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Math Minutes: Taylor Biedermann

Choose 6 to complete while at clincials 

1. Using the Standards for Mathematical Practice from the Common Core State Standards (p.
6- math book), make a chart and include observed examples from your classroom of each.
Standard (Pearson Text Book pg 11-13)

Observation

Counting and Cardinality:
• Know number names and count sequence
• Count to tell the number of objects
• Compare Numbers

Each morning at calendar time students practice
counting in sequence and saying the number names one
by one. Also at calendar time they will count the
number of objects such as cubes to determine how
many students are present versus how many students
are absent.

Operations and Algebraic Thinking
• Understand addition and understand subtraction

While the students haven’t quite been introduced to
addition and subtraction signs they do many activities
especially during math workshop where they are
learning the concepts. These games and activities will
include adding and taking away.

Number and Operations in Base 10
• Work with numbers 11-19 to gain foundations for
place value

Place value is one of the main focuses of calendar time
in the morning. Each day they add a straw to the 1s
place and when there are 10 they bundle them up and
tie them with a rubber band and place the the 10s place.
The teacher always reviews and reiterates why that is
done so students can get an idea of how place value
works.

Measurement and Data
• Describe and compare measurable attributes
• Classify objects and count the number of objects in
each category

I have both observed and taught lessons in this category.
Students were introduced to the term length and learned
to measure with unifix cubes. In one lesson in particular
they measured each others feet. The teacher traced each
of their feet and the students could practice measuring
each others with unifix cubes just as they had learned
together as a group.

Geometry
• Identify and describe shapes

During transition times my teacher often turns on music
that is related to classroom content. There is on song
about shapes that students enjoy and it aids in their
mastery of shape identification.

2. Would you say that your classroom teacher is a constructivist? Why or why not? Give
examples to support your answer.
I would say that my classroom teacher is a constructivist. Based on my observations of
her teaching, especially in math it is evident that she feels it is crucial for students to be involved in the

learning and not just provided with it. This goes along with teaching being all about showing and not just
telling. Students are actively involved in the learning process, rather than just given direct instruction.
Being in a Kindergarten classroom my teacher puts a lot of emphasis on discovery and students coming to
conclusions on how and why they get to a certain answer. She asks questions that make them think and
discover. Constructivist build on the use of prior knowledge and I have seen evidence of that in my
classroom. Students in kindergarten do not have an established background in math and my teacher is
laying the framework for their future math experiences. For example they are learning how to add and
take away things, but they aren’t using symbols to do it, rather they are discovering methods so later on
when symbols are introduced they will be able to build upon background knowledge. My teacher provides
ample time for students to discover math which is a big part of constructivism. Students have the
opportunity to discover through classroom conversations as well as when they work independently and
cooperatively in math workshop. Math workshop provides time for students to work hands on with
materials and in groups with peers to justify their answers. With constructivism learning is student
centered and I think my cooperating teacher’s classroom very much embodies qualities that support that.
The teacher is not the sole supplier of information, instead students create knowledge through their
experiences. Students are able to make connections and form conclusions based on conversations with
classmates that are facilitated by the teacher.
3. Using Ch.3 as a guide, give examples of relevant math tasks observed in your classroom.
4. Re-create the chart on productive talk (p. 43) and give examples observed for each of the 5 talk
moves.
5. Choose a math lesson from your class and make a list of 3 possible children’s books to
enhance/enrich the lesson.
My cooperating teacher did a lesson on counting and measuring. The lesson used unifix cubes to
measure length. The main focus of the lesson was counting objects in order to measure. Three books I feel
could enhance or enrich the lesson are:
• Quack and Count By: Keith Baker

• Eggs and Legs: Counting by Twos By: Michael Dahl
• Anno’s Counting Book By: Mitsumasa Anno
All of these books incorporate counting int them and would make a great addition to a math lesson. What
I like about the first two books I listed is they deal with farm animals and my students have been working
on a farm unit most of the semester. Using either on of those books would further incorporate that unit
into the math lessons.
6. Make a t-chart showing examples of both summative and formative math assessments used in
your classroom.
7. What kinds of assessments have you observed being used in math? How are they being
utilized by the teacher?
In my classroom I have had the opportunity to sit alongside my teacher as she worked with
students individually on math assessments where she recorded data on a checklist based on whether or not
the student could properly answer questions. These meetings were set up in a conference style while other
students were in their math workshop working both cooperatively or independently. It was very
interesting watching the teacher collect data in this way and I appreciate how she gave me the opportunity
to look over and compare and contrast the different students.
On another day I was able to attend a grade level meeting with the Kindergarten teachers as well
as the math coach. During this meeting they all analyzed and collaborated on the data they each collected
from this specific assessment that I observed my teacher using. I found this extremely interesting because
I was able to see how they teachers collected data and then they came up with suggestions and ideas to
improve and drive instruction.

8. Make a list of technology observed and how it is used in your math class. Develop a chart to
indicate:
a. Is it contributing to the attainment of the lesson objective?
b. Is it for individuals or small groups?
c. Is a management plan needed? If yes, is one used?

d. Other information
9. Complete the Teacher Interview: An Environment for Learning. (choose this option only if time
permits)
10. Complete the Evidence of higher level thinking observation.
11. Complete the Classroom Discourse observation.