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1. Grade level: F
ourth Grade
2. How much time is devoted each day to mathematics instruction in your classroom?
Students in this classroom receive mathematics instruction for approximately two hours each
day.
3. Identify any textbook or instructional program the teacher uses for mathematics
instruction. If a textbook, please provide the title, publisher, and date of publication. T
he
4. From your observations, list other resources (e.g., electronic whiteboard, manipulatives,
online resources) the teacher uses for mathematics instruction in this class. Provide one
these materials into instructional times with in the classroom helped to improve the delivery
of content by allowing students to really participate in the lesson in a more hands-on, visual
way. For example, having play money as a manipulative for students to use as they practiced
word problems involving money really helped students to visually see what was happening
5. From your observations, explain how your teacher makes sure the students learn the
lessons, this fourth grade teacher would ask clarifying questions, have students justify their
responses to math questions, and write out strategies and examples in their math notebooks
before taking quick checks on the chromebooks. The teacher would walk around and check
for understanding as well as hopping right online to watch the students scores come in as
they took their quick checks so that he could re-engage/explain if needed and have students
come up and show him the strategies that they drew out in their math notebooks. In addition,
the teacher had students “prove” their answers, which I thought was a great idea.
6. What did you learn most about teaching mathematics from observing this teacher? I
really enjoyed watching this teacher provide instruction in mathematics. I thought that this
teacher did an excellent job explaining math concepts, providing real-world examples, and
also forcing students to really think and understand what they were doing by having them
justify/”prove” their answers, orally in discussion or written in their math notebooks during
independent practice and quick checks or tests. I loved the way that the teacher had students
reflect on the answers that they provided and immediately share with the class how they got
their solutions. The teacher created a safe and comfortable classroom environment where it
was okay and actually recognized as positive to take risks in math. Students were very
comfortable immediately sharing their answers and how they got to them with the whole
class, even on the board. When a student was incorrect, the teacher would facilitate a
discussion and have the students work out the problem again in a different way. The teacher
was very positive and encouraging throughout math, and I loved that students felt that they
could share, even if they were incorrect. I learned a lot from this teacher about how to
facilitate this sort of math discussion during instructional periods, as well as how to have
students justify and prove their answers in written work and class discussion.
1. Describe the Central Focus of your lesson: Students will learn and practice using fractions
2. State the CCSSM Standard and the objective for your whole class lesson. 4
.MD.A.2 - Use
the four operations to solve word problems involving distances, intervals of time, liquid
volumes, masses of objects, and money, including problems involving simple fractions or
decimals, and problems that require expressing measurements given in a larger unit in terms
of a smaller unit. Represent measurement quantities using diagrams such as number line
3. Instructional Strategies and Learning Tasks: (summarize the lesson plan components by
briefly describing the instruction and the learning tasks you used. Include the tasks students
real world examples through story problems involving money, decimals, and fractions. For
example, students were asked the following question during the lesson’s “explore” activity:
“Ms. S buys a book on sale for $3.12. Ms. S gives the cashier a $5 to purchase the book. How
much change should Ms. S receive?”
Students will worked independently as well as in groups to solve word problems, such as the
questions provided as well as justify their mathematical thinking and prove their answers.
and problem solving. I nsert a copy of the assessment with your solutions here.
To evaluate student understanding and progress, students will complete an exit ticket with the following
questions:
1. $2.01 x 2 = _____
2. $62.46 + $22.08 = ______
3. $18.04 - $7.05 = _____
4. $14.75 + $2.50 + $5.25 = _____
Solutions:
1. $2.01 x 2 = $ 4.02
2. $62.46 + $22.08 = $ 84.54
3. $18.04 - $7.50 = $ 10.99
4. $14.75 + $2.50 + $5.25 = $ 22.50
5. Define your evaluation criteria for mastery of the assessment in a rubric. Make sure you
define separately conceptual understanding, procedural fluency, and problem solving parts of
Students will be expected to achieve 75% or higher (at least 6/8 points) on their exit tickets in
order to have met the lesson objectives and expectations. Each of the four exit ticket
questions will be worth 2 points for a total of 8 possible points. 1 points for conceptual
understanding, 3 points for problem solving, and 4 points for procedural fluency.
fluency, and problem solving of the objective. This can be pie charts, tables, bar graph etc. but
must show performance in each of the above areas separately, according to each student’s
2. Describe common error patterns in each of the areas of patterns of learning - conceptual
understanding, and procedural fluency. Refer to the graphic to support your discussion. ( 3
of the lesson’s content, their understanding is not demonstrated by any illustration, such as
such as a drawing, students might have shown something like a number line, a base ten chart,
technological issues, the exit ticket had to be changed on the spot, and I regret that I did not
instruct students to use different strategies and/or draw pictures to illustrate their
understanding. Since there is not pictorial evidence, the student’s writing and solving of the
algorithm will demonstrate conceptual understanding. Each of the four students analyzed
demonstrated satisfactory levels of conceptual understanding through their standard
algorithm formation. Each student accurately set up their problem using the standard
Procedural Fluency - O
ut of the four students analyzed, 2 out of the 4 students demonstrated
100% procedural fluency, having accurately written out a number sentence (using standard
algorithm) and receiving the correct answer. The remaining two students received 3 out of 4
points for procedural fluency, because they correctly set up and solved p
art of the problem or
some o
f the problems, but not all. Students A and C both received a wrong answer on one of
the exit ticket’s four problems. Both Student A and Student C made errors related to “carrying”
Problem Solving - Out of the four students analyzed, half of the students demonstrated 100%
problem solving, having correctly written out and solved their standard algorithm, one of these
two even indicating their correct answers by circling. The remaining two students
demonstrated partial problem solving by correctly writing out their standard algorithm for
each problem, but each failing to correctly solve one of the four problems correctly. Errors
made by these two remaining students were related to “carrying” in their problems, which
resulted in the students each receiving one wrong answer on their exit ticket.
3. Scan and insert here the copies of 2 students first work samples as follows. Choose the
most representative examples from the whole class assessment (no student names). Then,
Student A
Student C
Both Student A and Student C made similar errors in problem solving that caused
them to receive incorrect answers for one of the four problems on each of their individual exit
tickets.
Rather than exchanging from the correct number (8,) Student A gave a number 10 tens from
nowhere and then transferred those to the 4 to make 14. Student A does not understand
entirely what the act of “carrying” accomplishes and thus wasn’t able to see his/her mistake.
Student C made a very similar error to Student A. Rather than adding 5 + 0 + 5 to equal
10 and exchanging to carry the one to the next column, the student just wrote the answer to
be 5, which is false.
Assessment results are irrelevant if you do not act on them. Thus, you are to create a plan to
use the results you described in Part C. You do not have to actually re-engage the students but
you must show that you understand what to do with these results. Thus, based on the
assessment results you described above, group each of your students into one of these
groups:
performed poorly in multiple parts of the assessment, that child will start in the conceptual
group) S
tudents A and C need more work on problem solving and would be placed in group 3.
Students B and D would be placed into group 4 as they have demonstrated satisfactory levels
a. Describe your re-engagement lesson for this group (objective from CCSSM,
CCSS: 4.MD.A.2 - Use the four operations to solve word problems involving distances,
intervals of time, liquid volumes, masses of objects, and money, including problems involving
simple fractions or decimals, and problems that require expressing measurements given in a
larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such
Learning tasks and strategies: I would use the CCSS above again for this
re-engagement lesson, since drawings unfortunately were not emphasized in this original
lesson. Students would solve similar problems as previously presented, such as story
problems involving money, addition, subtraction, and multiplication, all of decimals, but this
time would illustrate their thinking and demonstrate conceptual understanding through
pictorial representation, as well as through their standard algorithm or whichever strategy they
decide to use. While students would be allowed to represent their thinking in whichever
means or using whatever strategy made sense to them and demonstrated satisfactory
encouraged options: number lines and base ten charts. Teacher will discuss strategies, such
as using number lines, with the students in order to show them ways that we can use
Manipulatives: Students will also be offered manipulatives to use, such as play money,
b. Explain why you believe this re-engagement lesson will be effective based on the
error patterns you found in the data. Score here will be based on how well you describe
the connection to the re-engagement lesson and the error patterns found, effective use
through drawing pictures of strategies. This re-engagement lesson will allow students
to learn more about strategies they can use and will give them an opportunity to apply
their knowledge by being presented with new problems and new strategies that they
Assessment: Students will be presented with a story problem exit ticket involving
money and addition and subtraction. Students will be given manipulatives and asked to draw
out their thinking and problem solving using something like a number line to demonstrate
conceptual understanding. The exit ticket will be graded out of 10 points: 3 points for
conceptual understanding, 4 points for procedural fluency, and 3 points for problem solving.
Choose to do either 3a OR 3b:
a. Describe your re-engagement lesson for this group (objective from CCSSM,
CCSS.MATH.CONTENT.4.NBT.B.4
Fluently add and subtract multi-digit whole numbers using the standard algorithm.
CCSS.MATH.CONTENT.4.NBT.A.2
Read and write multi-digit whole numbers using base-ten numerals, number names,
and expanded form. Compare two multi-digit numbers based on meanings of the
digits in each place, using >, =, and < symbols to record the results of comparisons.
problem solving in order to address the students’ mistakes in their standard algorithm
multi-digit whole numbers and standard algorithm. Students will be asked to use
standard algorithm and one other strategy, such as base ten charts or expanded form,
As manipulatives, students will be given units, rods, and flats to help them solve
b. Explain why you believe this re-engagement lesson will be effective based on the
error patterns you found in the data. Score here will be based on how well you describe
the connection to the re-engagement lesson and the error patterns found, effective use
of materials, and sound methodology. T
his lesson will be effective for re-engagement
because it targets standard algorithm and strategies, especially expanded form and
base, which will help students to see what the numbers they are borrowing from and
carrying to really mean. Students’ misconceptions and errors all related to carrying,
and it is likely because students do not understand what they are really doing when
they “carry.” This lesson will help students to learn and understand what each of these
numbers really means and what actually happens when you “carry.”
Students will be presented with an exit ticket involving addition and subtraction of
money. Students will be instructed to use the standard algorithm in addition to using a
strategy such as “base ten” to solve for the problem’s answer. The exit ticket will be graded
out of 10 points: 3 points for conceptual understanding, 4 points for procedural fluency, and 3