# TPE #5: Student Engagement Candidates for Teaching Credentials clearly communicate instructional objectives to students and make sure

all students participate evenly. Students are to know what they are to be doing at the various stages, and the teacher is able to re-engage students who are not on task.

Abstract: The lesson introduces the concept of division of multi digit numbers where students learn the concept through instruction and discovery through the use of manipulatives. Students must follow the manipulative rules that are clearly outlined in the beginning of the lesson. As a class students learn and discover the concept by use of manipulatives. For practice, students do problems on white boards and then show to check for comprehension.

Rationale: Students must demonstrate learning through the manipulation of pennies so they must be on task, and when doing practice problems, students do them on white boards and then show the teacher. By doing this each student must be actively involved in the lesson and demonstrating understanding. These methods make it easy for the teacher to see if students are on task because their progress is continually being checked. The students know the expectations and are forced to demonstrate these expectations as the teacher is able to monitor all students effectively.

Micro Teaching- Sheltered Instruction

Preparation to Teach

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State Standard: Number Sense-3.4Solve problems involving division of multi digit numbers by one-digit numbers. Mathematical reasoning- 1.2 Determine when and how to break a probl91q14!q5i

LessonObjective: with a multi digit numberbeing to will Students learnandbe ableto find the answers divisionproblems and dividedby a singledigit numberby breakingit into smallerunits,with accuracy be ableto explainhow their answer. they reached

Materials: White boardandmarkers Placevalue blocks Worksheets for homework

Instructional Plan
Rationale: The review will help the ELL using We will beginwith a reviewof simpledivisionproblems, studentsbecausethe next lessonwill build on the previous one. The boththe placevaluecountingblocksaswell as solvingthe written counting place value blocks also give on and problems.Students work independently a few problems will them a visual in doing the math problems. Since they had time to do thenwe will go overthemasa class. the problems independently,they will be better able to follow when we go over them as a class.

Anticipatory Set:

will askthe students think to the Thento beginthe lesson, instructor abouthow we would solvea problemthat wasmoredifficult such and think independently thenhavethem as 600+5. Havestudents placevalueblocksto figurework work in pairswith counting throughtheproblem (Students haveworkedwith the blocksandknow how to use will will startout with the amount in 100blocksbut them) Students themout for brokendownunits. Seefigure l.l and 1.2 canswap Instructional Steps:

The blockswill helpall of the students figureout the difficult task. By working on the problembeforedirect instruction,it givesthe studentan opportunityto leam aboutwhat is goingto happen beforeit is presented in English. Also, whenit is presented in English,they canfollow alongwith
the sameblocks that thev were usi

I Rationale:

their ideas.If there After thetime is up, thenhavegroupsshare I Sincethis wasa manipulation one,the and sharewith tlre I assignment not a language was a groupthat was ableto figure it ou! havethem haveasmuch classhow they did it, andhavethe classfollow alongwith their I ELL students
own blocks. Otherwise have the studentsfollow along as niW for successas Native

Micro Teaching- Sheltered Instruction
will throughhow they couldhavedoneit. Hopefullystudents figure out that they can startby putting a 100block into eachof the the with 100unitsto split amongthe 5 groups.Thatleaves students groups. Sincethe students haveworkedwith the blocksthey know they canbreakup the largeblocks into smallerunits and still have into l0 blocksof 10. #. the same I blockof 100canbebroken Students shouldknow that l0 (10 blocksof l0) dividedby 5 is 2, so they put two blocksof l0 in eachof the 5 groups.Thenthe students counthow manyunits are in eachgroupand it should equal120. Thentell thekidsthattheyjust did longdivision!!! we As easyasdividing blocksinto groups, canalsodo this same paper. thing on Beforestarting bring out the illushatedposter with the "family" on it andgo over it with the kids repeating.(Dad-Divide, MomMultiply, Sister-Subtract Brother-Bring down) and If you don't know 60G:-5 thenyou canbreakit down into something thatyou do know. Startby showingthemthevaluesplaces.Seefigure2. placethe one over tlre They startwith 6/5 seefig 3. The students placebecause represents00 hundreds it I Thenthey Brotherandbring down. Divide l0/5. Seefigure4. Bring downthe lastzeroanddivideby zero. Remindthe kids that eventhough10-10is zero,they needto bring downthe lastzeroin the one'splace. Seefigure 5. Finishthe steps.Seefigure6. Do a few more asa class,askingthe students what to do next at eachstep. Whenthe students askedwhat to are do next, the teachercanget a feel for if they understand what was taught. By trying the problemson their own, the students againableto work are throughproblems beforehavingto use language. Showing kids the placevalues that the writtendivisionproblems havewill helpthempicturethe blockswhile doingthe problems paper. The on teacher demonstrating is everything so the students not needto rely on the do wordsfor explanation. The posterwith a way to remember the orderwill helpthe ELL aswell asthe other students remember method the for division. speakers, havingthem explain it to and and the classwill give themconfidence practice English. If they speaking were not part of a pair that figured it will explainit to out, a fellow student themandthey will be ableto follow alongwith the blocksto aid understanding alongwith the rest of the class.

Breakup and havethe students on their own with the teacher try walkingaround helpthosewho arestruggling. to

As students finish, pair them with a parfrrer and havethem compare Students finish andbe paired will their answers. they do not coincide, If havethemwork out the accordingto their understanding and problems together. ability sothe ELL students not need do to feel left behindand other students canmoveon to morechallenging problemsafter they finish checking their work. This alsomakesit so the

Instruction Micro Teaching-Sheltered
teachercanhelp two struggling students a time. at write the go As a class, throughthe problems.Havefe students showingthe problems showtheir work on thewhiteftoards, and who got it right do the teacher. The teachercan selectstudents doesthe problemfor the class problems the class.Onestudent for whathe/she doingandwhy. is is while the otherstudent explaining helping with the teacher Especially groups, struggling everygroupshould get a chance "teach class"on a to the problemandthis canbuild confidence in the ELL student. With one student actually doing the problemandthe other explainingwhat the studentis doingandwhy he is doingit, thenboth students needto understand the problemto effectively teachit. With theteacher organizing thingsand knowingwho did which problems correct they canhavea native groupexplaintheir problem speaking first asa model. Thenthe ELL group
can so and explain ther

Assessment: for Students practice problems homework asa classwe will the and go overthe homework nextday. will the

Rationale: By practicing homework then as and going over the answers next day, the students practice skill in a low can the stress environment theteacher and can seewhattheyarestruggling andthe on mistakes thevaremaki that

Reflection: Thereis a lot of discovery self/peer Success: and teaching with this lesson, students not needto rely on so do language only. Thereis alsoa lot of think time with the discovery, independent work, peerwork andclass work. Struggles:Therearea lot of steps it will not work if students all confused unable helpeach and are and to work. If this is in the case, other anddo independent therewill haveto be more instructionthrough language whichmav be difficult for the ELL.

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