You are on page 1of 26

# Clinical Practice

TWS

Fall 2013

## Lesson #: 1/5 Date and Time of Lesson: 9/30/13 10:00AM

Learning Objective: Students will use strategies to subtract mentally. Alignment with Standards: 2.NBT2 Fluently add and subtract with 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. EEDA Standard Teacher candidates will implement learning strategies that promote cooperation.

Developmental Appropriateness: It is necessary for students to learn the connection between addition and subtraction. The students have prior knowledge of addition up to adding four digit numbers. The goal is for the students to be able to connect addition and subtraction. By the end of the lesson, the student need to be able to subtract single digit numbers mental in preparation of subtracting two digit numbers. I have seven students who are labeled with special needs and will require extra assistance. There are seven students with higher levels of thinking and will require challenging problems since they will most likely finish their classwork the quickest. In previous grades, students used operations and algebraic thinking and number and operations in base ten in their study of subtraction. Assessment(s) of the Objectives: Pre-assessment: Students will complete an I Am Ready worksheet to evaluate each students prior knowledge of subtraction. During Assessment: Teacher observation during classroom instruction and discussion. Post Assessment: Students will complete a homework page from My Math workbook that covers one digit subtraction. Lesson Objective Students will use strategies to subtract mentally. Assessment of the Objective Pre-assessment: Students will complete an I Am Ready worksheet to evaluate each students prior Essential Question How can you add and subtract numbers up to 1,000? What is the relationship Use of Formative Assessment The students will complete I Am Ready worksheet and the results will be evaluated for future instruction on

Clinical Practice

TWS

Fall 2013

knowledge of subtraction. During Assessment: Teacher observation during classroom instruction and discussion. Post Assessment: Students will complete a homework page from My Math workbook that covers one digit subtraction.

prior knowledge.

Accommodations: Lucas:

Lucas will receive preferential seating close to the teacher during instruction due to learning problems. This will be the responsibility of the regular classroom teacher. Lucas should be asked to repeat or rephrase directions to be sure that he was attending. This will be the responsibility of the regular classroom teacher. Due to his problems with attention, spelling, and staying on task, copying and taking notes quickly and legibly in a reasonable amount of time, Lucas will be provided with copies of notes or study sheets. (These can be copies of the teacher's notes or study sheets or copies of another student whose writing is legible.) Copying notes for the student will be the responsibility of the regular classroom teacher. However, she can ask for assistance from the special education teacher if it is a problem for her. Due to problems recalling how to spell sight words and with spelling words phonetically, Lucas will be allowed to use the 'Bad Speller's Dictionary' on a daily basis in all curriculum areas. The special education teacher will provide this dictionary to keep in the regular education teacher's classroom. The regular education teacher will be responsible for offering it to the student during writing assignments. Due to problems with comprehension, Lucas will be allowed to participate in the special Accelerated Reader activity if he meets him AR goal in his ZPD and his Accelerated Reader accuracy rate is 80% or higher. The regular education teacher, special education teacher, and media specialist will monitor this through the weekly AR reports.

Isaiah:

Clinical Practice

TWS

Fall 2013

Due to his academic needs in reading, the following accommodations are needed: oral administration of all math, writing, science and social studies assessments/class assignments, to include district- and state-wide tests. Procedure for classroom accommodations (e.g. test-taking, note-taking): General education teacher, special education teacher or special education assistant can administer oral administration of tests.

Daniel:

This student has classroom Accommodations/Modifications: ____Yes _____No 1. Daniel will receive oral administration of all math, science, social studies, and writing assessments, to include statewide tests. 2. Daniel will receive all reading, writing, math, science and social studies assessments in a small group setting, to include state-wide tests. Procedure for classroom accommodations (e.g. test-taking, note-taking): general education teacher, special education teacher or special education assistant can administer --------Oral administration of tests.

Maritza: Jasmin: Materials: SMARTboard SMARTboard pens Laptop Notebooks MyMath Books Pencils Expo marker White board Carpet square rug Math notebooks Base-ten blocks Read tests and rephrase directions to help with understanding. Reread and rephrase directions or passages to help with understanding.

## Procedures: 1. The teacher will pass out a worksheet I Am Ready

3

Clinical Practice

TWS

Fall 2013

Clinical Practice

TWS

Fall 2013

ii. 4-2 iii. 15-5 iv. 8-3 v. 13-7 8. Once all of the groups have completed the five problems, the teacher will collect the base-ten blocks. 9. The teacher will instruct as following: a. Please get out your math notebooks and pencils. I will write on the SMARTboard ten problems. Once you have answered all of the problems mentally (which means in your head) I will check your notebook and hand you your math homework sheet. b. Problems included: i. 19-4 ii. 20-10 iii. 8-3 iv. 13-5 v. 12-6 vi. 10-5 vii. 100-10 viii. 15-5 ix. 14-7 x. 17-7 10. After all of the students notebooks have been checked and their homework has been pasted out, the teacher will then transition the class into independent reading. References: Carter, Ph.D, J., Cuevas, Ph.D, G., Day, Ph.D, R., & Malloy Ph.D, C. (2013). Mcgraw-hill my math grade 3 volume 1 teacher edition. Columbus, OH: McGraw-Hill Education DOI: connectED.mcgraw-hill.com Activity Analysis: The first activity I plan to do during this lesson is having the student work with base-ten blocks to form a fixed number given to them. This activity is a review of place value and how to use base-ten blocks to form a set number. This activity is very good for my kinetic and visual learners. I have 20 total kinetic and visual learners and this provides an opportunity to do math in a hands on approach. The SMARTboard was used during this activity to provide the problem in a visual matter.

Clinical Practice

TWS

Fall 2013

The second activity I will do is independent work with solving ten math problems and responding in the students individual math notebooks. This activity is a way for the students to independently work and also a way for me to see how they are able to subtract simple mental problems. I displayed the math problems on the SMARTboard so each child would be able to see what problems they had to solve. This meets all of my accommodations for my special needs children because I also read every problem aloud.

Clinical Practice

TWS

Fall 2013

## Lesson #: 2/5 Date and Time of Lesson: 10/2/13 10:00AM

Learning Objective: The students will be able to determine whether an estimate or an exact answer is needed to solve a problem. Alignment with Standards: 3.NBT2 Fluently add and subtract with 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. EEDA Standard Teacher candidates will implement learning strategies that promote cooperation.

Developmental Appropriateness: The students should have prior knowledge of how to estimate and round. They have prior knowledge of estimating and rounded to find reasonableness in addition. They should know the importance to understand the meaning of a problem in order to determine whether an estimate or an exact answer is required. Assessment(s) of the Objectives: Pre-assessment: Teacher will have a problem on the board. The students will solve the problem and write the answer on their whiteboards. During Assessment: Teacher observation during classroom instruction and discussion. Post Assessment: Students will be given a Check My Progress worksheet to evaluate their perception of new material. Lesson Objective The student will be able to determine whether an estimate or an exact answer is needed to solve a problem. Assessment of the Objective Pre-assessment: Teacher will have a problem on the board. The students will solve the problem and write the answer on their morning work worksheet. During Assessment: Teacher observation during classroom Essential Question
How can you add and subtract numbers up to 1,000? What is the relationship between addition and subtraction?

Use of Formative Assessment Check My Progress over lessons 1-3 to see which areas need to be reviewed and retaught. Also this assessment will be show me which students need extra help and which can progress forward.

Clinical Practice

TWS

Fall 2013

instruction and discussion. Post Assessment: Students will be given a Check My Progress worksheet to evaluate their perception of new material.

Accommodations: Lucas:

Lucas will receive preferential seating close to the teacher during instruction due to learning problems. This will be the responsibility of the regular classroom teacher. Lucas should be asked to repeat or rephrase directions to be sure that he was attending. This will be the responsibility of the regular classroom teacher. Due to his problems with attention, spelling, and staying on task, copying and taking notes quickly and legibly in a reasonable amount of time, Lucas will be provided with copies of notes or study sheets. (These can be copies of the teacher's notes or study sheets or copies of another student whose writing is legible.) Copying notes for the student will be the responsibility of the regular classroom teacher. However, she can ask for assistance from the special education teacher if it is a problem for her. Due to problems recalling how to spell sight words and with spelling words phonetically, Lucas will be allowed to use the 'Bad Speller's Dictionary' on a daily basis in all curriculum areas. The special education teacher will provide this dictionary to keep in the regular education teacher's classroom. The regular education teacher will be responsible for offering it to the student during writing assignments. Due to problems with comprehension, Lucas will be allowed to participate in the special Accelerated Reader activity if he meets him AR goal in his ZPD and his Accelerated Reader accuracy rate is 80% or higher. The regular education teacher, special education teacher, and media specialist will monitor this through the weekly AR reports.

Isaiah:

Due to his academic needs in reading, the following accommodations are needed: oral administration of all math, writing, science and social studies assessments/class assignments, to include district- and state-wide tests. Procedure for classroom accommodations (e.g. test-taking, note-taking):

Clinical Practice

TWS

Fall 2013

General education teacher, special education teacher or special education assistant can administer oral administration of tests.

Daniel:

This student has classroom Accommodations/Modifications: ____Yes _____No 1. Daniel will receive oral administration of all math, science, social studies, and writing assessments, to include statewide tests. 2. Daniel will receive all reading, writing, math, science and social studies assessments in a small group setting, to include state-wide tests. Procedure for classroom accommodations (e.g. test-taking, note-taking): general education teacher, special education teacher or special education assistant can administer --------Oral administration of tests.

Maritza: Jasmin: Materials: SMARTboard SMARTboard pens Laptop MyMath Books Pencils Expo markers Large White board Carpet square rug Math notebooks Small whiteboards Whiteboard erasers Crescent table Read tests and rephrase directions to help with understanding. Reread and rephrase directions or passages to help with understanding.

Procedures: 1. The teacher will ask: students please clear off your desk and pull out your math notebooks and a pencil. Please copy the two words off the SMARTboard. 2. The teacher will then write on the SMARTboard

Clinical Practice

TWS

Fall 2013

3. 4. 5. 6.

7.

8.

10

Clinical Practice

TWS

Fall 2013

11

Clinical Practice

TWS

Fall 2013

sense with what they know about the world and does it fit the information given in the problem. A couple of my students are fast learners who sometimes do not slow down to check their work. To avoid making small errors that cause the answer to be incorrect, this makes the students double-check their work for accuracy. I used the SMARTboard while teaching the fourth step. This allowed the students to see the example and how I checked my answer in my head and on the board.

12

Clinical Practice

TWS

Fall 2013

## Lesson #: 3/5 Date and Time of Lesson: 10/7/13 10:00AM

Learning Objective: At the end of this lesson, students will be able to find the difference to a subtraction problem by regrouping. Alignment with Standards: 3.NBT2 Fluently add and subtract with 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. SCCA: Descriptions of appropriate student behavior

Developmental Appropriateness: This objective is appropriate for this class because they have prior knowledge of base-ten blocks and regrouping. This provides an opportunity for the students to take their knowledge of base-ten blocks and regrouping to learn how to subtract larger numbers than they mental subtraction skills know. This class has over half the class as kinesthetic learners; this is an opportunity for those learners to use their hands and movements to learn how to subtract more complex numbers. Assessment(s) of the Objectives: Pre-assessment: Teacher observation of students subtracting using base-ten blocks at the beginning of the lesson. During Assessment: Teacher observations during the lesson on how the student is contributing to the group activity in regrouping and finding the difference. Also the students will complete independently pages 153-154. The teacher will review this work. Post Assessment: homework pages 157-158 from MyMath Books Lesson Objective At the end of this lesson, students will be able to find the difference to a subtraction problem by regrouping. Assessment of the Objective Pre-assessment: Teacher observation of students subtracting using base-ten blocks at the beginning of the lesson. During Assessment: Essential Question
How can you add and subtract numbers up to 1,000? What is the relationship between addition and subtraction?

Use of Formative Assessment The homework pages will be review by the teacher and placed into three categories; first category is much needed assistance with reteaching, the second category is
13

Clinical Practice

TWS

Fall 2013

Teacher observations during the lesson on how the student is contributing to the group activity in regrouping and finding the difference. Also the students will complete independently pages 153-154. The teacher will review this work. Post Assessment: homework pages 157158 from MyMath Books

needs some extra help and the last category is ready to move forward

Accommodations: Lucas:

Lucas will receive preferential seating close to the teacher during instruction due to learning problems. This will be the responsibility of the regular classroom teacher. Lucas should be asked to repeat or rephrase directions to be sure that he was attending. This will be the responsibility of the regular classroom teacher. Due to his problems with attention, spelling, and staying on task, copying and taking notes quickly and legibly in a reasonable amount of time, Lucas will be provided with copies of notes or study sheets. (These can be copies of the teacher's notes or study sheets or copies of another student whose writing is legible.) Copying notes for the student will be the responsibility of the regular classroom teacher. However, she can ask for assistance from the special education teacher if it is a problem for her. Due to problems recalling how to spell sight words and with spelling words phonetically, Lucas will be allowed to use the 'Bad Speller's Dictionary' on a daily basis in all curriculum areas. The special education teacher will provide this dictionary to keep in the regular education teacher's classroom. The regular education teacher will be responsible for offering it to the student during writing assignments. Due to problems with comprehension, Lucas will be allowed to participate in the special Accelerated Reader activity if he meets him AR goal in his ZPD and his Accelerated Reader accuracy rate is 80% or higher. The regular education teacher, special education teacher, and media specialist will monitor this through the weekly AR reports.

14

Clinical Practice

TWS

Fall 2013

Isaiah:

Due to his academic needs in reading, the following accommodations are needed: oral administration of all math, writing, science and social studies assessments/class assignments, to include district- and state-wide tests. Procedure for classroom accommodations (e.g. test-taking, note-taking): General education teacher, special education teacher or special education assistant can administer oral administration of tests.

Daniel:

This student has classroom Accommodations/Modifications: ____Yes _____No 1. Daniel will receive oral administration of all math, science, social studies, and writing assessments, to include statewide tests. 2. Daniel will receive all reading, writing, math, science and social studies assessments in a small group setting, to include state-wide tests. Procedure for classroom accommodations (e.g. test-taking, note-taking): general education teacher, special education teacher or special education assistant can administer --------Oral administration of tests.

Maritza: Jasmin: Materials: SMARTboard SMARTboard pens Laptop MyMath Books Pencils Expo markers Large White board Math notebooks Small whiteboards Whiteboard erasers Base-ten blocks Read tests and rephrase directions to help with understanding. Reread and rephrase directions or passages to help with understanding.

15

Clinical Practice

TWS

Fall 2013

16

Clinical Practice

TWS

Fall 2013

17

Clinical Practice

TWS

Fall 2013

## Lesson #: 4/5 Date and Time of Lesson: 10/8/13 10:00AM

Learning Objective: Students will be able to explain why you can use addition to check your answer to a subtraction problem. Alignment with Standards: 3.NBT2 Fluently add and subtract with 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. EEDA Standard Teacher candidates will implement learning strategies that promote cooperation.

Developmental Appropriateness: The students have prior knowledge of how to regroup when adding three-digit numbers. This prior knowledge will help when teaching the students how to regroup when subtracting across with three-digit numbers. Assessment(s) of the Objectives: Pre-assessment: teacher made worksheet used for morning work During Assessment: teacher observations during independent work Post Assessment: homework pages 163-164 Lesson Objective Students will be able to explain why you can use addition to check your answer to a subtraction problem. Assessment of the Objective Pre-assessment: teacher made worksheet used for morning work During Assessment: teacher observations during independent work Post Assessment: homework pages 163164 Essential Question
How are the operations of subtraction and addition related?

Use of Formative Assessment The homework pages will be review by the teacher and placed into three categories; first category is much needed assistance with reteaching, the second category is needs some extra help and the last category is ready to move forward

18

Clinical Practice

TWS

Fall 2013

Accommodations: Lucas:

Lucas will receive preferential seating close to the teacher during instruction due to learning problems. This will be the responsibility of the regular classroom teacher. Lucas should be asked to repeat or rephrase directions to be sure that he was attending. This will be the responsibility of the regular classroom teacher. Due to his problems with attention, spelling, and staying on task, copying and taking notes quickly and legibly in a reasonable amount of time, Lucas will be provided with copies of notes or study sheets. (These can be copies of the teacher's notes or study sheets or copies of another student whose writing is legible.) Copying notes for the student will be the responsibility of the regular classroom teacher. However, she can ask for assistance from the special education teacher if it is a problem for her. Due to problems recalling how to spell sight words and with spelling words phonetically, Lucas will be allowed to use the 'Bad Speller's Dictionary' on a daily basis in all curriculum areas. The special education teacher will provide this dictionary to keep in the regular education teacher's classroom. The regular education teacher will be responsible for offering it to the student during writing assignments. Due to problems with comprehension, Lucas will be allowed to participate in the special Accelerated Reader activity if he meets him AR goal in his ZPD and his Accelerated Reader accuracy rate is 80% or higher. The regular education teacher, special education teacher, and media specialist will monitor this through the weekly AR reports.

Isaiah:

Due to his academic needs in reading, the following accommodations are needed: oral administration of all math, writing, science and social studies assessments/class assignments, to include district- and state-wide tests. Procedure for classroom accommodations (e.g. test-taking, note-taking): General education teacher, special education teacher or special education assistant can administer oral administration of tests.

Daniel:

This student has classroom Accommodations/Modifications: ____Yes _____No 1. Daniel will receive oral administration of all math, science, social studies, and writing assessments, to include statewide tests. 2. Daniel will receive all reading, writing, math, science and social studies assessments in a small group setting, to include state-wide tests. Procedure for classroom accommodations (e.g. test-taking, note-taking): general education teacher, special education teacher or special education assistant can administer --------Oral administration of tests.
19

Clinical Practice

TWS

Fall 2013

Maritza: Jasmin: Materials: SMARTboard SMARTboard pens Laptop MyMath Books Pencils Expo markers Large White board Math notebooks Small whiteboards Whiteboard erasers Teacher made morning worksheet Crescent table Read tests and rephrase directions to help with understanding. Reread and rephrase directions or passages to help with understanding.

20

Clinical Practice

TWS

Fall 2013

21

Clinical Practice

TWS

Fall 2013

the teacher know if the students are taking the correct steps in regrouping. This also is a great activity for my ten kinesthetic learners because it involves some type of movement. The display of how to work the problem will also help my ten visual learners. Technology used will be the SMARTboard for display of the problems to answer and how to answer the three digit problems.

22

Clinical Practice

TWS

Fall 2013

## Lesson #: 5/5 Date and Time of Lesson: 10/17/13 10:00AM

Learning Objective: Students will be able to use strategies to subtract, estimate difference using rounding to the nearest ten and hundred, estimate or exact answer, subtracting with regrouping and subtracting across zeros. Alignment with Standards: 3.NBT2 Fluently add and subtract with 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Developmental Appropriateness: Students have been taught how to use strategies including the four steps to answering subtraction problems and determine whether to find the exact or estimate answer. Students have been taught how to regroup when answering addition and subtraction problems. Assessment(s) of the Objectives: Pre-assessment: Pretest given for homework the night before During Assessment: Teacher Observation during test Post Assessment: Chapter Three Test Lesson Objective Students will be able to use strategies to subtract, estimate difference using rounding to the nearest ten and hundred, estimate or exact answer, subtracting with regrouping and subtracting across zeros. Assessment of the Objective Pre-assessment: Pretest given for homework the night before During Assessment: Teacher Observation during test Post Assessment: Chapter Three Test Essential Question
How can you add and subtract numbers up to 1,000? What is the relationship between addition and subtraction?

Use of Summative Assessment Chapter Three tests will evaluated the student knowledge and understand of subtraction.

23

Clinical Practice

TWS

Fall 2013

Accommodations: Lucas:

Lucas will receive preferential seating close to the teacher during instruction due to learning problems. This will be the responsibility of the regular classroom teacher. Lucas should be asked to repeat or rephrase directions to be sure that he was attending. This will be the responsibility of the regular classroom teacher. Due to his problems with attention, spelling, and staying on task, copying and taking notes quickly and legibly in a reasonable amount of time, Lucas will be provided with copies of notes or study sheets. (These can be copies of the teacher's notes or study sheets or copies of another student whose writing is legible.) Copying notes for the student will be the responsibility of the regular classroom teacher. However, she can ask for assistance from the special education teacher if it is a problem for her. Due to problems recalling how to spell sight words and with spelling words phonetically, Lucas will be allowed to use the 'Bad Speller's Dictionary' on a daily basis in all curriculum areas. The special education teacher will provide this dictionary to keep in the regular education teacher's classroom. The regular education teacher will be responsible for offering it to the student during writing assignments. Due to problems with comprehension, Lucas will be allowed to participate in the special Accelerated Reader activity if he meets him AR goal in his ZPD and his Accelerated Reader accuracy rate is 80% or higher. The regular education teacher, special education teacher, and media specialist will monitor this through the weekly AR reports.

Isaiah:

Due to his academic needs in reading, the following accommodations are needed: oral administration of all math, writing, science and social studies assessments/class assignments, to include district- and state-wide tests. Procedure for classroom accommodations (e.g. test-taking, note-taking): General education teacher, special education teacher or special education assistant can administer oral administration of tests.

Daniel:

This student has classroom Accommodations/Modifications: ____Yes _____No 1. Daniel will receive oral administration of all math, science, social studies, and writing assessments, to include statewide tests. 2. Daniel will receive all reading, writing, math, science and social studies assessments in a small group setting, to include state-wide tests. Procedure for classroom accommodations (e.g. test-taking, note-taking): general education teacher, special education teacher or special education assistant can administer --------Oral administration of tests.
24

Clinical Practice

TWS

Fall 2013

Maritza: Jasmin: Materials: SMARTboard SMARTboard pens Laptop Pencils Chapter Three Test Pretest Testing Miss Malarkey book Read tests and rephrase directions to help with understanding. Reread and rephrase directions or passages to help with understanding.