Pre-Observation Form ‘Administrator:__Mel Hewitt Date of Conference: _ Monday, September 28, 2015 Date of Observation: Tuesday, September 29% and Wednesday, September 30% Grade Level / Subject: 3" Grade Math 1. Briefly describe the students in this class including those with special needs: My students inthis class consist of a medium level for their knowledge of sublracion. Each student in 2 grade completed a beginning ofthe year basic math pre-test. It consisted on rounding, addtion, and subtraction. Most incoming 3° graders are very confident with their adition skis; therefore, we grouped the students with their subtraction score and also took into consideration of their adtion score, | have 22 students that demonstrate a good foundation of ther alton skils, and need reinforcement of subtraction skis. | will be able fo go withthe pace ofthe provided GoMMath! curriculum, and also have opportunites to re-teach and workin small groups for extra guidance, 2. What are the goals for the lesson? What do you want the students to learn? My goa fr the fist lesson is for students tobe able to solve addition and subraction word problems. The gol fr the students to understand the process of breaking the word problem apart to gure out what operations they need fo complet. Also, | want them lo gain confidence in attacking and saving word problems because we willbe practicing and mastering his skil fora four operations want the students fo ear fo pick out te important information ina word problem, correctly select the operation, and solve the question being asted inthe problem. My goal forthe second lesson is for students to practice and review chapter 1 sis | want them fo be fuentin her aiion and subtraction facts, and practice tei problem sling sil 3. How do these goals support the District curriculum? \Within these lessons aligned the lesson’ standards, objectives, actvles, and assessment fo support the istic curiculum, | use the dstrcted adopted curculum of GoMath! As | work through tis curiclum wth my students | stay consistent wit the lessons and assessments provided inthe students’ workbook, Students are practicing and mastering their math skis through a whole group, small group, and independent practice instruction setting 4, How do you plan to engage students in the content? What will the students do? | plan to use multiple activites and resources to engage the students within the content. Within whole group instruction | use the Promethean board to have students follow along with instruction. Students are immediately engaged inthe lesson when using the interactive board, The whiteboard lessons in GoMath! are designed to be student friendly by the format and delivery of the content ‘Students are encouraged to contribute their ideas end answers fo the class and in pats. | also have hand-on activites in my small Group rotations including partner games and coloru| instruction cards. These actos allow students to be motivated fo work hard ‘and be engaged within the topic. 5. What difficulties do students typically experience in this area, and how do you plan to anticipate these difficulties? | am anticipating the students to struggle with reading the word problems. Most of my students are confident in their fuency of addition and subtraction problems, but notin solving a word problem. My students wil be clscouraged to read and break the problem apart sinoe most enjoy the side of math that is spting ou the uent facts, This wil be a transition from Bloom's Taxonomy of Cognitive Levels of knowledge to application. It requires students to use leemed material n new and concrete situations. | am Planning to use CUBES to help students fel lass overwhelmed when reading and solving a word problem. Students will cle the key numbers, underine the question, box any action word, evaluate what steps to take, and finally solve, Having the students take small steps that can be applied o eny word problems will help give them the confidence they need tobe successfulPre-Observation Form 6, What instructional materials or other resources, if any, will you use? Please attach samples of the materials you will be using in this lesson, \Within my lessons | am using the GoMath! Curriculum for 3 grade Chapter‘, along wih the Standard and Practice worksheets of 1.42 and Chapter { Review. The other resources | am using include CUBES from Fun in Room 48, toucan addltion, dinosaur subtraction from Games4Learning, and word problems from Ferm Smiths Classroom Ideas. 7. How do you plan to assess student achievement of the goals? What procedures will you use? Please attach any tests, rubrics, performance tasks, or scoring guides | am using formative and summative assessments within my lessons to assess student achievement. Inthe frst lesson, students wil have a formative assessment of completing the 1.12 worksheet that is aligned withthe lesson standards and objectives. Inthe second lesson, | wll observe the student in thelr small group work as the formative assessment, Both lessons have the summative assessment of completing the Chapter 1 test. The skils presented in both of these lessons will be assessed using the Chapier 1 test, which is located in thei workbook from our school curiculum of Goat! 8. What lowa Teaching Standards and Criteria will be demonstrated in this observation? F E@Pr>oo Be00B00 List any items you might want to call to the attention of the administrator. Formath css, al the thi grade students take a pretest ofthe topo before beginning the chapter. We level the students ito different classroom based on their score. Because we rotate classroom, | always make sure my math students come prepared with thelr math book, math packet, and pencilDaily Lesson Plan Name: Jennifer Dohmen. Date: Wednesday, September 30", 2015 Title of Lesson: Chapter 1 Review ‘Total Lesson Time: 60 Minutes Grade(s); 3" Grade Subject Area; Math 9:00- 10:00 Learning Goals: Students will practice and review chapter 1 skills by being able to display addition strategies, practice subtraction facts, demonstrate problem solving skill, and complete a review chapeer 1 worksheet a small groups. Curriculum Standard(s): CC3.NBT2 Fluently add and subtract within 1,000 using strategies and algorithms based on place values, properties of operations, and/or the relationship between addition and subtraction. CC3.0A.8 Solve two-step word problems using the four operations. Represent these problems using equations with a leter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding, Learning Objectives and How Assesses Learning Objective(s) “Assessment Plan Suadent willbe able tor a 1. Use place value to add 3-digit and 2-digit | 1, Formative Assessment: Teacher numbers. observation of small group work. 2. Use a number line, friendly numbers, or the break apart strategy to ind differences 2. Summative Assessment- The Chapter 1 mentally. “Test will be the summative Assessment 3.. Solve addition and subtraction problems by for these objectives, using the strategy draw a diagram, Materials Needed: 7 ‘© ~GoMath! Curriculum- 3% Grade Chapter 8 ©. Standards and Practice Review Worksheet Chapter 1 Pencil Toucan Addition © Dinosaur Subtraction © Dice © Counters * Problem Solving Activity GVC Daily Lesson Plan Page 1Lesson Procedures: ime | Differentiation (Adaptations | for Diverse Learners, ELL, Gifted) Introduction 1 os Introduce the rotations and groups around the room. Show each activity to the students and review the required materials for each of the four rotations. Dismiss one group a time to their first rotation. ‘Make sure to verbally state the expectations for rotation activity and reward the groups that are following the rules, Students are to tum in their sheets after each rotation to the pink math basket. “Toucan Addition- Students are to complete the toucan addition problems by writing their strategies on their required worksheet, Students are to work on this independently. Dinosaur Subtraction- Students will work in pairs to complete this activity. Pairs will hold each other accountable to solving the number sentences correctly, Students are building their fluency of subtraction facts. Problem Solving: Students wall read and complete the 10 problem solving questions by recording their work and answers on their ‘worksheet. Students are working independently on this activity and are encourage to use the CUBES steps. Small Groups- Students will meet with the teacher to receive extra guidance on chapter 1 skills including rounding, addition, subtraction, and problem solving, ‘Students are to clean up their stations by returning the materials back where they found them, Remind students that our test is tomorrow! GVCDaily Lesson Plan Page 2 10 mins. 10-15 mins. each rotation (40 min) This lesson is designed for 22 3° grade students that are leveled in the medium group for subtraction, Based on a pre-test, these students’ scores are around the same percentage, and demonstrate that these students have a good foundation of addition and subtraction from previous experiences. There may be some re-teaching of facts, but our focus will be to master the standards set for 3" grade solving skills using addition and subtraction. Students are divided into four small groups. Each small group has five or six students, and is based on ability and work habit. "These small groups are designed for students to receive more guided instruction and practice how to take an active role in their math skills.References: 3" Grade GoMath! Curriculum, Towa Core: Mathemati Games 4 Learning Fems Smiths Classroom Ideas Reflection on Student Learning: I really enjoyed this lesson and so did the students! ‘The classroom set up of using small groups in math class is something I want to continue to use in each chapter of the curriculum, Students seem to really be engaged in the activities a each station and displayed a sense of independence by taking an active role in their learning. As a veacher, I was able to meet with small groups to focus on misunderstanding and work with students in a small setting to address problem areas.. I was able to see which students need re-teaching in the different areas of chapter 1 and this will drive my instruction for Intervention class. I need to take into consideration how the groups are moving from station to station, We lost learning time as we were rotating around the room. With practice and students understanding. expectations, I think it will get better and better as the year progresses. I noticed that students ‘were engaged in the station that had a game because they could just keep playing over and over. With activities with worksheets, students felt the need to stop working as soon as the worksheet was done, T want to improve these activities that allow students to continue to work on the topic at the station, Overall, Lam very pleased with the flow of the lesson because the students could really give their ful attention to the task at hand for 10-15 minutes, My students can easily get distracted and. bored with some of the topic and material, Iam happy to fit their needs in keeping them engaged forthe whole one hour of math class. I want to continue to use small groups in future lessons as a review. GVCDaily Lesson Plan Page 3Daily Lesson Plan ‘Name:_Jennifer Dohmen Date: Tuesday, September 29", 2015 ‘Title of Lesson: Unit Addition and Subtraction within 1, 00 Lesson 1,12 Problem Solving 60 Minutes ___ Total Lesson Time: Grade(s): 3" Grade. Subject Area: Math 9:00-10:00 Learning Goals: Students will be able to solve word problems involving addition and subtraction. . Curriculum Standard(s): CC3.0A8 Solve problems involving the four operations, and identify and explain pattems in arithmetic, Learning Objectives and How Assessed: Teaming Objective(8) ‘Assessment Pha Student will be able to: 1. Solve addition and subtraction problems by 1, Formative Assessment: Students will using the strategy draw a diagram. independently complete their GoMlath! Lesson 1.12 Problem Solving: Model Addition and Subtraction worksheet, Students will show their understanding of solving sword problems. Materials Needed: © GoMath! Curriculum. 3% Grade Chapter 1 © Workbooks ©. Standards and Practice Worksheet 1.12 Pencil Reteach 1.12 worksheet CUBES resource sheet ‘Warm Up Review sheets GVC Daily Lesson Plan Page 1Lesson Procedures: Time | Differentiation (Adaptations for | _ Diverse Leamers, ELL, Gifted) (Tnmoduction 1. Review- Students will review the CUBES. bs ‘This lesson is designed for 22 3° steps to help break apart the most important | mins. | grade students that are leveled in | information ina word problem. Review the medium group for what each step looks like. subtraction, Based on a pre-test, these students’ scores are around Whole Group the same percentage, and 2, Engage the students in awarm-up of two | 25 _| demonstrate that these students ‘word problems using addition. Students are | mins, | have a good foundation of encouraged to work together as a table addition and subtraction from group to break apart the word problems to previous experiences, ‘There may solve the questions. be some re-teaching of facts, but 3. Share different strategies and solutions as a our focus will be to master the whole group. Encourage student to standards set for 3° grade collaborate and explain their thinking, solving skills using addition and 4, Begin on pg. 52 in GoMath! Students will subtraction, solve a word problem using subtraction. Students will be guided through the steps to solve a subtraction word problem in their Watch for common errors: math book. Encourage students to use Students may have difficulty CUBES to help breaks apart of the problem determining how to label the to detect the most important information. bars in the bar model. 5, Students will follow along and need to fill cout the correct blank spaces in their book. I will be walking around the room and observing their workto see what mistakes or misconceptions we are making to redirect them. Guided Practice 6. Re-Teach 1.12 Worksheet: Students are to 15 complete this sheet to help reinforce our | mins. problem solving skis, Students will perform the CUBES steps to break apart the problem. 7. Encourage students to follow along and not skip any steps. Independent Work | 8. Students will individually complete their | 15__| "The teacher-will be walling assessment of Problem Solving: Model mins, | around to look for common ‘Addition and Subtraction 12.1 worksheet mistakes or errors on the front and back. They will tum it in as a students’ work. ‘The teacher is formative assessment to be graded. using this time to check where her students are at with their knowledge word problems. _ (GVCDaily Lesson Plan Page 29. Students can participate in the following activities: a. Flashcards ‘b. Math books c. Chrome books- Sum Dog 10. Collect the warm up sheet from the students, Use this and observations to help determine the if students need more practice or need to be re-taught the skill References: _ | 3° Grade GoMath! Curriculum Towa Core: Mathematics Reflection on Student Learning: _ “This lesson went well, but I have areas that I need to improve. The students responded really well to using the strategy of CUBES to break apart a word problem. I am realizing that each time L teach this lesson, my instruction is improving, Last year during this lesson I struggled with teaching students how to not get overwhelmed with word problems. Using the CUBES strategy this year, I was able to help more students feel confident when solving a-word problem, I observed students using the steps to solve the word problems, and they were getting them correct. Lalso observed that students who were struggling and not getting the answers correct were not doing the CUBES steps. ‘The students met the learning goal of solving addition and subtraction problems, We are going to continue to improve and practice these skills in Intervention, and also time to re-teach in small groups. I did have too many activites within the lesson, and based on our time of the lesson I had to skip over the re-teach 1.12 worksheet. Iam actually happy we did not complete this because now I can use it in my Intervention class to students who did not master the skill the first time. My timing of the lesson was disrupted by student behaviors. My math class has some students who require more attention and repeat of direction, and also some lack of motivation traits. I tried my best to redirect them to completing the task or following directions, which most of the time works for my students. [ had one student who was distracted by lack of sleep the night before. I encouraged him to talk to me about in one-on-one while others worked independently on the assessment. He was able to explain to me what was going on and why he was not giving his best effort. I asked him to geta drink of water to help wake him up, and then instructed him to sit at the back table to not distract his peers around him, I still have not figured out what motivates him or what is going to work the best for him, but I am going to discuss it with his homeroom teacher to get ideas to help him stay motivated to work hard. In the future, I am going to continue to use CUBES and look for more helpful resources for students to use to solve word problems. ‘GVC Daily Lesson Plan Page 3Observation Reflection Form Name_JenniferDohmen Attendance Center_ Anderson Elementary Grade/Subject_3%Grade- Math Observation Date___Tuesday, September 28" and Wednesday, September 29% Time__9:00- 10:00am Post-conference Date_October 2" __ Time__3:45pm 1. As reflect on the lesson, to what extent were students productively engaged? During the 1 lesson, | could have included more engaging activities. Learning how to solve adltion and subtraction word problems needs whole group instruction to go over the dect steps of how to solve, In the future | want fo nude more resouroes or intereative lessons to go along with the lesson. During the 2 lesson, the students wore engaged in thelr assigned smal group. ach rotation was designed to help practice and review Chapter lesson objectives. The students were encouraged to work independent and also as small group to complete the rotation task correc, AS | observed the rotations, the students seemed to be actively engaged by gattng to work right away and staying on task. | believe the colorful cards and games helped motivate the students to complote the task and be engaged, 2. Did the students learn what I intended? Were my instructional goals met? How do | know? My learning goal for the first lesson was to solve addition and subtraction word problems. Students completed an assessment that helped me see if they achieved the goal. 1 was able fo use this assessment to See which students have it mestered the skill and hich students need e-teaching ofthe standard. | am using this assessment fo help select my Intervention class instruction since this standard will be present in each chapter from now on in our curriculum. My leaming goal forthe second lesson was to practice ‘and review chapter‘ skis by being able to display addtion strategies, practice subtraction facts, demonstrate problem saving skis, ‘and complete a review chapter 1 worksheet a small groups. This goal was met because | was able to observe students actively participating in the rotations and aso collected evidence of ther learning from each rotaon | think it was very important to hold students accountable for each rotation because it was motivating them lotr ther best at each task, 3. Did | alter my goals or instructional plan as | taught? If so, why? During the fst lesson, | cd alter my instructional plans due tote. 1 over planned the lesson wth one to many activities. Due to student behaviors of discupting other classmates, we were notable to complete one ofthe activites. | knew one activity was going tohave tobe taken out curing the mide of lesson. | decided to take out the re-teaching 1.12 worksheet, | am happy that | decided to skip this step because my students cid not need its tis time. | fel ke some ofthe students would have felt ike this worksheet was busy Work instead of seeing it a more practice to strength their new ski, am planning to stil complete his worksheet bu in a small goup with students that need reteaching in this ski, During the second lesson | didnot ater my instructional plans due to have four rotations. These rotations were set with @ purpose and I didnot change them because they fhe need of my students 4, If Lhad the opportunity to teach this lesson again to the same group of students, what would | do differently? Why? | would reteach the fist lesson in a dfferent way. | originally broke the lesson of 1.12.nto two days, andi | could doit again | Would break it down into three days, The frst day | would only do addition word problems and really go over the action words we ‘eed to look foro help us confirm the correct operation is addon. Then the second day | would ony do subtraction word problems and continue to go aver subtraction action words. Both days would be dedicated to breaking apart the word problem withthe correct steps, especially since | have students who struggle with reading. On te third day, | would plan on practicing and sirengthening our word problem skis. | thnk going a a slower pace for word problems would help my students understand better. For the second lesson, | would plan how | would want the students to rotate between the stations. | would also communicate the ‘expectations of rotating tothe students and we would practice as a class by teach, model, practiceObservation Reflection Form 5. Provide several samples of student work related to this lesson. The samples should reflect the full range of student ability in your class and include the feedback you provide to students on their papers. See atached samples, 6. __List the lowa Teaching Standards/Criteria that were related to this lesson, SooneDO OF>e>>a Teacher's signature Date ‘Administrator's signature Date