Weekly Clinical Reflections

Entry 1- Wednesday February 1st

Standards covered: K.CC.6 and K.OA.1
Intro activity:
Today I observed Ms. Bryants class compare numbers by asking
each student at the table if they think the groundhog will see his
shadow tomorrow or not. As a class they will fill in a box when each
student answers the question and then they will compare the chart
when they are finished. Ms. Bryant stops periodically to ask the
class if they can tell her how many are in each column. She stopped
when there was 1 for shadow and 3 for no shadow, 4 for shadow
and 7 for no shadow, 8 f0r shadow and 8 for no shadow, and finally
9 for shadow and 8 for no shadow. She asked the class: What can
we say about our predictions of our graph using math words? Some
examples that the student gave were: 1) It changed because in the
beginning the no shadow side had more but now the shadow side
has more. 2) The shadow side as more and the no shadow side has
less.

Number talk:
On the carpet Ms. Bryant shows the class dot picture
cards and asks the students how many do they see. The
questions she asks include: How did you see it? Can you
come up front and show the class the groups you saw?
Thumbs up if you agree. She does this with another dot
picture before starting todays math lesson.

Math Workshop:
Each student is sent to a different station. The different stations include Double
Compare, Bingo, Snowman Bump, or a Small Group with Ms. Bryant.

Double Compare: In this station each partner turns over 2 number cards. Each student
finds out how many each partner has by adding the two cards together and then who has
more. Students are then asked how can you figured it out. One student said she counted
the pencils altogether (each card has a symbol of the number and the amount of objects
drawn on).
Bingo: In this station students turn over a number card and have to add 2 more to that
number. There is a number line provided to students that need more help if they have
trouble adding 2 to a number. They then place a chip on the number that got after
adding to and it is the next person's turn. The
winner would get 4 in a row of some kind.

Snowman Bump: In this station both students

start with 8 or 10 markers and then roll 2 dice
and add the numbers they got together. They
then place one marker on that number on the
board. Now its the next person's turn. They
can bump the other player off the space if
they land there and only 1 marker is there, but
if 2 marker are already on the space they are
locked in.

Small group: Ms. Bryant has a small group

where she helps the students add blocks together to make the number 6. They are
focusing on making 2 different groups of numbers and recognizing this. When they
made 2 different blocks with their groups they can then draw this on grid paper. The use
two different colors to represent the groups. For example, if a student made 3+3=6, they
made 2 different groups and would use 2 different colors to draw on the grid.

Entry 2-Wednesday February 8th

Standards covered: K.OA.1 and K.OA.2
Number talk:
Again Ms. Bryant did a number talk activity with her students
and showed them 2 different dot picture. She asked the class to
show her the groups that they saw to get to their answer. Again
she asked students to come up and show these groups to the
class and if the rest of the class agreed with whoever went up.

Mini-lesson: Ms. Bryant did a mini-lesson about strategies for

solving math problems with her students because of the math
workshop. The first strategy is to draw a picture of the word
problem given. The next strategy is to write a simple equation. Another strategy is to use
a number line. A final strategy is to use fingers to count.
The class then did an example using the different
strategies with Ms. Bryant. They were given a typed up
word problem to glue in their math journal which Ms.
Bryant read to the class. The problem was that Sam had 2
lollipops and Jacey gave him 3 more to share. How many
total does Sam have now? The class used two if the 4
strategies. They drew a picture of 2 lollipops and added 3
to have a total of 5 lollipops and they also wrote the
equation 2 + 3 = 5 underneath the picture. They did all of
this under the glued word problem in their math journal.

Math Workshop:
The students worked at different stations including Toss
the Chips, Inch Grid Paper, White Boards, or Blocks.

Toss the Chips: In this station the students toss the chips
in the air and recorded what side they landed on (either red or yellow) everytime for up
to 10 rounds. They wrote the numbers in either the red column or the yellow column
and compared which column had more in each row.

Inch Grid Paper: In this station students practiced making groups by drawing them on
the grid paper to make 7. They could use block manipulatives first to make the 2
separate groups to make 7. For example, one student make 4 in the first group and 3 in
the second group to add up to 7. Then they had to write the equation. 4 + 3 = 7.

White Boards: In this station the students would spin for a

number on two different spinners. They added the number
of ladybugs on the leaf under the spinners that each each.
They they were required to put the correct number card at
the end of the equal sign. They then added those numbers
that they got together. After doing this they were required
to write the equation with numbers on the whiteboard to
practice.

Blocks: In this station the students were building equations

using number cubes. They were required to make 2 groups of numbers to equal to 5. For
example, one student had 3 red blocks connected to 2 blue blocks to get to the total of 5
blocks altogether. Ms. Bryant made sure that one connecting the blocks together they
put all the red ones in a row and all the blue ones in a row to show the different groups
Entry 3- Wednesday February 15th
Standards Covered: K.OA.1 and K.OA.2
Mini-Lesson:
Ms. Bryant did a mini-lesson about
strategies for solving math problems with
her students because of the math workshop
and added new ones from last week. They
were draw a picture, use a ten frame, write
an equation, count up, use a number line,
and use your fingers. The class again did a
problem in their math journal. They glued
the typed up problem on a new page and
Ms. Bryant read the problem. The students
were required to solve solve the problem
on their own (draw the picture and write
the equation) and they will provide support
when needed. As a class they used the
number line. The students drew 3 red
balloons and 3 green balloons and the
equation 3+3=6. Then they counted up
from 0 to 3 on the number line then 3 to 6
to get the answer visually.

Math Workshop:
Most of the centers were the same as the previous week, but students rotate so they are
not always doing the same center.

Collect 15: This station students play in pairs and roll the die and put chips down in the
10 frame, taking turns adding the number to the 10 frame each time they roll and until
they get to the number 15. Then they start over. (Use 2 10 frames) They should stop
periodically to see how many they have and how many more they need to get to 15.

Inch Grid Paper: The students were making 2 different groups that add up to 8. They
need to keep all the colors together to make the groups and all squares need to touch to
make the groups. They can use manipulatives to make different groups first then draw
them on grid paper.
Toss the Chips: Students toss chips in the air (7) and see how many land on either
yellow or red. They record this on a chart to compare each round and determine
whether there were more red chips or yellow chips each round.

Make a Train: Students in this station put cubes together with the colors grouped
together to make 2 different groups. Then they color in the group colors represented on
the cube sheet. They are making 2 groups that add up to 5 (red and blue) and then write
the equation when they are finished coloring.

Racing Bears: Students in this station have 4

chips on top of a 4 10 block vertical lines and
3 bears at the bottom of each line. Students
roll the dice to see how many spaces to move
up the vertical line. The students take turns
rolling the die. One player rolls and moves the
bear on whichever line they want to the
corresponding amount of spaces. The other
player rolls and also moves any bear. When
the first player gets to 10 on one of the vertical
block lines they get to keep the chip. The game
will continue until all the chips are gone.

Entry 4- Wednesday March 1st

Standards Covered: K.OA.1 and K.OA.2
Warm-up:
The students worked on their problem of the day. Instead of it being in their math
journal it is now typed and given to the students on a worksheet. The worksheet was set-
up by having the problem typed and then space to draw a picture and then a place to put
the number equation.

The problem was-There were 6 cats in the hat. There was 1 cat hiding in the house.
How many were there?

Students drew 7 cats to show that one more was added. Then the wrote the equation
6 + 1 = 7.

Mini-Lesson:
After the student were done with the warm-up, Ms.
Bryant introduced a new topic in math, subtraction. She
showed the class how to subtract by having 5 students
stand up in front of the carpet. Then she asked 2 of them
to sit down. She asked the question how many were left
standing? To figure out the answer she had counted the 5
when they were all up and then counted how many
students were left standing after the 2 sat down. She got 3
as the answer. She also wrote the equation on the board.
5-2=3. She then did a problem with the class together.
There were 6 birds flying in the sky. (Hood up 6 fingers.)
3 of them flew away. (Put 3 fingers down). How many
were left? She asked a student for her answer and wrote
the equation on the board to check if she was right
6 - 3 = 3.

Math Workshop:
Ms. Bryant wanted her students to practice the subtraction work center with her before
they did it on their own. For this work center students had to pick a number card to
determine what number they would start with. They had to place the amount of chips
equal to the number they picked in a 1o frame board. They were learning how to
subtract so they needed to always take 1 away from the number they picked. They first
took one away in the 10 frame to get the
answer. Then they wrote the equation in the
chart below.
They did 2 examples with Ms. Bryant, then they filled the rest of the chart by doing it on
their own.

*Because it was a half day today, the class did not have enough time to do work centers
like Ms. Bryant thought they were going to do because the mini-lesson and practice of
subtraction took longer than she anticipated. So instead for the last 10 minutes Ms.
Bryant pulled up the game Balloon Pop Subtraction on the SmartBoard. This game
shows the subtraction equation __ - __ = ? and has the same amount of balloon
displayed on the screen as the starting number. To get to the answer Ms. Bryant popped
the amount of balloons that were to be subtracted. For example, 5 - 4 = ?. She popped 4
balloons to get to the answer 1. She did about 2 examples together modeling for the class
and then for the next 3 more she asked volunteers to answer how many balloons she was
supposed to pop and then what they final answer was.

Entry 5- Wednesday March 15th

Standards Covered: K.OA.1 and K.OA.2

Math workshop:
Some students are working on iPads on the program dreambox. The rest of the students
are moving around doing specific stations that Ms. Bryant prepared ahead of time to
reinforce adding numbers together to make 5.

Unifix Cubes: The students had to make 5 with different color groups of cubes. Then
they had to color in the groups on the picture and write the equation.

Pattern Blocks: Students use manipulatives in shapes to make a larger shape. Then they
need to make the construction paper shapes in the larger shape and glue it down to a
piece of paper. Two different colors are needed in the larger shape. Then the students
need to write an equation to go along with the shape (how many groups they have). They
are making the shapes equal to 5 (should have 5 total smaller shapes).

Sea Creatures: The students pick 5 sea creatures (at least one should be different) and
they make the different groups of sea creatures. Then they write the equation of how
many they have total which should add up to 5.

Two-sided Beans: The students have a container full of 5 beans that are different colored
on each side. They dump the container full of beans out and color in on their picture
how many of each color bean they have. Then below the picture they need to write the
equation.

Jewels: The students need to make a line of beads with one color together in the row
then a different color after. They should have a total of 5 beads. They first draw the
picture representing the line they made then they write the equation.

Teddy Bears: The students take out 5 bears of the tub and determine how many of the 2
colors they have. Then they draw a picture of the bears they have. Then they write the
corresponding equation.

Each student is supposed to complete each station over the course of the week. They
mark when they are finished at a station on their recording sheet after checking their
work with Ms. Bryant. Every student is working on making groups of 5 and will continue
to larger numbers as they progress.

Math workshop:
The class learned a new game. They needed to get the number they need to get to 10.
Ms. Bryant showed the class a 10 frame with a different amount of dots each time and
asked how many she needed to make 10. Some of the question she asked: How did you
get there? How did you know? She then wrote an equation as a class that equaled to 10.