Lesson Participation and Observation Field Assignment for Mathematics Instruction

CIED 312: Language and Communication in Multiple Contexts

Southern Illinois University Edwardsville Department of Teaching and Learning

Zoey Weigel

Lesson Title: Add Three-Digit Numbers

Cooperating Teacher: Jaime Jones

West Elementary School

Alton School District #11

 CIED 312 Mathematics Lesson Plan
Component 1: Learning Context
Teacher Candidate Name: Zoey Weigel Section Number: 101
Cooperating Teacher Name: Mrs. Jamie Jones
School: West Alton Elementary Room: 114
Date: 9/5/2023 Grade level: 3rd Time Needed: 45-60 per session
Mathematical Topic/ General Concept: Add Three-digit Numbers

Teacher Candidate Role: Lesson Duration:

___Taught with cooperating teacher observing. 1 pm – 2 pm on 9/12
1 pm – 2 pm on 9/13
___Co-taught with cooperating teacher. 1 pm – 2 pm on 9/14
1 pm – 2 pm on 9/15
__x_Assisted cooperating teacher instruction.
*Lesson duration must be at least 15 minutes
Prior Knowledge Prerequisite(s) for Learning:
• Know basic addition facts.
• Understand place-value concepts, such as the value of digits and writing numbers in expanded form.
• Understand and apply properties of addition.
Student Misconceptions About the Topic: Some misconceptions about the topic are forgetting to add the middle 0 in the
equation. The carrying over of the numbers (borrowing).
Class Demographics: The class demographics are a good mix of boys and girls. We also don’t have just one race in the
class. We do have 5 girls in the class who don’t speak English as their first language, and because of this, we have a
“grandma” who works with the girls to improve their English. Most of the kids in the class love to hear these girls speak
Spanish. The school is great about incorporating Spanish into the classroom. A lot of the kids haven’t left the area. For 3rd
grade, not many of them know where things are located. Only a handful knew that the Mississippi was in our backyard,
they didn’t know the Clark Bridge was a thing, and the legend of Piasa Bird was mind-blowing for them.

Materials Needed for the Students Materials Needed for the Teacher
Base-ten blocks Presentation Slides
Hundreds of place-value charts Teacher Workbook
Number Lines Laptop
Textbook/ Workbook
Whiteboard
Laptops
*The student I interviewed had interest assets in the following areas that are different from mine:
__interest in school __interest in lesson topic _x_interest in class colleagues _x_interest in teacher
*The student I interviewed had knowledge assets in the following areas that are different from mine:
_x_skills mastered _x_knowledge of lesson topic _x_interpersonal skills needed to learn with others _prior life experience.
*The student I interviewed had cultural assets in the following areas that are different from mine:
_x_race __social class _x_gender __language _x_culture
*The student I interviewed had community assets in the following areas that are different from mine:
_x_school cultural diversity __student knowledge diversity _x_economic class of school neighborhood _x_teacher/administrator experience

*At least two characteristics in each category of learning assets must be checked to identify a student participant as different from the interviewer.
Component 2: Learning Objective with Common Core State Standards for Mathematics Identified
Learning Standard Given By Cooperating Teacher:
CRTL
3.NBT.A.2
Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations,
and/or the relationship between addition and subtraction.

STANDARDS FOR MATHEMATICAL PRACTICE (SMP)

SMP 1, 2, 3, 4, 5, and 6 are integrated in the Try-Discuss-Connect framework. *
This lesson provides additional support for:
7 Look for and make use of structure.
8 Look for and express regularity in repeated reasoning

Learning Objective Given by Cooperating Teacher:

Content Objective
• Use a variety of strategies to add three-digit numbers.

Language Objective
• Describe strategies to add three-digit numbers using words and phrases such as break apart and regroup, as well
as place value language.
• Ask clarifying questions when listening to understand.
Cooperating Teacher Interview Question
What do we want students to learn when we teach and learn this lesson with them? How does your response to this
question align with the lesson standard and objective you gave me for this lesson?

When teaching three-digit numbers to the students what do you want them to learn? We want to make sure that the students have a good
understanding of addition concepts when working on three-digit numbers. What are some of the key objectives you want the students to learn from
three-digit numbers? Well, there are many things that we want the students to take away from this lesson. Could you elaborate on a few of the things
that you think are important? Of course, so first we always want to make sure they are getting the additional basics. To make sure of that they need to
be able to add one- and two-digit numbers. Another important thing is place value. If the students don’t understand the significance of the digit's
position, then they are going to have a hard time understanding regrouping. Then the more they do it the more they build on their mental math and so
forth.

Diverse Student Interview Question

What do you want to learn from this math lesson? How do you want me to teach mathematics to you?
Have you ever had to add three-digit numbers together before? No. Well, I don’t know if I might have. Since you don’t think you have ever done
it before what would you like to learn from this lesson about three-digit numbers? Well, I think I could do better at multiplication. Wait did you say
addition? I don’t need to learn anything then. Is there any part of the addition that you think you might need help with? Or a part that you’re good
at? Nope. I’m good at everything. When we learn this lesson how would you like me to teach it to you? I like the sonic board. Sometimes I can’t see
it and must move to the front. I also like when we get to be teachers. It’s fun messing with the board. Would you like me to make the screen bigger so
that you would be able to sit at your desk and see the information? Yes, well no I like moving to the front.

Interviewer Reflection Commentary:

After talking to my teacher and students about the lesson and the goal that the teacher has and the students want, I have a great idea of what type of
teacher I want to be. One thing I want to do is take student feedback and use the valuable insight to be able to help the students improve their grades and
meet their learning needs. Another thing that I will do is use differentiated instructions. After talking to my CT, not all students understand the first
method that we use to teach the subject. I will analyze my student’s responses and see what type of learning styles works best for them and offer
different learning resources to help. I also want to make sure that I am always doing continuous improvement. I will review student's progress regularly
and reflect on them so I can refine my teaching methods and strategies over time. Lastly, I will use presentation aids. Using these “can make your ideas
more concrete by presenting a pictorial or graphic representation of the idea being explained” (Simonds & Cooper, 2011).

Component 3: Academic Vocabulary

Given the language function and learning task identified in the standard and objective for this lesson plan listed in part 2,
describe the academic vocabulary inferred from standards and objectives and the academic vocabulary used for this lesson.
Differences between inferred and used academic vocabulary suggest concepts students already know, concepts they may
be struggling with, and concepts that may be new to them.

General Academic Vocabulary That Could Be Used with Mathematics Vocabulary Specific to Adding Three-
Adding Three-Digit Numbers Digit Numbers that Could Be Used to Build the
Mathematics Concept of Adding Three-Digit
Estimate (verb) Numbers
Regroup (group)
Round Algorithm
Possible Partial Sum
Nearest Place Value
Neighbor Equal
Flip flop Repeated Addition
Columns Skip count
Break Apart

General Academic Vocabulary That Was Used to Adding Mathematics Vocabulary Specific to the Concept of
Three-Digit Numbers Adding Three-Digit Numbers That Was Used

Estimate: verb Place Value: the value of the place of a digit in a

judge tentatively or form an estimate of (quantities or time) numeral

Regroup: verb Skip Count: counting numbers by adding a number

reorganize into new groups every time to the previous number.
Flip Flop: verb Equal: adjective
reverse (a direction, attitude, or course of action) having the same quantity, value, or measure as
another
Columns: noun
a vertical array of numbers or other information
Repeated Addition: adding multiple identical numbers
Possible: adjective or groups of numbers together that have the same
capable of happening or existing value.

Break Apart: verb

take apart into its constituent pieces

Component 4: Assessment Plan

Planned Objective:
Use a variety of strategies to add three-
digit numbers.
Describe strategies to add three-digit
numbers using words and phrases such
as break apart and regroup, as well as
place value language.
One or Two Assessment Methods(s) Embedded in the Cooperating Teacher’s
Chosen Assessment Instrument(s). Actual assessment Instrument(s) Are
Described in the Cell Below:
_X__Worksheet (see example attached)
___Test (see example attached)
___Observation Checklist (see example attached)
___Other (see descriptions below)

Actual Objective:
Use a variety of strategies to add three-
digit numbers.
Describe strategies to add three-digit
numbers using words and phrases such
as break apart and regroup, as well as
place value language.

Description of assessment method #1 and student work.

When the students finish following along to the math lesson, they will always have work to do in the workbook. These work pages can be as short as one
page to two pages front and back. For the Adding Three-Digits number work page, it was one-page front and back. It had 10 questions on the front and
15 on the back. Some of the questions had the students solving it in a grid setting, some had to use a number line, and some had to draw or use base 10
blocks to solve. Having the homework set up this way is a great way for the students to use more than one method.

Results of this method of assessment: What general patterns of learning did you observe as you evaluated assessment
products with your cooperating teacher? What exceptional patterns of learning did you observe?

When doing the lesson one thing that I saw was there were only a few of the same people that wanted to help answer the questions. These students are
showing experiential learning. Experiential learning is a type of learning that “students learn best when they are actively involved in the learning
process- when the students “discover” knowledge through active participation” (Simonds & Cooper, 2011). With the workbook work page being
something that the students have to take home and work on alone, there is a pattern of incompletion. Most of the time the students who participate in
class are the students that are getting all their homework done it getting them right. The other students will typically get to a part where they can't recall
the method that we use/ don’t want to use that method and not do it. The students will either bring back a half-finished worksheet and turn it in or just
leave it at home. Another pattern that I have seen is that the kids who sit in class and don’t fill anything out in their workbooks will tend to not take the
work page home. They would then come in the next morning and ask for the teacher to sit at the back of the room during free time to have the “help”
them do their work.

Cooperating Teacher Interview Question

In what different ways did you see your students demonstrate their learning of your objective today? How do you get to
value these different ways of learning through the grades your school asks you to assign to each student? To what extent
do you think your students agree with the way your school values learning differences through its grading system? Why?
Initial and Elaborated Response:

In what different ways did you see your students demonstrate their learning today? I saw them trying to connect it. They were trying to make a
connection with their prior knowledge. Some of the students were just trying to make sense of it in general. One way we have the students make sense of
it is by having them talk to the people next to them. Sometimes the students have an easier time understanding something when it comes from one of
their priors. What whys do you let them show their understanding? Most of the kids draw their problems out. They have a better understanding of the
problem when they can see it. We try to have the kids model it so that they can connect it and apply the skills. We also give the children the opportunity
to use their way of learning to understand it. We want them to do the heavy lifting as we support them. Do you think the students understand the
grading scale? Do you think they agree with it? No, I don’t think they even know what it means. This year is the first year that they get actual grades.
Before the wither got a 1,2 or 3. The parents understand it but the students themself have no idea what a B or C means.

Diverse Student Interview Question

What did I say or do during the lesson that made the most sense to you? Why?
Initial and Elaborated Response:

During the lesson what did you like the most? I really liked how you were able to let us come up to the board and help solve the answer. What was
the method you used to solve the problem? Um, I did that thing in the lines. Oh, so you liked the grid way? Yeah. It made the most sense to me.
What was the other way you solved the example? I didn’t. I only knew how to do the stacking thing. I saw your book during the lesson, and you
had solved one of the problems by drawing it out in base ten blocks. Was that easy? I don’t know what base ten blocks are. *Picks up the base ten
blocks from the table and show them to him* These are the base ten blocks. This was the second way we said you could solve the problem. Oh.
Yeah, it was fine. I didn’t like that I had to count all the little blocks to find the answer.

Interviewer Reflection Commentary: How do teacher and student responses above inform how you want to teach in the
future?
After asking the questions above and hearing them answer, it makes me want to have a blended classroom but also a student-centered classroom. I loved
hearing the students talk after the lesson about how they got to come up and show how they did it. I made the students engaged in their learning. I want to
make it so that students are really engaged in their learning, and they are also having fun doing it. I like how my CT wanted the students to do the heavy
lifting. They gave the students all the tool they needed to be successful and was there for support if the students needed a push in the right direction if
they were struggling. They made them responsible for their own learning but were also there to make sure they were learning what they needed to.
Depending on the school district that I ended up in and how they do their grading depends on how I would explain them to the kids. Since this group of
kids went from numbers to actual grades, I think that I would try to relate the number to the grade with the other grades in between so that they are
understood.
Component #5: Teaching and Learning Sequence
Why was this event included? What questions were asked?
Lesson Events
What explanations and examples were given?
Most common mistakes happen here Use Vand de wall, and Simmonds and copper books
Factually describe the first lesson event that occurred here The first lesson event that happened was observation. This
in two or three sentences. consists of the students doing models learning the language.
They did this by doing math talks and making anchor charts.
The students used direct modeling. This is a “developmental
step that usually precedes invented strategies” (Van De
Walle, Bay-Williams, & Karp, 2018).
Factually describe a second lesson event that occurred here The second lesson event that happened next was guidance.
in two or three sentences. They follow steps to do different practices. They did paper
homework and online assignments. For this event, the
students did a lot of invented strategies. This is a strategy
that “refers to any strategy other than the standard algorithm
or that does not involve the use of physical materials or
counting by ones” (Van De Walle, Bay-Williams, & Karp,
2018). The students use place values to help them solve the
problems.
Factually describe a third lesson event that occurred here The third lesson event that happened was the students taking
in two or three sentences. quizzes and tests. They did this by doing assessments on
their Chromebooks with scrap paper to do their work on.
This is so that we can “determine his or her flexible use of
strategies” (Van De Walle, Bay-Williams, & Karp, 2018).

Cooperating Teacher Interview Question

Create your own cooperating teacher interview question here!
What are some fun ways to teach Adding Three-Digit Numbers?

Initial and Elaborated Response:

What would be some fun ways or technology to use to teach this lesson? Something that I have done in the past is math bingo and the kids loved it.
When we start our times test, we will be doing a song to go with the timetables. What are some technology things that you can use? With the Sonic
board, you can use almost any interactive app. You can find some cool ones or even make them yourself. I have seen teachers do color by numbers, math
jeopardy, story problems, and anything that you can relate to the topic at hand. The students love doing something different and not the same thing over
and over. Anything that is hands that gets them out of their seats is always a win with the students. How do you typically find new things to do? Google
or I'll have people send me videos of things and I look into them to see how I can adapt it to something in my class if I like it enough.

Diverse Student Interview Question

Create your own diverse student interview questions here!
Would you like for me to add more games and hands-on activities as extra practice for upcoming lessons?

Initial and Elaborated Response:

Would you like for me to add more games and hands-on activities as extra practice for upcoming lessons? Yes, that would be fun. Is there a
current type of game you would like to play? Like math bingo, hands-on manipulatives, flashcards? Bingo is fun. We played math bingo one time,
and I did really good at it. I think It was because it was only small numbers but it was fun. What about hands-on manipulatives? Like the base ten
blocks? Oh, that could be fun. Did you know we can use them to build with? I think that would be a fun math game to do. Build with the blocks to see
how many numbers we can get inside. If you had to pick between doing math games on your Chromebook or doing math games at your desk, what
 would you like better? Do I get to be with a friend if I do it at my desk? Yeah, that would be okay. Then yeah, I would want to play with a student at my
desk.

Interviewer Reflection Commentary: How do teacher and student responses above inform how you want to teach in the
future?
The responses above really make me want to do some hands-on, in-class, games for lessons. There are just so many things that can come from doing stuff
like this. Hands-on activities are fun and captivating, which can boost student engagement and help them learn. It also gives opportunities for students to
practice what they have learned in a meaningful way. With having so many ways to get the topic across, we can add concepts to real-world situations,
making the learning more relatable. With the students wanting to do it together it can help promote teamwork and collaboration. Also, a great way to get
people working with students they normally don’t talk to. Since they are just games, they can be changed and be adapted to students that might have an
IEP or any other issue that might need accommodations. You can also use this as an assessment by observing the student's understanding of the materials
by how they perform in the activities. You can then use that to help change your lessons accordingly. I want to be the teacher that makes the students want
to come to class because they know that whatever subject they are learning that day is going to be fun.

References: Chapters and page numbers in course texts are needed for this field assignment. APA format required.
Simonds, C., & Cooper, P. (2011). Communication for the Classrom Teacher (9th ed). Boston, MA: Allyn & Bacon.

Van De Walle, J. A., Bay-Williams, J. M., & Karp, K. S. (2018). Elementary and Middle School Mathematics Teching
Developmentally. New York City, New York: Perason.

Vocabulary.com. (n.d.). Estimate. In Vocabulary.com Dictionary. Retrieved November 04, 2023, from
https://www.vocabulary.com/dictionary/estimate

Vocabulary.com. (n.d.). Flip-flop. In Vocabulary.com Dictionary. Retrieved November 04, 2023, from
https://www.vocabulary.com/dictionary/flip-flop

Vocabulary.com. (n.d.). Column. In Vocabulary.com Dictionary. Retrieved November 04, 2023, from
https://www.vocabulary.com/dictionary/column

Vocabulary.com. (n.d.). Possible. In Vocabulary.com Dictionary. Retrieved November 04, 2023, from
https://www.vocabulary.com/dictionary/possible

Vocabulary.com. (n.d.). Break apart. In Vocabulary.com Dictionary. Retrieved November 02, 2023, from
https://www.vocabulary.com/dictionary/break apart

Vocabulary.com. (n.d.). Equal. In Vocabulary.com Dictionary. Retrieved November 04, 2023, from
https://www.vocabulary.com/dictionary/equal

Lesson Participation and Observation Field Assignment Peer Evaluation

Rubric
Assignment meets preconditional writing convention requirements (10 points)* 10 8 6 4 2 0

Assignment is formatted as a complete American Psychological Association (APA) document as specified in the assignment x
template [see APA format at Purdue OWL website] with a title page, a reference section, and an appendix (as needed) that
includes: 1) required demographic information, including four types of student learning assets, specified by the template; 2)
required content specified by the template; 3) meaningful font and spacing; 4) meaningful references and appendices; 5)
concise and precise writing with complex sentences. AND...Two or less patterns of convention errors.
Templated Academic Vocabulary Chart and Lesson Plan include the following elements: 1) academic 10 8 6 4 2 0
vocabulary; 2) cooperating teacher lesson objective and observations (written in bold print) of candidate
instruction; 3) teaching learning sequence description with reflective observations; 4) assessment product
descriptions with reflections on student work and other appended artifacts. (30 points)
Academic vocabulary defines the lesson’s conceptual content: 1) CCSS and/or other content area standards that generated x
the academic vocabulary for the lesson are copied in a meaningful way; 2) a comprehensive list of general academic
vocabulary that could be used in the lesson is aligned with CCSS and/or other content area standards; 3) a comprehensive
list of subject specific vocabulary that could be used in the lesson is aligned with CCSS and/or other content area standards;
4) general academic vocabulary that was actually used in the lesson is listed and defined, including one example of how this
vocabulary helped students learn the lesson objective; 5) subject specific vocabulary that was actually used in the lesson is
listed and defined, including one example of how this vocabulary helped students learn the lesson objective.
Teaching and learning sequence: 1) orders events according to assignment template; 2) includes verbatim reporting of key x
teacher statements during the lesson that are valued by the Simonds and Cooper (2011, p. 137, Table 7.1) CIED 312
textbook; 3) includes verbatim reporting of key student responses during the lesson valued by the Simonds and Cooper
(2011, pp. 80-157) textbook; 4) includes other mathematics lesson components described by the Van de Walle, Karp, &
Bay-Williams (2010, pp. 142-581) CIED 441 textbook; 5) includes lists of materials used by teachers and students.
Description of assessment products used by the cooperating teacher and reflections on student work: 1) are accurate and x
aligned with the lesson objective; 2) reveal patterns of learning behavior; 3) reveal exceptions to patterns of learning
behavior; 4) describe student work that is acceptable; 5) describe student work that is unacceptable.
Post-lesson interview question responses and commentaries include teacher, student, and participant 10 8 6 4 2 0
observer reflections (50 points)
Each of three interviewer written reflective commentaries about lesson events and interviewee responses is at least 200 x
words, a variety of textbook references, and includes all required criteria: 1) one relevant concept from a CIED 312 text that
is explained, related to the interview, and cited in APA format; 2) one relevant concept from another text that is explained,
related to the interview, and cited in APA format; 3) other observations of instruction that are explained and related to the
interview; 4) vivid, precise sentences; 5) a main idea, or claim, that synthesizes points of view presented.
Each of three interviewer written reflective commentaries make claims about instructional improvement that are backed by X
one additional piece of evidence from experience or textbooks so that both textbook evidence and evidence from experience
is described in response to each commentary prompt.
Interviewer written reflective commentaries describe thoughtful, actionable ways to improve instruction. x

Teacher interview documentation is complete: 1) demonstrates that a conversation about the lesson, rather than a simple X
accounting, has occurred; 2) demonstrates that the interviewer has actively listened to the interviewee; 3) includes follow-up
questions appropriate to the interviewee; 4) engages a reader of the interview transcript to feel emotions, see pictures, hear
voices and/or experience other sensations that were part of the interview; 5) communicates the interviewee’s initial and
elaborated response to each question in ways that are accurate, distinct, and comprehensible in at least 150 words.
Student interview documentation is complete: 1) demonstrates that a conversation about the lesson, rather than a simple x
accounting, has occurred; 2) demonstrates that the interviewer has actively listened to a student interviewee with different
learning assets; 3) includes follow-up questions appropriate to the developmental abilities of the student interviewee; 4)
engages the reader of the interview transcript to feel emotions, see pictures, hear voices and/or experience other sensations
that were part of the interview; 5) communicates the interviewee’s initial and elaborated response to each question in ways
that are accurate, distinct, and comprehensible in at least 150 words
Matrix assignment includes a self and peer evaluation that uses this rubric (10 points) 10 8 6 4 2 0
Attached self-evaluation is completed with ratings on the same form by teacher candidate and a peer evaluator OR candidate x
and peer evaluator fill out form together at a supervised class session. A self-evaluation is attached to the final document.
Drafts that do not meet these preconditions at an average acceptable score of “3” are returned ungraded and marked late. Late drafts are reduced
by 20% of the total points for each missed submission opportunity. A zero grade will be assigned on the third missed opportunity.
Rubric Points Possible: 100 Comments
Rubric Points Received: _____
Rubric Points Reduced: _____ Jenna Fenton and Zoey Weigel both did the peer and self-review together.
Rubric Points Earned: _____