BROWN - REFLECTION ON RULES OF DIVISIBILITY LESSON 1

Domain 1 - Planning and Preparation

Component: 1a Demonstrating knowledge of content and pedagogy

Elements of component 1a are:
Knowledge of content and the structure of the discipline
Knowledge of prerequisite relationships
Knowledge of content-related pedagogy

I believe I would be at a level 3 in this component: Proficient

Working on the rules of divisibility before moving into factors and multiples shows my
understanding of prerequisite relationships. In the factors lessons, there are references to the
rules of divisibility, plus, it just makes it so much easier for the students to figure out if a number
is a factor or not, once they know the rules.
The rules are prepared on a smartboard file, so they can be displayed while we’re discussing
each rule. The smartboard can be used to write examples on throughout the discussion.

Component: 1b Demonstrating knowledge of students

Elements of component 1b are:
Knowledge of child and adolescent development
Knowledge of the learning process
Knowledge of student skills, knowledge, and language proficiency
Knowledge of students’ interests and cultural heritage
Knowledge of students’ special needs

I believe I would be at a level 3 in this component: Proficient

I thought of my students, their talents, and their interests while creating this lesson. Not all of my
students are super strong in math. I have a few that struggle. This was a project that all of the
students could do very well on. They could work with their peers and teachers to get assistance
with their thinking if they were confused. In the end, all of the students have work they can be
proud of, and a new tool, that will come in handy as we start factoring and multiples. My
students that could be a little bored with something like this, can be presented with using larger
numbers for a bit more of a challenge. My mid groups students fit in the middle, and will be good
with the original lesson. My IEP students can have accommodations for the writing and reading
part by having a teacher or para scribe for them and help by reading the rules and talking
through them as they create examples.
BROWN - REFLECTION ON RULES OF DIVISIBILITY LESSON 2

Component: 1c Setting Instructional Outcomes

Elements of component 1c are:
Value, sequence, and alignment
Clarity
Balance
Suitability for diverse students

I believe I would be at a level 3 in this component: Proficient

I created this lesson with my students in mind. I have three students on IEP’s, two of them have
difficulties with reading and writing. The objectives for this lesson can be met without all of the
writing, so a teacher or para can scribe for the students as needed. Also, there are
manipulatives available for students that don’t know they’re multiplication facts and need to see
the groups to get the examples and non-examples. My mentor teacher doesn’t believe in
multiplication charts, so I have been talking to students about writing groups out, or counting up
from a number you know.

I have a few students that we call in the enrichment group for math (3-5 depending on what
we’re doing). They weren’t completely familiar with all of the rules. They do know they’re
multiplication facts up until about 9 or so. Maybe two of the students know them up until 12, but
not fluently. These students will be encouraged to challenge themselves by using three to four
digit numbers as examples and create their own examples for the divisibility rule for the number
8.

Component: 1d Demonstrating knowledge of resources

Elements of component 1d are:
Resources for classroom use
Resources to extend content knowledge and pedagogy
Resources for students

I believe I would be at a level 3 in this component: Proficient

I am aware of the resources I have available in my school where I student teach. I have a big
box of old printer paper in the room, we have graph paper and lined paper available as well. The
art teacher has a shelf with cardstock and other papers that are available to teachers at any
time. We have internet access, Google Suite accounts, which gives us email, drive, docs, and
other resources for staying organized online. We have a smart board in my room, along with the
software for the board. I have that installed on my laptop as well, so I can create anything I want
at home, and use it on the smartboard later.

We have a supply cabinet with markers, crayons, colored pencils, glue, and scissors as well.
We do have a limited amount of other art supplies, like popsicle sticks, glue guns, glitter, paper
clips, and other supplies.
BROWN - REFLECTION ON RULES OF DIVISIBILITY LESSON 3

Knowing all of this means, I can create docs and templates (like for this project) at home, or
whenever I have time. Once I get to school and connect to the network, I can print onto the card
stock that’s available in the art room. I can do this in the morning before the students come in
that day, or even before that, if I have my lesson together earlier. I keep a copy of my lesson
plans available to look at if I need while teaching as well.

Component: 1e Designing Coherent Instruction

Elements of component 1e are:
Learning activities
Instructional materials and resources
Instructional groups
Lesson and Unit Structure

I believe I would be at a level 3 in this component: Proficient

The students have to complete their work as individuals, but they can work with their peers and
check each others work or ask for help throughout their independent work. I didn’t have any
groups in this lesson, as it wasn’t necessary. As far as lesson structure, we’re learning factors
and then multiples next. The rules of divisibility aren’t in our curriculum for math. The fourth
grade team determined this is the best place to add it in, it leads into factoring, and prime and
composite numbers nicely.

Component: 1f Designing Student Assessments

Elements of component 1f are:
Congruence with instructional outcomes
Criteria and standards
Design of formative assessments
Use for planning

I believe I would be at a level 4 in this component: Distinguished

The assessment for this unit is their final project. It’s also now a tool the students have to use for
the rest of the year. I wanted the students to demonstrate that they could use the rules of
divisibility to determine if two digit numbers were examples or non-examples of that rule. The
students needed to list two examples and two non-examples for each rule. The only exception is
the eighth rule, where I provided the rule and the examples because it’s based on three digit
numbers. Eight was not one of the numbers in the objective for the students to learn.