Updated Morgan Metzinger Teaching Work Sample - Master 2

Teaching Work Sample Unit
Name: Morgan Metzinger

Unit title: Math
School District/School: Pierre School District. Jefferson Elementary School.
Grade level: 1st grade
Work Sample Component Resources Student Assignments
Worksample Handbook
Contextual Factors ● Overview Video #1 1. Contextual Factors Paper

● Video #2 Remember to pay attention to the scoring form (link below) when
completing each component- that is how you will be evaluated!
● DOE website
Completion Date:9/11/2021
Backward Design ● Backwards Design Overview 1. Article

2. Assignment Link:
https://docs.google.com/document/d/1-ZKjYcd5
u9fvWVnM8k6-VISs_mINbYrx97U6npvq_pc/edi
t?usp=sharing
Goals, Objectives & Assessments ● Video 1. Unit Goals, Objectives & Assessments
● SD State Standards
● Writing Clear Objectives
● Examples of Formative Completion Date:10/14/2021
Assessments
Lesson Plans ● Video 1. Lesson Plans- template included

● Lesson Plan Rubric
Data Analysis/Summary ● Video 1. Analysis/Recommendations

2. Student Work Samples
3. Sample Report/Letter
Work Sample Completion Form- to be completed by University Supervisor & Cooperating Teacher
Work Sample Scoring Form
Contextual Factors
Community:
The community of Pierre, South Dakota has a population of 14,091 as of 2020 census. Pierre is located on the Missouri River. The population consists
of 82.9% of caucasion citizens and 13.1% of American Indian citizens. Pierre is located in Hughes County. There are a lot of small towns surrounding
Pierre that include: Fort Pierre, Onida, Blunt, Highmore-Harrold, and Gettusburg. Pierre is the capital of South Dakota, so the main employment is
through the State of South Dakota. Pierre also has a lot of farmers and ranchers surrounding the area, including my dad, who is a rancher.
School:
The Pierre School District consists of 2,779 students. The district consists of three elementary schools Jefferson Elementary, Buchanan Elementary,
and Kennedy Elementary, Georgia Morse Middle School and T.F. Riggs High School. Pierre School District offers KG-12. For sports and activities, Pierre
is a AA school. The district does have free breakfast and lunch this year. Jefferson Elementary averages about 450 students per year with class sizes
ranging from 20-26. Jefferson Elementary also has an early kindergarten class as well as early childhood education. Each grade at Jefferson
Elementary has at least one teacher aide for each grade. The ratio of student to teacher is 16:1 for the district. There is no accurate data about state
assessments due to COVID-19.
Classroom:
There are eighteen students in Mrs. Neuharths first grade class. Twelve boys and six girls. Students' average age is between six or seven. School
begins at 8:00 a.m and ends at 2:55 p.m. Monday through Friday. The day begins after students eat breakfast, get a morning tub, and let us know
what they are having for lunch. There are four kids receiving food bags on Fridays. Currently, there are no students on an Individualized Education
Plan or receiving speech services. One student was homeschooled for kindergarten. There are currently seven receiving Title Monday-Thursday from
8:45-9:15. Each student is grouped based on academic skill level. A high level student will be placed with a high level student. As the year goes on,
groups are subject to change based on growth and academic skill levels. There are no English Language Learners in the classroom. There are sixteen
caucasion students. There are two native american students in the class, a boy and a girl. Currently, we have two students on behavior charts. Each
day it is noted by the teacher of their behavior, sent home and signed by a parent, and returned to school the next day. There are five larger tables
that students sit at. Each table has 3-4 people at it. Seats change every month. Throughout the day students may get off task and blurt out answers.
Students do need reminders to raise their hands and check their voice level.
Implications
In the first grade classroom, I plan on co-teaching with Mrs. Neuharth until November when I take over everything. Right now we co-teach whole
group instruction. I have been planning my center for reading and math. There are some students who struggle to stay on task and need redirecting
throughout the day. Right now, both Mrs. Neuharth and I redirect students to get back on task. If I am teaching, she redirects. If she is teaching, I
redirect. By doing this, it keeps students on task and engaged. For mathematics we do whole group instruction based on the curriculum that has daily
lessons. At Jefferson Elementary we use Eureka Math Curriculum. Each day we do a whole group lesson for 30 minutes. This includes a fluency sprint,
application problem, and the lesson. After that, students go to math centers. There are five math centers that we use all week based on the lessons
being taught. Students are grouped based on academic level, groups usually ranging from 3-4 students in each. Students go to one math center per
day for 30 minutes. Centers are a great way to enrich students' learning and also build relationships with them. Each week I get to see all students in
the class and work with them in a small group. This will help me alter my teaching strategies based on their needs, but will also help me build a
rapport with each student. During center time, it is Mrs. Neuharth, myself, and one first grade teacher's aide. This is helpful because we get more
one-on-one time with students. I have chosen to do my teaching work sample based on mathematics.
Unit Goal(s), Objectives (I can statement) & Assessments
Pre-Assessment
● Assessment Used: Fall NWEA Math Assessment
● Analysis: Students took the NWEA test for the first time in 1st grade. This test is given in the fall and winter. This test is done on students'
chromebooks. Before taking the exam, students met on the carpet to discuss the importance of this test. Mrs. Neuharth stated the importance
of trying your best and showing us what they know. Some students struggled with this as it was the beginning of the school year and they are
not used to taking tests on the computer. Other students rushed through the test, students need to be reminded to slow down and do their best
work. Some students rushed through the test and their results do not reflect their abilities in the classroom. Other students' scores do not
reflect what we are seeing daily in the classroom. This test helped us see what information was going to need to be a focus for this year in first
grade math. The goal was to have 90% of students at benchmark. In the Pierre School District we use the Eureka math curriculum.
● Click here to view student results of the test
Unit Goal(s)/Standard(s)
● Unit Goal: Students will be able to count on or making ten to solve result unknown and total unknown problems.
● Unit Standards: Content standards
○ 1.OA.1 Represent and solve problems involving addition and subtraction. 1. Use addition and subtraction within 20 to solve word
problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions,
e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 2. Solve word
problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and
equations with a symbol for the unknown number to represent the problem.
○ 1.OA.3 Understand and apply properties of operations and the relationship between additions and subtraction. 3. Apply commutative,
associative, and additive identity properties of operations as strategies to add. (Students need not use formal terms for these
properties.) Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4,
the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) 8 + 0 = 8
(Additive Identity property)
○ 1.OA.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on;
making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9);
using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent
but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
● Essential Questions: How can I make ten to solve a result unknown and a total unknown? How can I do this same thing using counting on?
Timeline:
Day 1
● Objective/I can statement: I can solve word problems with three addends, two of which make 10.
● Formative Assessment: After students complete the exit ticket, I will do a thumbs up, thumbs in the middle, and thumbs down for students. I
will simply say “thumbs up if you thought this was easy, thumbs in the middle if you thought it was a little hard, and thumbs down if you
thought this was very challenging.
● My Rationale for my Formative Assessments (what will I do with the data and what made me choose this specific formative assessment):
This formative assessment I will be using is a non verbal thumbs up, in the middle and down. Thumbs up will for students who understand
and feel confident with the topic. Thumbs in the middle is for students who may need some more work and practice with the topic. Thumbs
down for students who found it difficult and need a teacher's assistance. I will look and note what students responded with each thumb. I
chose this because it a simple way to find from the students if they understand the concept. I may have an idea of who will find it easy and
challenging. This will help me for the rest of the week see if we need to review topics more the next day.
Day 2:
● Objective/I can statement: I can use the associative and commutative properties to make ten with three addends.
● Formative Assessment: Have a class discussion about what associative and commutative properties are. I will also use the prompts in the
book to lead a class discussion. Discussion questions are located on page 32.
● My Rationale for my Formative Assessments (what will I do with the data and what made me choose this specific formative assessment): I
will use the formative assessment of having a class discussion about the different properties in math. We use eureka curriculum and after each
lesson they have discussion prompts. This helps lead discussions and outward thinking for students. These questions encourage students to
explain their thinking as well as looking deeper at problems on the problem set.
Day 3:
● Objective/I can statement: I can make 10 when the addend is 9.
● Formative Assessment: Math exit ticket. Usually only 1-2 questions.
● My Rationale for my Formative Assessments (what will I do with the data and what made me choose this specific formative assessment):
The formative assessment I will be using is an exit ticket. This will be a review from what math skills we have been working on. Before
students turn the exit ticket in, it will need to be assessed by a teacher or teachers aid. Different questions will be asked for example: What
new strategy did we use today to solve a math problem? Did this make sense to you? I chose assessment because it has been used in the class
prior to this unit, and has been effective for students and teachers. I will collect the data and it will help with future lessons and preparation of
the math centers weekly.
Day 4:
● Objective/I can statement: I can make 10 when one addend is 9.
● Formative Assessment: Problem set questions 5,6,7, and 8
● My Rationale for my Formative Assessments (what will I do with the data and what made me choose this specific formative assessment): The
formative assessment I will be using for day four is the problem set from the curriculum book. I am using Eureka Math Curriculum.The
curriculum has great worksheets and word problems for students that align with state standards that we will cover. This is a review of what we
will talk about during lesson 4. Students will do this independently.
Day 5:
● Objective/I can statement: I can compare efficiency of counting on and making ten when one addend is 9.
● Formative Assessment: Thumbs up, middle, or down.
formative assessment I will be using is a simple thumbs up, in the middle, or down. By day 5 of these lessons, I need to assess how
comfortable students feel with the new math they are learning. We have been building our knowledge each day and I must see where my
students are. I will ask students to close their eyes and put a thumbs up if they feel comfortable and confident with the content, thumbs to the
side if they are gaining skills each day, but still need practice, and a thumbs down for students who are finding this very difficult. By having
students close their eyes, they will not feel the pressure to give an answer that they are not comfortable with. Oftentimes, it is monkey see
monkey do. I chose this assessment because it is quick and easy, something that can be done in 30 seconds or less.
Day 6:
● Objective/I can statement: I can use the commutative property to make 10.
● Formative Assessment: Monitoring the classroom during the lesson and centers.
formative assessment I will be doing is monitoring while students are completing the application problem, problem set, and working on
centers. I chose this assessment because it will help me see what students struggle with, if they are on task, and where they get stuck or
struggle. This data will help me see how well whole group instruction is going. It will help me see if I am teaching the lessons in a way
students that students can understand. This is an assessment I find myself doing daily in all areas of the classroom that I don't always realize.
Day 7:
● Formative Assessment: Exit ticket.
formative assessment I will be using is an exit ticket. I am following the Eureka Math curriculum for the work sample. This curriculum has
great lesson plans and problem sets for students to complete. I will be using the lesson 7 exit ticket. It is a one question word problem
assessment for students to complete independently. This is a quick review of what was taught during the lesson.
Day 8:
● Formative Assessment: Exit ticket.
formative assessment I will be using is an exit ticket. I am following the Eureka Math curriculum for the work sample. This curriculum has
great lesson plans and problem sets for students to complete. I will be using the lesson 8 exit tickets for students to complete. Students will
complete this independently after doing center work.
Summative Assessment (You may you the same assessment as pre-assessment, if applicable)
● Assessment Used: NWEA math test taken in January of 2022. I have discussed this with Nicole and Megan.
Lesson Plans
Lesson Plan 1
Date: November 1, 2021
Time: 10:30-11:35
Reflection from prior lesson (Even if you did not teach the previous lesson, what did you observe that will help you prepare and teach
this lesson? Were prior objectives met? Were students engaged? How will you remediate any problems?)
● Students just finished up module one of eureka math. I have been observing my teacher since the first day of school. Students
have gotten into a great routine when it comes to our math block. I did not teach the previous lesson, but I have done a lot of
observing. I have noticed that students need to be up moving every 7-8 minutes. Prior objectives have been met in the
classroom for math. Students are engaged with different math manipulatives and participating in various ways. I will remediate
any problems by redirecting students and reminding them on the expectations during math everyday.
Lesson Goal(s) / Standards
● 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as
special cases: a. 10 can be thought of as a bundle of ten ones — called a “ten.” 16 South Dakota State Standards for
Mathematics b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
● 1.OA.5 Understand counting on as addition and counting back as subtraction e.g. 5, (6,7,8) means 5 + 3 and 5, (4,3,2) means
5-3.
● Understand counting on as addition and counting back as subtraction e.g. 5, (6,7,8) means 5 + 3 and 5, (4,3,2) means 5-3.
Lesson Objective(s)
● I will be able to solve word problems with three addends, two of which make 10 with 80% accuracy.
Materials Needed
● Pyrethrum board
● Document camera
● Math mat (white board, marker and eraser)
● Problem set on the board (linked in student work)
● Pencil & Eraser
● Page 5 from student workbook
● Different shapes for the concept development
Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students on IEPs, ELLs (English Language Learners),
students on behavior plans, characteristics of the class such as talkative, high-poverty, etc.)
● Currently, there are twenty students in Mrs. Neuharths 1st grade classroom. Twelve boys and eight girls. As of right now, there
are no students on an Individualized Education Plan or English Language Learners. Currently, there are two boys on behavior
charts that are filled out daily and sent home, signed by a parent, and returned to school. Each day a sheet goes home with the
student reporting their behavior. A parent/guardian signs the sheet and returns it to school. There is currently one student in the
reading recovery program that receives services everyday from 12:30-1:00. There are currently two students receiving math
intervention with a specialist for math every day from 11:05-11:30. Students thrive off a structured classroom and hands-on
activities. Students are grouped in small tables of 3-4 students. Students need reminders when it is an appropriate time to talk in
the classroom. Pierre School District currently offers free breakfast and lunch to students.
Connection(s) to Research & Theory (what learning theory or research-based method supports your chosen methodologie or
assessment?)
I will be using the teacher directed approach for this math sample. I will be guiding the students through the math lessons daily. The first
graders need support and reminders during math lessons.
A. The Lesson

● Introduction (3-5 Minutes)
○ getting attention:
○ Today and this week we are going to work on solving word problems when looking at two numbers that make ten.
○ relating to past experience and/or knowledge:
○ We have been practicing working on adding and subtracting to solve world problems. Let's review our tens buddies. I will
call on random students and they will give me ten buddies (1+9, 8+2, 7+3, 6+4, 5+5, 4+6, 3+7, 2+8, 1+9). I will write these
down on a piece of paper. We will also talk about the flip flop version and doubles.
○ creating a need to know:
○ First, lets talk about the assessment we took in September. We are building our math skills so we can improve on that
assessment. It is important that we keep building our math skills so that we can work on critical thinking.
○ sharing objective, in general terms:
○ I can solve a word problem with three addends, two of which make ten.

● Content Delivery (20 Minutes. Teacher directed)
○ Everyday when we start math, we meet at the rug in a circle and do some kind of counting reinforcement. Each day it varies.
i. For this lesson, we will be doing sparkle the say 10 way and regular way
○ Students will transition to their desks and get out their math mats.
i. I will read the application problem loud 1-2 times for students to hear
ii. They will solve independently on their math mats, I will give students 3-4 minutes to solve this.
iii. We will go over the answer as a group, I will call on students to explain their thinking aloud to the class
○ After that, students will put their supplies away and we will move to the concept development of the lesson.
i. We will meet at the rug
○ I will take out the three different kinds of blocks.
○ I will lay out 9 of one color shape. .
i. How many do you see?
ii. Students will respond with 9.
○ I will then lay out 1 of a different color and 4 of another color. I will lay them out together
○ 9+1+4=.
i. Students will talk with their partners. What are some ways we can add these blocks together?
ii. I will call on students to share
○ We can make it a ten friendly number. Talk with your partner
○ Students could make it 9 and 1.
i. I will then put those together to make ten and then students will see that we have 10+4=14.
ii. I will then repeat with different word problems.
iii. 2+8+6
iv. 4+7+3
v. 5+3+5
○ We will then move on to looking at the problem set. We did the problem set together as a class.
○ I read the problems aloud to students and they worked on drawing the problem out, finding the group of ten, and counting on
○ As students worked on this, I walked around, checking students papers to make sure that they are on the right track. I will
redirect students who are off track.
○ When students are finished and a teacher has checked their work, students will put it in their mailbox and then meet at the
rug.

● Closure (5 Minutes)
○ Today we worked on solving word problems where two of the addends make ten. Tomorrow we will build on those skills.
○ I will go over new centers for the week and students will work on centers, and then go to lunch.
B. Assessments Used
● Discussion. Throughout the lesson, we will have many discussions that will assess for understanding. This will take place during
the application problem, and concept development. I will stop during the problem and call on students to answer questions. This
will help me assess understanding during the lesson.
● Problem set: I will model how to do question one of the problem set, we will do it together a class. Students will be responsible
for completing the rest of the problem set by themselves. I will walk around and check students work before moving onto math
centers. By doing this, I can have students explain their thinking and get them on the right track if they get off task or confused.
● Thumbs up/middle/down: Students will meet at the rug and I will ask students to put a thumbs up if they found this easy, thumbs
in the middle if they need more time to think/solve, thumbs down if they found this very difficult. This will help me see what
students are ready to move on, and others who may need more practice or assistance.

C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ The students who are not meeting expectations, I will take them back to a table and work with them in a small group on
the problem set. They may struggle to complete this independently, so we will work on it together as a small group.
● Adaptations for those exceeding expectations
○ Students that are exceeding expectations are taken in to a small group for differentiated instruction with Mrs. Neuharth.
This helps challenge the math skills of students.
● Language Support (IF you have ELLs (English Language Learners))
○ No ELL students in the class.

D. Resources
Teacher Edition Eureka Math Grade 1 Module 2 book
Problem set is linked in student work.
Lesson Plan 2
Time: 10:30 a.m. -11:35 a.m.
Reflection from prior lesson (Were prior objectives met? Were students engaged? How will you remediate any problems?)
● Yesterday we worked on lesson 1 which was adding 3 addends, two of which make 10. Students were engaged and participated
in the math lesson. During this lesson, I will make sure to keep using math manipulatives for students who struggle to
understand concepts. I will also continue to model for students so they have a clear understanding. Students are working hard to
remember to draw a picture and group the tens together that they know.
● 1.OA.6 6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as
counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1
= 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and
creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
● MP.7 7. Look for and make use of structure.
Lesson Objective(s)
● Use associate and commutative properties to make ten with three addends with at least 80% accuracy.
Materials Needed
● Pyrethrum board
● Document camera
● Math maths (White board, eraser, marker)
● Problem set (linked in the student work)
● Ten frame math manipulatives
assessment?)
A. The Lesson

● Introduction (3-5 minutes)
○ Today we are going to work on the skills that we learned yesterday and apply those to todays math lesson.
○ Yesterday we talked about how we can solve word problems with three addends, two of which make tne.
○ This will help us use higher level thinking and solve word problems.
○ Today I will be able to use associative and commutative properties to make ten with three addends

● Content Delivery (20 Minutes. Teacher directed)
○ We will start off by meeting in a circle at the rug. Each day we practice some type of fluency. Today, students will be counting
on by ones after I give them a random number. For example, I would give them 28 and they would count on from there. We
will do this for 3-5 minutes.
○ After this, students will walk back to their desks and complete the fluency sprint. Each day, I will hand out the fluency sprint
face down while students are eating snack. Students get 90 seconds to complete as many problems as they can. We will go
over this as a class.
○ Students will then get out their math mats and I will read the application problem. Students will complete this independently.
○ After going over the application problem together as a class, we will move onto the concept development.
○ I will write 5+3+5= on the board. I will ask students to draw to solve for the unknown. I will call on students to have them
share their thinking
i. I will call on random students and have them explain their thinking. I will call on students who are both higher level
thinking as well as students who are at grade level.
ii. Students are working on drawing a picture, finding the two numbers that make ten, and counting on from there.
○ I will explain that we can add 5+3 to make 8. Then we can count on from 8 and add 5 more to get 13. I can then add 10 and 3
to get 13.
○ We could also add 5 and 5 that makes ten and then add 3 more.
○ We will repeat this process for 9+2+1, 2+4+8.
○ Students are working on drawing a picture on their white board, circling the group of ten, and counting on.
○ Then I will write 7+5+3= on the board. Draw to show three amounts
i. What two numbers make ten? 7 and 3
ii. We will work to group 7 and 3 together and then count on to get 15.
○ After this, students will work on the problem set, we will do the first two together, and students will finish the rest on their own.
○ I will walk around as students are finishing the problem set answering any questions and clearing any confusion that students
may have.
○ After it has been checked by a teacher, students will meet at the rug and I will use the discussion questions on page 32 to
lead a discussion with students.

● Closure (include time allotment)
○ Today we worked on using different properties of math to make ten with three addends.
○ Tomorrow we will learn how to make ten when one addend is 9.
○ I will then assign students to their math centers.
B. Assessments Used
● Class Discussion: For this assessment, I will be using some of the questions that are given on page 32. We will do this after
students have completed and mailed their problem set. We will meet at the rug, and students will turn and talk to a partner.
Students will talk about the different ways they organized their drawings to show the three different amounts.
● Problem Set: Students will complete the problem set on their own. When students are finished, I will check over their problem set
to make sure they are showing their work and completing the problems correctly. I can explain what went wrong with students
right away and redirect them to the correct way of completing the problem.

○ For those students who are not meeting expectations, I will group them into a smaller group and work on the problem set
together. It benefits those students who are in a small group working with the teacher. Students are also welcome to use
any math manipulatives around the room.
○ For those who are meeting expectations, they will get put into a group for a challenge activity with Mrs. Neuharth.

D. Resources
Problem set is linked in the student work.
Lesson Plan 3
Time: 10:30 a.m- 11:35 a.m.
●
● 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as
● 1.OA.3 Apply commutative, associative, and additive identity properties of operations as strategies to add. (Students need not
use formal terms for these properties.) Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of
addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative
property of addition.) 8 + 0 = 8 (Additive Identity property)
Lesson Objective(s)
● I can make ten when one addend is 9 with 80% accuracy.
Materials Needed
● Pyrethrum board
● Document camera
● Math mats (marker, eraser, and white board)
● Problem set
● Linking cubes/ or ten frame
● Problem set (linked in the student work)
assessment?)
I will be using the teacher directed approach for this math sample. I will be guiding the students through the math lessons daily. The
first graders need support and reminders during math lessons.
A. The Lesson

○ First graders, it is time to finish your snack and get your name on the back of your sprint. I will count down from 10.
○ Over the past couple of days we have been working on practicing math skills solving three addends when two of them
make 10. Today we are going to build on those skills.
○ This will help us become better problem solvers as well as build off the skills we have learned on Monday & Tuesday.
○ Today we will be able to make ten when one addend is 9.

● Content Delivery (25-30 Minutes. Teacher Directed)
○ We will start off doing a fluency sprint. Students have to answer as many problems as they can in 90 seconds.
○ When the timer goes off, I will state the answers aloud to students and they will correct their own.
○ After this, we will move onto the application problem.
i. Students will get out their math mats to solve this.
ii. The application problem is displayed up on the pyrethrum board for students to see, I will read the problem aloud to
students.
iii. Students will have 3-4 minutes to solve independently on their math mats.
iv. We will go over the answer together and I will call on students to explain their thinking/help me solve it.
○ After that, students will rip out the problem set out of their student books and meet at the rug.
○ We will have the homework problems on the pyrethrum board. As a whole group, we will solve 3-4 of the problems together
as a class.
i. I will call on random students to help me solve the problems.
ii. Students will answer part of the question and explain their thinking.
iii. Example: Call on one student to tell me how to set up the drawing, another one to set up the drawings into a group of
ten, a different student to help me make two different addition sentences.
○ We will break into small groups. One teacher will take the high group and the other teacher having the low group.
○ I will take the higher group.
i. We will do the first problem together on the rug. I will call on students to help me solve the problem.
ii. I will explain to these students that if drawing a picture confuses them, they can move straight to solving the problem.
iii. Students will complete the problem set independently, as they are doing this I will walk around and monitor students.
○ After working on this together, I will hand out the exit ticket for students to complete independently.I will read the problem
aloud to students 2-3 times so they understand. Students will be able to use the ten frames to help them complete the
problem. As students are completing the exit ticket, I will watch students to make sure they are on track. After this, students
will break off into math centers for the rest of the math block.

○ Today we learned how to make ten when one addend is 9.
○ Tomorrow we will build and expand on that.
○ I will then assign students to their math center.
B. Assessments Used
● Discussion: As a class, we will have multiple discussions throughout the lesson that will assess for students understanding. This
will take place during the application problem and problem set.
● Lesson 3 exit ticket: Students will complete the two question exit ticket for their assessment. Students will be asked to complete
this independently. This may be a challenge for some students, so I will walk around and assist students as needed. I will be able
to get a better idea of who is understanding the concepts and who needs more practice.
○ Pull students who are struggling into a small group and work with a teacher in a small group to finish their problem set.
○ Challenge students with a different worksheet that has different numbers on it.

D. Resources
Problem set is linked in the student work
Lesson Plan 4
Time: 10:30 a.m. -11:35 a.m.
● Prior objects were met for students. Students were broken down into small groups during yesterdays lesson. This helped
students get more one on one instruction with their being two people in the classroom. I will continue to use math manipulatives
for students to keep them engaged. First graders need reminders of the expectations and thrive in a structured environment.
● 1.OA.3 Apply commutative, associative, and additive identity properties of operations as strategies to add. (Students need not
use formal terms for these properties.) Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of
addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative
property of addition.) 8 + 0 = 8 (Additive Identity property)
● MP.4 Model with mathematics.
Lesson Objective(s)
Materials Needed
● Pyrethrum board
● Document camera
● Problem set (this will be linked in student work)
● Pencil & Eraser
● Linking cubes
assessment?)
A. The Lesson

○ We have been working hard on making ten different ways this week. Let's keep working hard in math!
○ This week we have been working on different ways to solve word problems with three addends, two of which we can
make ten. Today we are going to keep building on those skills. It is really important that we know our tens buddies to help
us solve these problems.
○ Today we will be working again on solving word problems that make ten when one addend is 9. This will help us become
better problem solvers and critical thinkers.
○ Today I can make ten when one addend is 9.

● Content Delivery (25-30 Minutes, teacher directed)
○ Students will start off by completing lesson 4 fluency sprint.
i. Students will have 90 seconds to complete as many problems as they can independently. When the timer goes off,
students will put their pencils down and get a pen out.
ii. We will go over the answers as a class, I will read the question and answer aloud.
iii. During this time students are expected to follow along and fill in answers they did not have time to get to.
○ After this, students will be directed to get their math mats out. We will move to the application problem which will be displayed
on the pyrethrum board for students to see.
○ Students will be directed to put all math materials down and have their eyes on the board as I read the problem aloud 1-2
times.
i. We will first identify if the problem is asking us to add or subtract. I will call on a student to answer this question.
ii. After we identify that it is an addition, students will have 3-4 minutes to solve it independently on their math mats.
iii. While students are working, I will be walking around checking to make sure students are on the right track to solving
the problem correctly. Students who are off track will be redirected.
iv. We will go over the problem together as a class, I will call on students to explain their thinking. We work hard on
showing our work and labeling the problem.
○ Next, students will be directed to come to the rug and sit in a circle. We will be using the linking cubes during the concept
development.
i. I will display 9+3 on the board. I will then ask students to get out nine cubes of one color and three of another.
ii. Ask students “What can we do to solve 9+3?”
iii. Students will respond with make 10.
iv. I will direct students to make a group of ten and count on with the other cubes.
v. I will then put 10+2 on the board. We will talk about how 9+3=10+2 are equal to each other.
vi. Ask students how many of one color we have (9) and 3 other cubes. This will show that that we broke 3 down into 2
and 1.
vii. I will repeat the same process for 9+2=10+1, 4+9=10+3, 5+9=10+4,9+6=10+5
○ When we are finished with this, students will be directed to go back to their desk with their linking cubes and complete the
problem set independently.
i. We will work on the front side together. Students can choose to use the linking cubes if they want. The students who
are higher may choose not to use the cubes.
ii. While students are completing the problem set, I will be monitoring the class making sure students are on task and
working hard. I will also help students who need to redirect on the problem set. If time allows, I will pull those students
in small group and work with them.
○ After students complete the problem set and a teacher has checked it, they will move onto math centers.

○ Today we worked on making ten when one addend is 9.
○ Tomorrow we will work more with this and build our math skills.
○ I will dismiss students to their math centers, making sure they are on task and working hard.
B. Assessments Used
● Class discussion: Throughout the lesson, we will have multiple discussions throughout the lesson that will assess for
understanding. This will take place during the application problem, as well as the concept development. This will allow me to see
if students are understanding concepts taught from the day before, and what we are working on today. I will call on students to
explain their thinking as well as answer different questions. By doing this, I will know if students are on the right track.
● Problem set: Students will independently complete the rest of the problem set questions 5,6,7,8 on their own. We will do the first
four problems together as a class so students have a clear understanding of what work is supposed to be done on the problem
set. I will walk around as students are completing this to make sure students are working hard and staying on task. If a student
makes a mistake, I can catch it right away and get them on the right track while they are still working. After I have checked their
work, students will mail their papers in their mailbox and work on their math centers.

○ I will pull those students in a small group with math manipulatives and help them complete their work.
○ For students exceeding, I will challenge them by giving them higher numbers/different problems.

D. Resources
Lesson Plan 5
Time: 10:30 a.m. -11:35 a.m.
● Yesterday students were engaged in the lesson with the linking cubes and working with the addend that is 9. Students seemed to
be a little distracted and needed a lot of reminders of how to treat the linking cubes, what to do with them, etc. We did a lot of
examples before moving onto the problem set and that seemed to help students understand the concept development for the
day. It is important that I keep students on task and moving often to prevent problems.
● 1.OA. 6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as
Lesson Objective(s)
● I can compare the efficiency of counting on and making ten when one addend is 9 with 80% accuracy.
Materials Needed
● Pyrethrum Board
● Document camera
● Problem set (Linked in the student work)
● Math mat (marker, eraser, white board)
assessment?)
A. The Lesson

● Introduction (5 Minutes)
○ Today we are going to continue on solving addition problems. We will continue to find the group of ten and count on. Each
day we will learn new strategies to use.
○ Yesterday we worked on adding when one addend is 9. Today we are going to continue to work on that.
○ It is important that we know our tens buddies and are fluent in addition and subtraction. It is important to try your best and
ask questions during math time.
○ I can compare the efficiency of counting on and making ten when one addend is 9 with 80% accuracy.

● Content Delivery (25-30 Minutes. Teacher Directed)
○ First, we will start off by doing the lesson 5 fluency sprint.
i. Students will complete this independently. Students will have 90 seconds to complete as many questions as they can.
ii. Once the timer goes off, students will get a pen out and I will go over the questions and answers.
○ Once we are done with the fluency sprint, we will work on the application problem.
i. This will be displayed on the board for students to see.
ii. Students will get their math mats out and complete the problem independently.
iii. I will read the problem aloud to students 1-2 times.
iv. I will ask students: “Will we be adding or subtracting?”
v. Students will respond with adding.
vi. We are working on drawing a picture, and making two addition sentences. Students will have 3-4 minutes to complete
this. We will then go over the problem together. I will call on students to help me solve the problem.
○ Next, we will dive into the concept development.
i. Students will have their personal math mats out.
ii. I will display 10+5= on the board
iii. I will then write 9+6= on the board
iv. We will talk about how 9+6 is equal to 10+5. We will also talk about how you can make a group of ten with 9 and 1
v. I will then display 9+8= on the board , students will solve
vi. I will then write 10+7= on the board
vii. We will discuss different ways we can use number bonds
viii. I will then repeat the process for 9+6, 9+5, 9+2 and 9+9
○ We will then move onto the problems set.
i. As a whole group, we will complete numbers 1-8 a together.
ii. I will read the question aloud and call on students to help me solve the problem
iii. After we have completed this, students will then finish the problem set independently, while students are working a
small group of students who are not meeting expectations will be pulled to complete with a teacher.
iv. I will be walking around and answering questions as they may come. When students have completed the problem set,
I will check to make sure that all problems are answered correctly.
v. After this, I will assess as I am correcting their paper asking them to put a thumb up, in the middle, or down.
vi. Once this is finished, students will mail their paper and move to their center for the day.

○ I will use my assessment of thumbs up, in the middle, and down.
○ Today we worked on counting on and making ten when one addend is 9.
○ On Monday, we will work more on making ten.
○ Once I call your name, please go to your math centers.
B. Assessments Used
● Class discussion: Throughout the lesson, we will have multiple class discussions that will assess for understanding. This will take
place during the application problem and concept development. This will allow me to see if students are understanding the
concepts taught from the day before, and what we are working on today. I will call on students to explain their thinking and
answer different questions. This will help me assess if students are understanding what is being taught.
● Thumbs up/middle/down: Students will meet at the rug and I will ask students to put a thumbs up if they found this easy, thumbs
in the middle if they need more time to think/solve, thumbs down if they found this very difficult. This will help me see what
students are ready to move on, and others who may need more practice or assistance.

○ For students who are not meeting expectations, I will pull them into a small group and work with them on the problem set.
○ For students exceeding those expectations, I will challenge them by giving them higher numbers/different problems.

D. Resources
Lesson Plan 6
Time: 10:30 a.m. - 11:35 a.m.
● Last week prior objectives were met each day. Students were engaged through different manipulatives and problem sets. This
week I am going to work on making sure I model what we expect from students. On Friday, I had to stop several times and
model what students were supposed to do because they were not understanding what was supposed to be done on the problem
set.
● 1.OA.5 Understand counting on as addition and counting back as subtraction e.g. 5, (6,7,8) means 5 + 3 and 5, (4,3,2) means
5-3.
● 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting
on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1
= 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating
equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Lesson Objective(s)
● I can use the commutative property to make ten with 80% accuracy.
Materials Needed
● Pyrethrum board
● Document camera
● Problem set(linked in the student work)
assessment?)
A. The Lesson

○ getting attention: Students, please get your snack thrown in the garbage and get your name on the back of your fluency
sprint. All names need to be on fluency sprints by the time I get to 0. I will count backwards from 12.
○ Last week, we worked on finding the group of ten and solving number sentences. Today we will keep working on finding
the group of ten and solving the math sentence. We are going to keep working on our related facts. I will review with
students what a related fact is.
○ It is important that we keep reviewing our tens buddies as it is really important to know those to help us solve the number
sentences and find our related facts.
○ Today I will be able to use the commutative property to make ten with 80% accuracy.

● Content Delivery (25-30 Minutes. Teacher directed)
○ We will start off by doing the lesson 6 fluency sprint.
i. Students will have 90 seconds to complete as many problems as they can independently. Students will work on
building their their math thinking and fast facts.
ii. When the timer goes off, I will instruct students to put their pencils down and get a pen out.
iii. I will read the equation and students will read the answer aloud. Students will follow along with their reading finger and
participate during this.
iv. When we are finished, students will write the total in the number correct section. That is the amount of problems they
finished in pencil.
○ Next, we will move to the application problem of the day.
i. This will be displayed on the board for all students to hear.
ii. Students will get out their math mats and have all supplies on their tables. Students eyes and ears will be listening as I
read the problem aloud 1-2 times.
iii. I will then ask students “Will we be adding or subtracting today?”
iv. Students will respond with addition.
v. Students will get 3-4 minutes to solve this independently. Students will draw a picture, number bond, and two number
sentences. Students will also need to label the problem.
vi. As students are doing this independently, I will walk around and monitor students. I will make sure students are
working hard and on the right track. If students are off track, I will redirect them the correct way to solve.
vii. After I see that most students have finished, we will go over the problem together. I will have one student help me draw
the picture, another one student help me find and circle the group of ten. More students will help me create the two
number sentences and label. Once this is done and students have all the correct work on their math mats, they will be
directed to erase.
○ After that, we will start working on the concept development.
i. Students will rip out the problem set of their own math books.
ii. Students will still have their own math mats out and be seated at their desks. I will display 5+9 on the board for
students and ask them to solve. I will remind students to make a group of ten and solve. Students are working on
breaking down 5 into 4 and 1 or breaking down the 9 into 5 and 4. Either way, students are finding a way to make a
group of ten. We will solve both ways so students can see how to find the group of ten in two different ways.
iii. I will then project 3+9 on the board for students to to solve. Students are working on finding the group of ten by
breaking down the 3 into 2 and 1 and then circling 9 and 1 to make the group of then. The related fact is 10+2 so we
will also work on writing that out and talking how they are both equal.
iv. Repeat the same process for 9+4. Write 9+4 on the board. We know that 9 and 1 make ten so we can break apart the
4 into 1 and 3.
v. Repeat the same process for 9+6, 8+9, and 7+9. Work hard on finding the group of ten by breaking apart one number.
We will go over the problems together.
○ Finally, we will move onto the problem set.
i. We will work on problems 1 and 2 together, I will model all work that needs to be shown. Work that needs to be shown
is the way to find the ten group, and breaking apart the other number.
ii. Students will independently work on the rest of the problem set until number 6.
iii. As students are working on this, I will be walking around monitoring students making sure they are working hard and
correctly. If students are not doing it correctly, I will redirect them as needed.
iv. When students get onto number 7, we will do a and b together so students understand the concept and then they will
complete the rest independently. Same thing I will walk around and monitor. When students are done, they will raise
their hand and I will check over their work.
v. If work is incorrect, students will be asked to fix it. When it is completed, students will mail it and meet at the rug.
vi. It is a new week with new centers, so we will go over the new centers as whole group so students understand the
expectations.

○ Today we worked on using the commutative property to make ten.
○ We focused on making ten when we know the number 9.
○ Tomorrow we will look at how to make ten when one addend is 8.
B. Assessments Used
● Class Discussions: Throughout the lesson, we will have multiple class discussions that will assess for understanding. This will
take place during the application problem and concept development. This will allow me to see if students are understanding the
● Monitoring around the room during independent work & centers: By walking around the room and monitoring students, I can
assure they are on task and focused. This will allow me to observe and understand student work better. This also helps eliminate
behaviors and disruptions that may happen. This increases the control I have in the classroom. A great teacher on their feet is
worth two teachers in their seat.

○ For students not meeting expectations, I will pull a small group while students are working independently to over the
problems together.
○ For those meeting expectations, they will not have to draw a picture if it confuses them finding the ten group. They will be
challenged with different numbers.

D. Resources
Lesson Plan 7
Time: 10:30 a.m. - 11:35 a.m.
● Yesterday in lesson 6, students struggled to find the group of ten. Instead of working independently, students were grouped off
into low, medium and high groups to work with a teacher. The students had to show how they got their answer by finding a group
of ten and circling it. Students were engaged in the lesson, but it took extra time after the concept development for students to
complete the problem set. I also believe that math is starting to get harder for most students, so I need to make sure that
students understand the clear expectations of the assignments.
Lesson Objective(s)
Materials Needed
● Pyrethrum board
● Document camera
● Linking cubes (10 of 2 different colors)
● Problem Set (linked in student work)
● Exit ticket (linked in student work)
assessment?)
A. The Lesson

● Introduction (5 minutes)
○ getting attention: Please finish your snack and throw it away. It is now math time where we need to focus and work hard for
the next hour. Please write your name on the back of your sprint. By the time I get to 0 your name needs to be on the back. I
will count down from 10.
○ Last week we worked on finding ten when one addend is 9. We worked on different strategies to help us solve. Those
strategies were drawing a picture, and finding the group of ten. This week we will be doing the same thing, but making ten
when one addend is 9.
○ Last week we worked on making ten with one addend was 9, today we will be working on making ten when one addend is
8. It is important to know your related facts and remember the steps we take to solve these problems. These steps are
finding the group of ten, circling it, and then finding the related fact.
○ Today we will be working on how we can make ten when one addend is 8.

● Content Delivery (25-30 minutes. Teacher directed)
○ There was no fluency sprint today, so we moved right to the application problem after snack was cleaned up. Students are to
dump their snack and get out their math mats.
○ After that, we will move to the application problem of the day.
i. Students will need to get their math mats out. While students are doing this, I will read the problem of the day aloud
1-2 times.
ii. Students will have 3-4 minutes to complete this independently. Students will be asked to make a picture, number
sentences. Students are working on finding the group of 10 (6+4) and counting on. There will be no talking while this is
happening.
iii. After this, students will rip out the problem set and exit ticket in their math workbooks. Students will then meet at the
rug in a circle.
○ When we are finished with the application problem, we will meet at the rug and start the concept development.
i. Students will have a bag of linking cubes. I will project 8+5 on the pyrethrum board for students to see.
ii. I model how we use 8 color of one cube and 5 of the other color. We will work on taking two cubes from the 5 group
and adding them to the group of 8 to make a group of ten.
iii. I will ask students “What is our new number sentence?” Students will respond with 10+3=13. I will write this up on the
board. We will talk about how this is a related fact. We don't have to change the number of cubes that we have.
iv. I will repeat the same process for 8+3, 8+6, 4+8, 8+7, 8+8. We will work on making sure we have 8 of one color and a
different number of cubes in the same color.
v. Students will also work on finding the group of ten within the number sentence. We will talk about its related fact and
write that up on the board.
vi. After we figure out what the related fact is, I will display it up on the board. Example: 8+6=14 and 10+4=14. I will do
this for each problem so students can see the related fact.
vii. After this, we will work on the problem set. We will do problems 1-3 together as a class.
viii. I will read the problems aloud to students and help them get on the right track. Students will have 2-3 minutes to
complete independently, and then we will go over it together as a class.
ix. Students will then complete problem four on the problems set independently.
x. Once a teacher has checked the students work and it is correct, they will move onto the exit ticket to complete
independently.

● Closure (5 minutes)
○ Review our I can statement/objective which is
i. I can make ten when one addend is 8.
○ Tomorrow we will keep working with making ten when one addend is 8.
○ I will then dismiss students to go to their math center.
B. Assessments Used
● Class Discussion: Throughout the lesson, we will have multiple class discussions that will assess for understanding. This will
● Problem Set: I will model how to do question one of the problem set, we will do it together a class. Students will be responsible
● Exit Ticket: Students will complete the lesson 7 exit ticket. I will read the problem aloud to students and they will complete it
independently. This will help me assess who is understanding the lessons and who needs more practice/help. I will walk around
as students are working, also checking their work before they mail it to go home. This is a one problem exit ticket. It will be linked
in the student work.

○ Students who are not meeting expectations will be pulled to a small group to work with a teacher on completing the
problem set and exit ticket.
○ For those who are exceeding the expectations, they will not be required to draw a picture when solving the word
problems.

D. Resources
Problem set & exit ticket linked in the student work
Lesson Plan 8
Time: 10:30 a.m. - 11:35 a.m.
● Prior objectives have been met for students. Just yesterday we worked with linking cubes and I saw great success. Students
thrive when they are able to use math manipulatives. I need to make sure to model how to use manipulatives to avoid any
problems during the lesson. Students stayed engaged and focused during from the application problem all the way to the exit
ticket.
Lesson Objective(s)
Materials Needed
● Pyrethrum board
● Document camera
● Problem set (linked in student work)
● Exit ticket (Linked in the student work)
● 10 ten frames (10)
● 10 frog the log manipulatives (10)
assessment?)
A. The Lesson

○ First graders, please make sure your snack is thrown away and your table is cleared off. I need names on the back of
sprints by the time I get to 1. I will count back from 10.
○ Yesterday we worked with the linking cubes and making ten when one addend is 8. Today we are going to expand on that
and use different math manipulatives. You will have the opportunity to use a ten frame and frogs on the log today for our
math lesson.
○ It is important to know that we can use different math manipulatives to help us solve these problems. It is also important
that we know our tens buddies to help us solve these problems. If you do not know your tens buddies, make sure you are
practicing them at home.
○ I can make ten when one addend is 8 with 80% accuracy.

● Content Delivery (25-30 Minutes. Teacher directed)
○ First, we will start off by doing the lesson 8 fluency sprint.
i. Students have 90 seconds to complete as many problems as they can independently. A timer will be set for this.
ii. When students are working, I will be walking around to make sure students are on task and working hard. If not, they
will be redirected to keep working.
iii. When the timer goes off, students will be directed to put their pencils down and get a pen out.
iv. I will say the equation aloud and students will say the answer. As we are doing this, I will walk around making sure that
students are following along and participating. When we are done, students will write the number correct in the number
correct box and put their pens away. I will then direct students to get their math mats out for the application problem.
○ We will then move onto the application problem of the day.
i. This will be projected on the pyrethrum board for students to see. I will direct students to put their math supplies down
and have their eyes on the board.
ii. I will read the math problem aloud 1-2 times, students will have their eyes on the board and will just be listening.
iii. After this, I will ask students “Will we be adding or subtracting today?” Students will respond with adding.
iv. I will then give students 2-4 minutes to solve the problem independently. As students are working, I will be walking
around making sure that students are on task and working hard. If students are headed in the wrong direction, I will
redirect as needed.
v. Students must have a number sentence and statement to match the story. Students must make the group of ten by
breaking down the 4 into 2 and 2. Students must circle the 8 and 2 because that makes ten.
vi. I will call on different students to help solve the problem. When we are finished with this problem I will ask students to
erase their boards.
○ We will then move onto the concept development for the day.
i. First, students will need to take out the problem set and exit ticket out of their student workbooks.
ii. We will use frog on the log and ten frames as manipulatives for todays lesson.
iii. Half of the students will be using the ten frames and the other half will be using the frog on the log. I will try and
distribute it so that each student gets a turn using both.
iv. I will display 8+3= on the pyrethrum board for students to see. I will have students solve using the math manipulative
that they have at their desk.
v. Students are working on making a group of ten and counting on. We will also talk about how we can use its related
fact of 10+1=.
vi. After doing about half of the problem, I will have students switch manipulatives at their table. So students who had the
frog the logs will now have the ten frame and students who had the ten frame will now have the frog the logs. This will
give students a chance to use both manipulatives during the lesson.
vii. I will repeat the same process for 8+4=, 8+5=, 8+6=,8+7=, 8+8=, 8+9=. We will also find the related fact for each one
of these as well.
viii. I will collect the manipulates for students who wish not to use them on the problem set. Students who wish to use the
manipulatives on the problem set will be able to keep them at their desk.
ix. Finally, we will look at the problem set. We will do questions 1-3 whole group. I will give students time to solve each
one. I will call on students to help me solve the problem. I will walk around and make sure that students are on task
and working hard.
x. The group of high math students will finish back of the problem set independently. I will pull a small group of students
of students who are not exceeding expectations and work with them.
xi. Once students are done with the problem set, they will independently complete the two question exit ticket.
xii. After students have completed both, a teacher will check to make sure students work is correct and direct students to
put in their mailbox. If their work is incorrect, I will redirect students so they are on the right track to be successful.

○ Today we worked with manipulatives on how to solve when one addend is 8.
○ Tomorrow we will work on making ten when one one addend is 8.
○ If your problem set and exit ticket has been checked by a teacher, please go to your assigned math center.
B. Assessments Used
● Class Discussion: Throughout the lesson, we will have multiple class discussions that will assess for understanding. This will
● Exit Ticket: Students will complete the lesson 8 exit ticket. I will read the problem aloud to students and they will complete it
independently. This will help me assess who is understanding the lessons and who needs more practice/help. I will walk around
as students are working, also checking their work before they mail it to go home. This is a one problem exit ticket. It will be linked
in the student work.

○ For students who are not exceeding expectations, I will pull them in a small group to work on the problem set and exit
ticket to complete it.
○ For those who are exceeding expectations, they will work independently on the problem set and exit ticket. They can
choose if they want to draw a picture or use a manipulative. I am comfortable with whatever students want to work with
what's best for them.

D. Resources
Problem set and exit ticket are linked in the student work.
Analysis/Recommendations
Click here to view student test results for January NWEA.
I know that the unit I chose for my work sample went well with the students. The concept students were working on was making ten to
fund the unknown using various strategies like counting on. I would say this is a more challenging task for students to understand in first
grade. It is important that they have good strategies to implement when solving if they get stuck. I found out that students who know their
quick math ten facts found this to be less challenging. Students who did not know their quick ten facts struggled when we first introduced
these lessons.
There were a lot of positives that came from doing this work sample. Students were introduced to different math manipulatives that
helped them solve equations. I also like how students are able to draw a picture to help them understand. It was really important to set
the expectation right away when it came to using math manipulatives and drawing pictures. It is important to keep math hands on and
engaging for students. I have to remind myself that this is first grade math and they are going to explore manipulatives and games.
Students worked well on the centers that were assigned for the week. For centers, it is important to work on skills that we are currently
learning in math and review other skills that we have learned in the past. It is a good refresher for students and an easy way to
incorporate it is into math centers. Each one of our students made progress from the NWEA testing in the fall. We will test again in the
spring. Some students are scoring greatly above benchmark, so they may not make as much growth as other students. That is something
important to share with parents of students who are scoring above benchmark. It is important that students keep learning and growing
their skills. Overall, students worked hard, stayed focused, and were engaged.
With all the positives does come some negatives. COVID-19, other illnesses, and technology can cause some hiccups along the way. As a
teacher, it is important to remain calm and be patient. There are some things that happen that are out of our control. It is important to
have a good backup plan as well as other activities to work on if something does not work. From the pre test, our class contextual factors
changed. We saw students join our class and we also saw students that are no longer in the class. Those factors affect the class dynamic,
and also testing dynamic. Those factors did affect the class and district average for the test scores for both pre and post test. Some
students are not familiar with testing on a computer. It can be challenging and frustrating for them. With more exposure to online testing,
students will become more confident.

For my work sample, I taught eight math lessons. The curriculum that I followed had many lessons past this one to build students math
skills. I feel that this curriculum can be very repetitive. It is important to find a different game or center that can make it more engaging
than just completing worksheet after worksheet. I don't want students to become bored with math. I also like for students to do different
activities in pairs or small groups. I have found that I pair a higher level thinker with a lower level thinker. Next time, I will incorporate more
games/activities for students to do that skill helps them grasp the concepts. I will also make sure to pull a small group of students who
may need differentiated instruction to ensure that they are understanding and meeting the daily objective. The last thing I will do is
continue to have students explain their thinking. It is important that students explain their thinking aloud. I want to make math a positive
subject to learn at school for all students.
I used many different resources to complete my work sample. These included: Eureka Math Curriculum, Mrs. Neuharths supplies, and
Mrs. Neuharths resources. Mrs. Neuharth was a great help in making sure I was aware of different resources that she had that were
available to use for these lessons. I feel that with her help, I was able to input those great resources to make the lessons more engaging
and interactive for students.
Student Work Samples
Here is a link to all my days and samples.

https://docs.google.com/document/d/1O9vNpqTau6qH1WoAcDtKM0o7KYhYToJKEOsn5iNFsCA/edit?usp=sharing
Centers for day 1-5:
https://docs.google.com/document/d/1b9_Jvl8AME9W-LnuEvFOgmXWFG-BWcsEIw2HYcCrpCw/edit?usp=
sharing
Centers for day 6-8:
https://docs.google.com/document/d/1IqLJMV7b27sYEW8OQ1mB1H6WawZWVN3miKqDF3iBydc/edit?usp
=sharing
Sample Report/Letter
Dear first grade parent(s) or guardian(s),
This letter contains information I am proud to share with you regarding math thus far in first grade. First grade students are learning how
to make ten to solve the result unknown and the total unknown problem. For example, 7+3+4=____. Students are finding that 7+3=10.
10+4=14. The South Dakota State Standards that we covered in the past week are 1.OA.1 ‘solve problems involving addition and
subtraction’ 1.OA.3 ‘understand and apply properties of operations and the relationship between addition and subtraction’ 1.OA.6 ‘add
and subtract within 20, demonstration fluency for addition and subtraction using strategies like counting on or making ten’.
Some ways that you can help your first grader continue to work on at home is going through your math facts to ten. Example: 0+10, 1+9,
2+8, 3+7, 4+6, 5+5, 6+4, 7+3, 8+2, 9+1, and 10+0). Students must continue to review these math facts. First graders may explore different
math manipulatives at home to help them solve. First graders are working on finding the group of them and solving. We are also working
on positive math talk and explaining our thinking out loud to our classmates and teachers. Your child may explain their thinking to you at
home as well.
We have also participated in the NWEA testing for math and reading. Testing results will be shared with you at our parent teacher
conferences in February. I look forward to seeing your child's growth this year!
Please contact me with any questions or concerns,
Miss Metzinger
Scoring Rubric
Teaching Work Sample Criteria Not Met Teaching Work Sample Criteria Met
Does Not Meet Expectations Emerging Meets Expectations Exceeds Expectations
Significant discrepancies from criteria Some components do not meet All criteria met- product components Exemplary work- product
0 criteria complete exceeds expectations
1 2 3
*Teacher candidates must receive a minimum score of 2 in all categories. If the teacher candidate receives a 0 or 1 in any section, the candidate
must correct and resubmit the section for reevaluation.
Contextual Factors Information regarding community/school district, school, classroom, and student characteristics Score(s):
CT:
US:2
3 Exemplary work: exceeds expectations in all or most project requirements; includes original or unique components that evidence
original thinking; high-quality professional product
2 This section includes information regarding understanding the characteristics of the:
community, school district and school factors
classroom and student characteristics
instructional implications for the above
1 The teacher candidate appears to understand the requirements, but the response is incomplete and/or incorrect in some way.
0 The teacher candidate does not appear to understand the requirements and makes little or no attempt to respond.
Goals, Objectives, and Goals and objectives based on the unit of study (generally 1-2 weeks in length), vary in kind and length but Score(s):
Assessments include concept attainment, application of knowledge and skills, and gathering of data (assessment) to CT:
demonstrate skills US:3
2 This section includes:

unit plan which includes goals based on assessment of students’ current level of performance
goals and objectives consistent with district and state standards, goals, and benchmarks
objectives which describe expected actions or behaviors and conditions under which students will meet the objectives
objectives which are expressed in observable and measurable terms
appropriate number of objectives per lesson (usually 2-5) which are linked to state content standards
Pre-assessment, formative assessment, post-assessment
Assessments aligned properly to objectives
Samples of student work
Lesson Plans Daily lesson plans to accomplish the learning goals for the identified group(s) of students Score(s):
CT:
US:3
2 Daily lesson plans identify/include the following:

reflection for each lesson at beginning of next days’ lesson and in the reflection log
contextual factors/learner characteristics
goals and objectives aligned to state standards
an appropriate and organized selection of instructional materials and equipment
assessment
introduction
content delivery
closure
an estimation of the time required for each part of the lesson
enough details for a substitute teacher
adaptations and modifications for students with special needs
appropriate adjustment based on reflection of previous lesson(s)
technology embedded in the lesson as a natural part of the instruction
Data Data related to learning gains or lack thereof resulting from instruction, analyzed for each student, Score(s):
Analysis/Summary and summarized in relation to students’ level of knowledge prior to instruction and including CT:
planning for future instruction. Also, samples of reporting progress to parents or guardians and US:3
students.
2 This section includes:

analyzed data from pre-, on-going and post-assessment for individuals and the class
summarized data on student achievement in relationship to instructional objectives
recommendations for future instructions are written from analysis of all data
a sample report describing unit and over-all results or a sample letter to student’s parents/guardians describing results
student work samples from throughout unit

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Teaching Work Sample Unit

Name: Morgan Metzinger

Work Sample Component Resources Student Assignments

Contextual Factors ● Overview Video #1 1. Contextual Factors Paper

Backward Design ● Backwards Design Overview 1. Article

Lesson Plans ● Video 1. Lesson Plans- template included

Data Analysis/Summary ● Video 1. Analysis/Recommendations

assessments due to COVID-19.

A. The Lesson

A. The Lesson

A. The Lesson

A. The Lesson

A. The Lesson

A. The Lesson

A. The Lesson

students will become more confident.

subject to learn at school for all students.

and interactive for students.

Student Work Samples

Here is a link to all my days and samples.

Dear first grade parent(s) or guardian(s),

Please contact me with any questions or concerns,

2 This section includes:

2 Daily lesson plans identify/include the following:

2 This section includes:

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