C)

On the teacher’s command, students will form a plan and race to find the combination of coins needed to reach the total amount

Students will also verbally share with the class the different comparison problems they created which will allow students to use the vocabulary terms. The last learning experience, 4, will allow students to continue to build from experience 3 in practicing the vocabulary terms and math symbols. Students will say true math statements as well as create their own. There are several ways students will implement their vocabulary terms in meaningful ways.]

Lesson 1 clip 1 shows the introduction to the lesson, beginning after I welcome students to the classroom, by reviewing coins and their values as a class. After reviewing the Coins PowerPoint, the clip shows the beginning of my explanation for part 1 of the How Much Is Your Name Worth worksheet. The focus learner is wearing a purple sweatshirt in lesson 1. My instruction strayed a little from the lesson plan regarding the check for understanding section. In the lesson plan, at the end of the introduction section I listed to check for understanding before moving on. In the lesson, I did not specifically ask students if they understood the material and were ready to move on, instead I gauged student understanding based on their answers to the

Several third grade special education students lack the basic skills to determine how much money is needed to make a purchase. In particular they are unable to identify and value coins. However, it is assumed that students entering third grade have already

assessments for monitoring student learning during the lesson (e.g., pair share, use of individual whiteboards, quick quiz)

A few students raise their hands. I wanted to further draw out students’ responses, so I used a vocabulary term we previously learned. I said, “Remember we learned about switch something.” After several students shouted out switch partners, I used the term partners to further describe the two numbers at the bottom. I used this opportunity to see what students understood about the partners while asking the students what the partners did. One student raised their hand and talked about a different set of switch partners and explained that you add them together. I realized they did not say they add up to the total, so I built on that response and said, “These partners down here, they are going to give us...” I paused and had students fill in the response with, “The big

I currently work at Hy-Vee, which does a lot to help out Deerfield Elementary. Each year, Hy-Vee allows third and fourth graders from Deerfield to come and make apple pies in the bakery. For every apple pie sold, Hy-Vee donates $10 to Deerfield Elementary. When the students first arrive, they are placed at different stations to participate in different steps of the pie-making process. Parents, co-workers, and myself are in charge of showing the students how to begin the process of making the apple pies. During this event, students are placed at two different stations. Station one is where the students slice the apples using the apple core machine. Station two is where the students weigh out the sliced apples to put into the crust. Throughout this event, I work with the parents and students to make sure everything runs smoothly. I have to communicate well so each student understands the process of making the pies. It is a rewarding feeling each year when the students come back into Hy-Vee with their parents to purchase a pie they had made. I love seeing the excitement and sense of accomplishment the students carry with them when they are able to purchase something they had

Discussion of Instructional Problem According to Common Core State Standards, second graders should be able to solve word problems involving money. However, second grade students struggle with adding mixed groups of coins that include a variety of quarters, dimes, nickels, and pennies. When second graders struggle with this skills, they are not able to solve money word problems and meet the Common Core State Standard. In kindergarten and 1st grade money is not a standard that is assessed.

Answer- “Let’s check and make sure we all know what we are going to be doing. Who can tell me the three things I said we will do?” Ask some students to repeat the learning objectives: learn about how to apply addition of fractions, look at some word problems together and solve them, and practice some word problems we would really

The lesson that I got to observe was Math. Miss. Phillips started on the smartboard with naming shapes and then she asked four to five students to look around the classroom and find the shapes they were naming from the smartboard. One student found an oval and another student had found a square each student found what Miss. Phillips had asked them to find, then all the students had traced in the air with their finger what shapes Miss. Phillips called out. Now she plays the dice game, each number that it lands on the student writes down and then add each number on the dice. Example 2+5= 7 and then she ask the students to show the number on their hands. Miss. Phillips has some actives set up around the room for them to do Math centers, one table has AB Patterns table 2 has ABB patters then at table 3 has number writing 0-5 at the end of the lesson she had the students meet back at the ABC rug and then they played counting to 100 by singing and dancing, a

Remember being taught something new in a mathematics class and thinking to yourself, “when am I ever going to use this in life?” Sure, not every mathematical theory taught in class will be used in your career, but from my experience, many of the skills learned in mathematics are frequently utilized each day. While mathematics may not be everyone’s favorite subject, I found it to be not only the subject I use the most outside of school, but the one that I enjoy the most, which is why mathematics is my favorite subject.

Therefore the Six Sigma competition game included a reward (i.e. Coins) element in the classroom quizzes as discussed in the earlier section.

Although vocabulary is the sub-skill of a language, it plays a very important role in language learning and teaching. In fact, vocabulary is central to language and is of paramount importance to language learners. On the other hand, words are the building blocks of a language that are used to label objects, actions, and ideas. In other words, people cannot convey the intended meaning without knowing vocabulary. It is widely accepted that vocabulary is a very important part in English language learning because no one can communicate in any meaningful way without vocabulary. As McCarthy (1990) stated, the single, biggest component of any language course is vocabulary. Nation (1990) also affirms that vocabulary can be considered as the most important element in language learning because Learners think that many of their

Joe: I like that we can have questions at the end to test the staff on what they learned. I like to see if they retained it. I don’t care how they learn it as long as they learn it. Trying to sell this to the staff is the hard