SCOE KEY ASSESSMENT 1

SCOE Key Assessment

Kristin Montgomery

Spadoni College of Education, Coastal Carolina University

EDEC 420

Dr. Catharina Middleton

November 30, 2020

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EVALUATION

One of the biggest things for me as a teacher is that all of my students understand the objective by the

end of my lesson. In my lessons I make sure that I say the objective at the beginning of the lesson and the end.

The most important thing that I do is I have the students say the lessons learning objective with me. By having

them repeat the objective with me, it allows them to understand what I am expecting in a clearer way. The

learning objective for this lesson is that the students will be able to solve subtraction facts by thinking of it as an

addition fact. The key components that I plan on looking for in the students’ work is that they have majority of

the problems right in their math books and that they rate a three on their self-evaluation rubric. The math journal

page that I am looking for the students to get majority correct ask them to write addition and subtraction facts

based off of a given domino. For every lesson that I have wrote throughout this program I find it important to

include some form of a rubric so I as the teacher can understand what went successful and what could be

improved. For this particular lesson I created a neat way to evaluate the students understanding of the learning

objective. My goal for this evaluation is that it will help me understand where my students are struggling and it

will help me think of ways to help students individually. I will give each student a sticky note and I will have

them write a 1, 2, or 3 on their sticky note depending on their understanding level of the topic. Three says I

understand how to solve the subtraction fact by thinking of it as an addition fact I could teach others! Two says

that I am starting to understand how to solve the subtraction fact by thinking of it as an addition fact I need

some more practice! One says that I am confused about how to solve the subtraction fact by thinking of it as an

addition fact I need some help! I will assess how the lesson will positively impact student learning by evaluating

the sticky notes that the students will turn back into me. I will separate the sticky notes into categories based on

the number the students gave me. I will examine them and look into ways that I can best benefit students as a

group and students individually. I believe this will positively affect the students by giving them resources to

help them understand a topic.

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TECHNOLOGY

I will use technology to ensure accessibility and relevance for all learners by meeting all the needs. I am

using technology because the newer generation of kids are exposed to a good bit of technology through

school and home which means technology is much more relevant to the students rather than using a

whiteboard. I am also using the technology because most of the students are familiar with SMART notebook

because their teacher uses this program with them regularly. I will ensure that the technology is accessible to

all students by asking the teacher if she would put the link to the presentation in zoom so the students can use

it as a reference. I will use technology to share the student’s ideas with the other members in the classroom. I

am planning on doing this by writing a select few of the students answers on the board when they are asked

to share what their number story in response to the number sentence. The electronic resource that will work

best with my lesson is the SMART notebook program which is downloaded onto my laptop. I will use this

program to create my slides for my lesson. On these slides I will include any worksheet that the students will

be using in their math journals. I want to add the worksheets into the slides so the students can see the page

they should be on in their math journals in hopes this will benefit any visualizers. Another reason that I want

the worksheets to be on the slides is because I want to review the worksheets with the students so I can

insure all students have a good understanding of writing addition and subtraction facts based on the given

domino. I am hoping that by having all of the activities the students will participate in on the board will help

students who are visualizers.

RESEARCH/EVIDENCE OF STUDENT LEARNING

I will use the data throughout many parts of the lesson to monitor students’ progress toward the learning

goal. I will begin to monitor the students’ progress during the lesson by walking around the room and checking

on the students. I will be monitoring the progress of all students by calling on a few to answer the questions that

I have in my slides and by asking them to answer the questions from the worksheets in their math journals.

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Another way that I will monitor the students’ progress toward the learning goal is by walking around the

classroom and listening to the conversations that the students are having when partnered up. The way that I will

assess individual performance in order to design or modify my plan is by walking around the classroom and

checking the student’s worksheets off when they have completed each problem. If I notice that the child is

struggling then I will sit with the child for a minute to get a better understanding of what the child is struggling

with. I will use the individual assessments to modify my lesson plan to make it work better for those specific

student’s needs. Another way that I could do individual performance assessment is by having the students do

the self-evaluation rubric because it will tell me which students are struggling with the objective itself and

which ones aren’t. I will assess group performance by listening to the conversations that the students have with

me as a whole group and by the conversations that the students have with their peers when they are partnered

up. I will use the group performance assessment to modify the amount of time I spend assessing the individual

performance and the group performance.

DIFFERENTIATION

I addressed differentiation in my lesson by incorporating the student’s interest. The way that I

incorporated the student’s interest was by correlating numbers with dominos. Throughout the lesson I use

dominos to show the kids the numbers I am asking them to add and subtract. I strongly think the students will

enjoy learning a new concept with the use of dominos because it gives them a visual and it interest them.

Another way that I will incorporate the student’s interest is by adding their names into my number stories.

Throughout the lesson I give number story examples so when I read them to the students I will put the student’s

names in it. I strongly believe that when you say the students name in relation to work it allows them to connect

better. At the end the students will be completing a worksheet in their math journals that ask them to write

addition and subtraction facts based on the domino shown. The last few questions on the worksheet has the

student think in a higher order because, for problem 7 the double 9 domino only has two related facts instead of

four, and for problem 9 the blank half of the domino stands for 0. The classroom that I am in for my field

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placement lacked differentiation. I am at Ocean Bay Elementary so the diversity is not as broad as other schools

I have been in. Out of the whole class there were no students with an IEP and there was only one ELL student.

The biggest thing I noticed in the classroom that I was in was the number of students who could potentially be

gifted and talented in specific areas. Recently the students took a CogAt test which is supposed to determine

wether or not the student is gifted and talented. The many activities that I will have the students do addresses

multiple levels of thinking by increasing in its level of difficulty. The level of difficulty continues to increase

with each assignment beginning with the group assignments where we all think together. As I increase the level

of difficulty in the lesson I will make sure that the ELL student is being supervised and I will insure that I meet

her needs. The opportunities that I will take to teach specific language to the ELL student is by staying by the

ELL student and making sure that she understands the directions and the language being used in the directions.

A way that I will use her peers to help her with language skills is during partner pair share. During a portion of

my lesson I have the students partner up and share with one another their number stories that they created. By

doing this it will not only help the ELL learner with her language but it will also help her with her social skills.

Another way that I will insure that I focus on the ELL student by going to her often while she is doing the

worksheets and making sure that I repeat the instructions if she needs me to.

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Contextual Factors
Name
Kristin Montgomery
District School Ocean Bay Elementary
____HCS ____ GCSD
Grade Level
____First Grade ____Second Grade ____Third Grade
Cooperating Teacher Aimee Singleton

SC Content & Process Standards

List the applicable SC State Curriculum information the lesson will address. Include both the code and the
text of each element. Bold/add/delete sections as needed.
• Science: Content Standard, Performance Indicator, and Science and Engineering Practice(s)
• Mathematics: Content Standard, Mathematical Practice(s), Key Concept

Mathematics Content Standard: 2.ATO.2 Demonstrate fluency with addition and related subtraction
facts through 20.
Mathematical Practices: Make sense of problems and persevere in solving
them.
Key Concept: Algebraic Thinking and Operations
Science Content Standard: 2.S.1: The student will use the science and engineering practices,
including the processes and skills of scientific inquiry, to develop understandings of
science content.
Performance Indicator: 2.S.1B.1 Construct devices or design solutions to solve specific
problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about
the criteria and constraints of the devices or solutions, (3) generate and communicate ideas
for possible devices or solutions, (4) build and test devices or solutions, (5) determine if
the devices or solutions solved the problem, and (6) communicate the results.

(I picked this Indicator because throughout my lesson I have students asking each other
questions and generating ideas off of one another.
Science and Engineering Practices: Obtaining, Evaluating, and Communicating
Information.

Learning Objective
As a result of this lesson, what will students be able to do?
The students will be able to solve the subtraction fact by thinking of it as an addition fact.

Explain how this learning objective: builds on prior student knowledge; is relevant to students’ lives;
integrates other disciplines; and reflects the big ideas or structure of the main discipline.
This learning objective builds upon prior knowledge because the students know what a turnaround fact is
with addition. Another way that this lesson builds upon prior knowledge is because the students have been
learning how to do addition facts with dominos.

Planning for Assessment

Addressing Students’ Misconceptions

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Anticipate students’ misconceptions, identify the accurate conception and provide a student-centered
instructional strategy that will assist students in adjusting their thinking.
Misconception Accurate Conception Student-centered Instructional
Strategy
Some students may get confused hen doing the addition facts, the I will explain to the students that
on the domino fact sheet by students should put the number of when doing addition, the biggest
thinking they should add the two dots that are on the top half of the number is on the bottom and
numbers (dots) on the domino domino in the top box and they when subtracting the biggest
together. should put the number of dots number is on the top. I will have
that are on the bottom half in the the students get out their
bottom box. When subtracting the highlighters. I will have the
students should put the answer students follow along with me
they got for the addition which is while I explain this on the
the biggest number in the top box. SMART board by highlighting
the spots where their biggest
numbers should be.

Vocabulary
List content vocabulary that will be introduced or students will need to know to understand this lesson.
Decrease, Quantities

Measuring and Defining Criteria for Students’ Learning

Explain how you will assess students’ learning throughout the lesson.
I will assess the students learning throughout the lesson by going around and checking that the students are
putting the correct answers into their math journals, I will also assess by asking question throughout the
lesson and having the students answer them.

Explain how you will assess students’ learning at the conclusion of instruction in reference to (a) the lesson
and (b) the unit.
(a) The Lesson: I will assess the students learning after the instruction by doing a formal/informal
assessment. I will have them turn to page 47 in their math journals and doing the domino
facts. The students should be able to use the turn-around rule to write two related
addition facts for problems 2-6 on the page. I do not expect all children to write two
corresponding subtraction facts for each domino. For my learning goal I except students
to get two addition facts and at least one subtraction facts from the domino worksheet.
(b) The Unit: For my unit I would do a formal assessment. At the end of the unit I would put questions
on the test that consisted of addition and subtraction facts for some of the problems I
would use dominos for representation and for other problems I will put on the addition
and subtraction fact and the students will have to solve them. Throughout the unit I will
assess the students’ knowledge by collecting their work such as worksheets so I can see
the students’ progress. Another way that I will assess the students’ knowledge of the
topic throughout the unit is by giving the students a self-reflection daily after each
lesson.

Explain how the assessment results will be used to inform future instruction.
The assessment results will let me know if they understand how to subtract numbers by using their think-
addition strategy. The assessment results will also let me know if the students are ready to do subtraction
facts without the use of dominos.

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Planning for Differentiation
Students’ Interests and Cultural Heritage
Describe how you will incorporate students’ interests and cultural heritage.
I will incorporate the student’s interest by correlating numbers with dominos. The students love when you
add in more than just numbers. Another way that I will incorporate the student’s interest is by adding their
names into my number stories.

Accommodating, Modifying and Supporting Students’ Instructional and Assessment Needs

Identify the accommodations, modifications, and supports used for students in your classroom and explain
the instructional and assessment adaptations that you will make for this lesson.

Learners with an Individualized Education Program (IEP) or a 504 Plan

Does not apply

English Language Learners (ELL)

For the ELL student I will make sure that I go to her often while she is doing the worksheet and while she
is talking with her partner. Another way that I will insure I put focus on the ELL learner is by calling on
her when she raises her hand. I will do this so she does not feel left out.

Gifted and Talented (GT) Learners

Does not apply

Learners Receiving Tiered Services

Does not apply

Grouping Students
Describe the instructional grouping arrangements and group composition that will be used in this lesson and
when they will be used.
For the grouping arrangements I will use the same arrangement that my CT has. My CT has already
thought about where the students learn best. The two students who struggle with stay on task and listening
are sitting at the very front of the classroom. The ELL learner is also at the front of the classroom that way
she is easy to get to when she needs help. The students who catch onto things easily are at the back of the
classroom because the teacher feels confident that they will not need to be spoken to during the lessons.

Explain how your grouping will maximize student understanding and learning efficiency.
The way the students are grouped will maximize the students understanding and learning efficiency
because the students are beside other students that will not distract them or skew them away from learning.
This grouping will help the ELL student because she has the opportunity to ask questions when she needs
to and it allows me to see her easily so I can see her work and how she’s doing on it.

Materials
List all materials and resources you and the students will use.
• McGraw Hill Everyday Mathematics Journal
• Pencil
• Whiteboard, Marker, Eraser

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• Fact Fluency Triangle Cards from the book
• Paperclips, Scissors
• Highlighter

Provide information about the technology used in the lesson. Explain how this technology will enhance
student learning and thinking.
The technology used in this lesson will be the SMART board and I will use this to enhance the students learning by
giving the students the opportunity to share their answers that they got on the math boxes, subtraction number
stories, and the domino facts sheet in the math journal.
file:///Users/kristinmontgomery/Desktop/Math%20Lesson%203.2.html

Instructional Procedures
Classroom Management
Describe your CT’s management plan.
My CT’s management plan encourages the students to participate. When the students start to get loud and
off task my CT will call on the student to answer or she will say the students name as if she is informing
the student. She regains the student’s attention without scolding them.

Describe the techniques (intrinsic motivation, social approval, contingent activities, and consequences) you
will use to maintain appropriate student behavior throughout the lesson.
The technique that I will use to maintain appropriate behavior throughout the lesson is not giving the
students to much wait time. From my other lessons I struggle with keeping up with the students at times,
so to prevent this I will make sure I time things right so the students are not having to wait a long time for
the next direction. By doing this I plan to reduce the talking and the loose energy.

Launch (12:50 –1:00)

Introduce and make sure all students have access to the task. Include key questions and expected student
responses in each category.
Describe how you I will gain the students attention by doing mental math and fluency. This will
will gain students’ require the students to grab their whiteboards, marker, and eraser’s. I will pose
attention. simple addition-fact number stories. Once I pose these I will have the students
share their solution strategies.

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Describe how you I will explicitly communicate the learning objective by having it on the SMART
will explicitly board in the lesson PowerPoint. I will also communicate the learning objective by
communicate the reading it to the students and having the students read it with me. I will remind the
learning objective. students that we have practiced addition before with dominos. The students will
How will you remember and recall how they used the dominos to do the addition facts.
connect to what
students have
previously learned
and/or know from
life experiences?

Describe how you I will begin to introduce the task for the lesson by having the students put their
will introduce the materials on the desk beside of them. I will then ask the students if they remember
task for the lesson. learning addition facts with dominos.
What are the student- The student-centered instructional steps that I will use to allow all students access
centered to the task without doing the work for them is by having self-assessment
instructional steps conferences. During the social studies time I pull students individually to the back
you will use to allow of the classroom and ask them why they scored the number they scored in hopes
all students access to that I will either clear up their thinking or allow them to think in a higher order.
the task without
doing the work for
them?

Describe how you I will start by establishing clear rules by telling the students to clear their desk of
will establish clear everything except for their whiteboard marker, and erasers I will tell the students to
rules and put these items on the desk beside of them.
expectations for I will then tell the students that today we will focus on using what we know about
learning and addition to solve subtraction facts.
behavior. Next, I will pose three questions for the students to answer without the use of
whiteboards:

1. Samantha’s family is at the library. Samantha checks out 7 books. Her big
sister checks out 3 books. How many books do they check out together?
(answer: 10 books)

2. Brice’s family is at the library. Brice places some books in his bag. His
older brother places 2 books in his bag. Together they have 10 books. How
many books does Cameron have in his bag? (answer: 8 books)

3. Faustina has some library books to return. Monica has 4 books to return.
Together they need to return 10 books. How many books does Faustina
have to return? (answer: 6 books)

Describe your I will transition into the main lesson by having the students pull out their math
strategy for books and place it on the desk beside of them. I will also tell the students to grab
transitioning into the their white board, marker, and eraser and place it on the desk beside of them.
next lesson phase.

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Explore (1:00 – 1:35) 35 minutes
Students work on the task you have selected and introduced. The teacher poses questions to support task
exploration, collects observation data, and chooses students to share their strategies.
What is the task The task students will be exploring is how to use the think addition strategy. This
students will be strategy is a way to solve a subtraction fact by thinking of an addition fact. The
exploring? students will explore various activities that use this strategy.

How will you The first way that I will support students as they engage in this task is by telling the
support students as students to write the think addition strategy that I discussed in their math journals
they engage in the on page 48 in the second box. Below I will list the activities that I will do with the
task you have students to support this strategy.
introduced?
(10 minutes)
• For the next portion of the lesson I will do a math message
and allow the students to share subtraction number stories
(whiteboards). The number sentence I will be using is 10-
3=7. I will give the children an opportunity to make their
own subtraction number stories with the word problem I
used before. I will let the children share their subtraction
number stories by raising their hands. I will briefly explain
to the children what change-to-less is and what comparison
is. I will tell the students that change-to-less is when you
start with a number of items, decrease the number of items, and find out the
number of items that are left. I will tell the students that comparison is
when two separate quantities are known, you compare them to find a
difference, and it tells how many more or less.

(5 minutes)
• I will display a domino with 5 dots on one side and 4 dots on the other. I
will help children discover the addition facts and the subtraction facts
shown on the dominos. I will as the following questions:
• Which addition facts describe this domino? 5+4=9 and 4+5=9 (This is a
turn-around rule)
• Which subtraction facts describe this domino? 9-5=4 and 9-4=5

• To help the children recognize the subtraction facts, I will cover one side of
the domino. For example, I will say: There are 9 dots in all. We take away
the 5 dots on one side by covering them. Now 4 dots remain. So, 9 – 5 = 4.
• The four facts that describe this domino (4+5=9, 5+4=9, 9-5=4, and 9-4=5)
are called related facts. After I explain that these are related facts I will
continue the practice with dominos by giving a few more examples.
(10 minutes)
• Next, I will ask: Suppose you don’t know the answer to 15-9=__ How
could you use related facts to figure it out? **I will let the students partner
with the person beside them to tell each other how they would figure it out.
I will call the students to bring their attention back to the front of the class.
I will let some of the students share what they discussed.
• I will then think out loud by saying: What do I need to add to 9 to get 15? I
need to add 6 because I know that 9+6=15.
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• I will then tell students to write the strategy that I am about to discuss in
their journal on page 48 in the second box. I will tell them to add the think
addition strategy because it’s the way to solve a subtraction fact by thinking
of an addition fact.

(10 minutes)
• The last thing that I will do for this section of the lesson is have the
students turn to page 47 in their journal and have them complete this page
by writing addition and subtraction facts based on each domino. I will let
the students know in advance that for problem 7 the double 9 domino only
has two related facts instead of four, and for problem 9 the blank half of the
domino stands for 0. I will clarify the students thinking by explaining to the
students that when doing addition, the biggest number is on the bottom and
when subtracting the biggest number is on the top. I will have the students
get out their highlighters. I will have the students follow along with me
while I explain this on the SMART board by highlighting the spots where
their biggest numbers should
be in their math journals in
page 47.

I will support the students through

exploring the task by having the
students partner up, and being
interactive with the students.

Describe how you I will select students in a way that is fair and beneficial. I would never call on the
plan to select ELL learner unless she raises her hand to answer a question. I feel like your choice
students who will of who you pick to share has a lot to do with how well you know the student and
share in the Discuss the confidence you have in the student to answer the question. The order that I plan
Phase and what order to have the students share is first the students who have a good understanding of
you will plan to have the objective, next I will call on students who are raising their hands and who are
them share. wanting to share, and finally I will call on students who need to get back on task an
focus.

Questions to Elicit Student Thinking

What questions will There are a few questions that I can ask students having a hard time getting started
you ask if students worksheet:
have trouble getting 1. Do you remember when we did addition facts with the dominos?
started? 2. Have you gone back in your math journal and looked at the think-addition
strategy that we discussed?
3. Explain to me your strategy for subtracting and adding based on the
domino.

What questions will There are a few questions that I can ask to elicit thinking after the students have
you ask to eliciting completed the worksheets in the math journal:

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thinking after students 1. Can you think of another strategy you can use to subtract?
have completed the 2. Can you tell me where does the biggest number always go?
task?

What questions will There are a few questions that I can ask to support the students incorrect or
you ask to support incomplete solutions:
students with 1. You are on the right track, but have you looked at this?
incorrect or 2. You are close to the answer but it may help you if you go back and look at
incomplete solutions? the strategy that we wrote down.

What questions will There are a few questions that I can ask to get the students to listen to other
you ask to support solutions:
students in listening 1. I know you have figured the problem out using that strategy but let’s listen
to others’ solutions? to our classmate and see what strategy they use.
2. Have you ask them how they got the answer they did?

Questions to Extend Student Thinking

What questions will There are a few questions that I can ask to get the students to explore additional
you ask to support strategies:
students to explore 1. If you have not talked to your classmates about the strategies they used
additional strategies? you should.
2. If I gave you these subtractions facts without the dominos how could you
find their addition facts?
3. If I gave you these addition facts without the dominos how could you find
their subtraction facts?

What questions will There are a few questions that I can ask to get the students to consider different
you ask to support context:
students to consider 1. How can you
different contexts? 2. How can you

What questions will There are a few questions that I can ask to get the students to explore different
you ask to support representations of their thinking:
students to explore 1. How can you
different 2. How can you
representations of
their thinking?

Discuss (1:40 – 1:55)

Describe how you will structure time for students to reflect on the content taught and relate this information
to everyday experiences and future learning.
How will you revisit I will revisit the context by doing a few different things, the first thing that I will
the context? do is give the students time to reflect on the content taught in the lesson by having
them to turn to page 49 in their math journal and having them do the math boxes.
After we review the math boxes I will revisit the objective with the students and
have them repeat me as I say it.

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Describe how you I will write on the board three different understanding levels for the learning
will have students objective. I will give the students a sticky note and they will write their number on
discuss their findings. it. 3 says I understand how to solve the subtraction fact by thinking of it as an
What questions will addition fact I could teach others! 2 says that I am starting understand how to
you ask to guide the solve the subtraction fact by thinking of it as an addition fact I need some more
conversation toward practice! 1 says that I am confused about how to solve the subtraction fact by
the stated learning thinking of it as an addition fact I need some help! I will use these results to see
objective. how well the students understand the objective.

Describe how you I will help students summarize their learning by allowing the students to discuss
will help students with a partner some of the things that they learnt. I will help students not only
summarize their summarize their learning with their piers but also during their understanding rubric
learning. What that each of them will do.
questions will you I will encourage the students to ask questions by pairing the students up and having
ask and how you will them ask each other questions. I will also encourage the students to ask questions
encourage student to when we do our mental math fluency and they have to come up with word
ask questions? problems.

How will you I will encourage a positive disposition toward math by encouraging all students to
encourage a positive participate. I will do this by having the student’s pair into partners since they enjoy
disposition toward doing that. I will encourage a positive disposition towards math at the beginning of
science and the lesson by stating my expectations for their behaviors. I will explain what my
mathematics? objective is for the students at the very beginning of the lesson. I will encourage
Include what positive disposition toward math by rewarding the students who are participating in
strategies / behaviors class through my class questions and through partner pair ups. I will reward the
you anticipate student by either praising them verbally or by giving them a treat at the end of the
highlighting. class. I believe that by giving the students an incentive it will encourage all
students to have a positive disposition or a positive outlook in math.

Extension (1:55-2:00) 5 minutes

Describe how you I will have the students do is cut out fact triangles.
will extend this lesson Each child will need one set of fact triangles for the
if time permits. What lesson that follows this lesson. I will have the children
specific tasks might turn to the very back of their book, and they will cut
students do to out the Fact Triangles Set 1 on activity sheets 1-3. I
continue practicing will have the students write their initials on the back of
and building each triangle so in case one falls on the floor we can
meaning? figure out who’s it is. After the students have written
their initials on the cards I will give them a baggy and
they will put them in their individual math bags.

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Reflection

Throughout my time in the program at Coastal I have done many lesson plans. This lesson plan was by

far my most successful one yet. There were a few things that were very successful throughout the instructional

portion of my lesson that I noticed while observing my video footage that I recorded. The first thing that stood

out to me was the student’s engagement throughout the instruction. The students showed their engagement

through their participation and attentiveness. Another way in specific that the students showed their engagement

throughout the lesson was when I elicited the students thinking by having questions for the students to think

about on the board. When the students answered the questions that I asked them it showed me that they had a

clear understanding of the objective. Another successful thing from the lesson that I noticed, was the ability to

use the SMART board to preform my planned activities because this helped the students gain the needed skills

to solve subtraction facts by using addition. The last successful thing that I want to discuss is the understanding

rubric that I all the students participate in completing. I gave each student a sticky note and had them write a 1,

2, or 3 on their sticky note. Three says I understand how to solve the subtraction fact by thinking of it as an

addition fact I could teach others! Two says that I am starting understand how to solve the subtraction fact by

thinking of it as an addition fact I need some more practice! One says that I am confused about how to solve the

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SCOE KEY ASSESSMENT 16
subtraction fact by thinking of it as an addition fact I need some help! This went very well because I learnt a lot

about my teaching practices through the understanding rubric. The results will help me further the students

understanding about subtracting by using addition. Although many things went well throughout my lesson there

were also a few things that could be improved throughout. One of the biggest things that I will strive to improve

on for my next lesson is time management. Math is a subject that has a lot of important information that has to

be covered according to the standards and the local district. During my lesson although I felt like the students

understood the objective at the end, I feel like I failed on getting through the extension portion of the lesson. I

covered the objective successfully and had time to review the objective with the students at the end of their

independent work. The one thing that I did not allow the students time to finish was cutting their fact triangles

out of their books.

The planning narrative that I created is very detailed and descriptive. I think that any teacher who would

use my lesson plan would have an easy understanding of the expectations and the task that needs to be

completed through the lesson. Many times, throughout my lesson plan I addressed the learning objective that I

expected all students to understand by the end of the lesson. Another thing that should make it easier for another

teacher using my lesson plans is the layout. I made sure that I gave specific times in the plan that things should

be done. From my time being at Coastal there are many things that I have learnt that will benefit me and make

me a successful teacher. The one thing that has really benefited me from my time in the program is my classes

with Dr. Middleton. During her class sessions we have learnt how to best integrate multiple subjects such as

math, science, and social studies. In the time like we live in today it is best to think of ways to integrate

subjects. From being in the schools personally I have seen how much the students have to learn in such little

timing.

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SCOE KEY ASSESSMENT 17

Reference

Bell, J., & Bell, M. (2004). Everyday mathematics: Teacher's lesson guide. Retrieved December 01, 2020.

EDEC 420 3-Phase Lesson Planning Template Fall 2020