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Part of answer
Grouping
Correct
Answer
Grouping
Correct
Answer
Grouping
Correct
Answer
Total
Correct
Student
Question
Number
Ian
1
1
2
1
3
0
4
1
5
0
6
0
7
0
8
0
9
0
10
0
11
1
12
0
13
0
14
0
15
0
16
0
17
0
18
0
19
0
20
0
Ian
Calvin
1
1
1
1
0
1
1
0
0
1
1
0
0
0
0
0
0
1
0
1
1
1
0
0
1
1
0
1
1
1
1
0
0
0
1
1
1
1
1
1
11
13
Calvin
Austin
1
1
1
1
1
1
1
1
1
1
1
0
0
1
1
1
1
0
1
0
1
1
0
0
1
0
0
0
1
0
1
0
0
0
1
0
0
0
0
0
14
8
Austin
19
Instruction Plans:
After the assessment there were many things that I wanted to change and teach. First thing I wanted to do was make sure that my instruction is
specific to the needs and interests of my students. Ian, Calvin, and Austin, were active and fidgety. The next important thing that I wanted to integrate
was their individual level of understanding. As I looked at their assessments I saw that Austin had known many of the correct answers but he did not
understand the grouping principle. I noticed from testing that Ian only knew a couple of the simple multiplication problems and he tried to draw as
best as he could. Calvin was able to get some of the correct answers and some of the correct grouping principles. If he was able to concentrate for
longer I think that he would be able to do more of the problems. I would make my examples more difficult for Austin, and I would make more simple
examples for Calvin and Ian.
At the beginning of my lesson I would use paper and pencil to teach the grouping principle and after I demonstrated the principle by drawing, I
would ask each one of them to draw an example for me. I also would teach them the term product. Next I wanted to find a way to teach the boys
using a gross motor activity to teach the grouping principle. The area that I was teaching in, allowed me to let them move around with plenty of
space. I decided that I would use cups and writing utensils to show the grouping principle. I would make it into a game with flash cards with different
multiplication problems on the cards. When I gave the boys a card I would let them run from our table to the steps where the cups and pencils were.
When they got there they were to show the correct amount of groups with the correct amount of writing utensils in each cup. When they were
finished I would ask them to tell me how many groups they have and how many is in each group. I would let them do as many flash cards until the
time ran out.
Reflection of first teaching day:
Each one of the students really enjoyed the game of grouping with cups. They were all engaged for the entire instruction time. I was very pleased that
they were able to do larger number problems correctly. I want to mention that Ian is really catching on. From my observation, he partly understood
the grouping principle when I was drawing pictures on the paper, but it is when he started putting pens in cups that he got it.
Part of answer
Grouping
Correct
Answer
Grouping
Correct
Answer
Grouping
Correct
Answer
Total
Correct
Student
Question
Number
Ian
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
1
10
1
11
1
12
1
13
1
14
1
15
1
16
1
17
1
18
1
19
1
20
1
20
Ian
Calvin
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
0
1
1
1
1
1
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
20
18
Calvin
Austin
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
0
0
1
0
0
1
1
0
1
1
1
1
1
0
1
1
1
1
1
1
1
16
18
Austin