FieldExperienceReport

forEE333
Date/Time: 2/4/15
Name: Catalina Dvila
1. Topic(s) that students learned (Brief description of the math class) and related Standards (CCSS-M)
Thesecondgradestudentsweretolearnhowtoassociatealgorithmswithplacevaluecharts,regrouping,andsubtractingfroma
threedigitnumber.Todaysproblemwasthefollowing:Thereisatotalof105KindergartnersatPrieto.Amongthe
Kindergarteners,8havegreeneyesandtheresthavebrowneyes.HowmanyKindergartenershavebrowneyes?
CCSS: Second Grade

CCSS.MATH.CONTENT.2.OA.A.1
Useadditionandsubtractionwithin100tosolveoneandtwostepwordproblemsinvolvingsituationsofaddingto,taking
from,puttingtogether,takingapart,andcomparing,withunknownsinallpositions,e.g.,byusingdrawingsandequationswith
asymbolfortheunknownnumbertorepresenttheproblem.

CCSS.MATH.CONTENT.2.NBT.A.1:Understandplacevalue.
Understandthatthethreedigitsofathreedigitnumberrepresentamountsofhundreds,tens,andones;e.g.,706equals7
hundreds,0tens,and6ones.Understandthefollowingasspecialcases:

CCSS.MATH.CONTENT.2.NBT.A.1.A
100canbethoughtofasabundleoftentenscalleda"hundred."

CCSS.MATH.CONTENT.2.NBT.B.5
Fluentlyaddandsubtractwithin100usingstrategiesbasedonplacevalue,propertiesofoperations,and/ortherelationship
betweenadditionandsubtraction.

2. Description of the students (Strengths and weakness of the students in the class regarding the topic they studied during the class)
Theclasswassetupwithsevencirculartables.Therewere23secondgraders.ThemajorityofstudentswereHispanic.
Strengths
Students are able to follow procedures whether classroom or educational.
Students are able to apply prior knowledge (identifying parts and wholes from first grade).
Students are able to solve problems utilizing multiple methods and approaches.
Students are able to explain mathematical thinking to peers.
Students have an understanding of regrouping and of how to set up a number sentence.
Students know how to work with a Place Value Chart.
Weaknesses
Students were not able to summarize what was learned.
Students were not able to understand why they had to use multiple methods and approaches to solve problems.
Teacher did not address the flawed answers or statements made by students.
There was constant disagreement between students when talking about problem.

3. Flow of the lesson (Minutes of the class)

Time

Teachersinstruction(questions,comments,etc.)

12:15

12:27
PM

Themathproblemisonboardwhenstudentswalkin.
Teacherinstructsstudentstocometofrontoftheclass
whenstudentshavedatedtheirmathjournals.
Teacherasks:Whatinformationdoweknow?
Whatarewesolvingfor?
Teacherthenrepeatsalltheinformationknownand
sharedbystudents.

Studentslearningactivities(answerstotheteacher,groupwork,
individualwork,etc.)
Studentreadsaloudtheproblem.
Studentanswer:thereare105kindergarteners,8havegreeneyes.
Howmanykindergartnershavebrowneyes?
Studentscompletediagram(Picture1).

Teachergoesaroundhelpingstudentsassheasksthem Studentsworkindividuallyattheirtables.
12:28 questionstoseeiftheyunderstandwhattheyaredoingor Studentsallsolveproblemdifferently(Pictures24).

toguidethemiftheyarestruggling.
12:35
PM
Teacherhasstudentsreturntothefrontoftheclass.
12:36 Afterstudentsaredonesolvingtheproblemtheteacher
thensolvesthemadifferentmethodtosolvetheproblem

12:47 andasks:Whyareweswitchinghowwereshowing105?
Whenyougobacktoyoursitcopytheboard
PM
andreflectandreviewthestepswetook.

Twostudentssolvetheproblem:onestudentusesthealgorithm
andtheotherstudentusesthePlaceValueChart.
Bothstudentsworksimultaneouslyshowingthesamesteps.
Asthestudentssolvetheproblemtherestoftheclassisactively
participating.

Studentscopydownthethreemethodsfromtheboard.Onlyafew
Teachertellsstudentstogooverthestepstakentosolve writeasummary.
Thenstudentscompletethetwoproblemsheet.
theproblemandalsopassesoutahalfsheetwithtwo
12:48
Whentheyredonestudentsquietlywaitastheyusemathematical


1:00
PM

extrasubtractionproblems:1027=?,10846=?
1036=?,10927=?

flashcardstoreviewsubtraction.

4. Summary of the class observation

Ithoughtthislessonwentwell.Thestudentsunderstoodwhattheyweredoingandthemethodstheycouldusetosolvethe
problem.Thesecondgradeclasshad23studentsandfromthe23students,18studentssolvedthefirstproblemcorrectlywhile5

studentsdidnot(1studenthadthewronganswerand4studentsdidnotcompletetheproblem).FromthisclassroomIlearnedthatthe
studentsabilitytosolvetheproblemcorrectlydoesnotensurethattheyhavelearnedthemathematicalconcept.Anhouronone
problematfirstseemedtoomuchbutInowunderstandthatitisnecessaryiftheyaretogainconceptualunderstanding.Something
thatwasconcerningwasthattheydidnotunderstandthatwhenyouhaveazeroinahundredsplacelike99=0theydonotneedto
writethezero.Alsostudentswereunabletounderstandandseetherelationshipbetweenthewholeandthepartwhichisimportantfor
theconceptofregrouping.


PictureOne

PictureTwo

PictureThree

PictureFour