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

Mcall Wertin

Lesson Title: Adding and subtracting decimals

Cooperating Teacher: Mrs. Stephanie Vacca

Dorris Intermediate School, Collinsville IL

Collinsville School District #10

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 CIED 312 Mathematics Lesson Plan
Component 1: Learning Context
Teacher Candidate Name: Mcall Wertini Section Number: 001
Cooperating Teacher Name: Mrs. Stephanie Vacca
School: Dorris Intermediate School Room: 114
Date: 11/16/23 Grade level: 5th Time Needed: 30 minutes
Mathematical Topic/ General Concept: adding and subtracting decimals
Teacher Candidate Role: Lesson Duration:
___Taught with cooperating teacher observing 2:30-3:00

_x_Co-taught with cooperating teacher

___Assisted cooperating teacher instruction

Prior Knowledge Prerequisite(s) for Learning: the students already had prior knowledge on Decimals, place value, and
adding and subtracting
Student Misconceptions About the Topic: where to place the number on the number line when using a number line to help
them add and subtract decimals, also not knowing where to place the tick marks on the line or how to even start
Class Demographics:
The class consists of 5th grade students, typically aged 10-11. The students come from diverse socioeconomic
backgrounds, some with limited access to educational resources, while others have more support and resources. This class
is culturally diverse with students that represent a variety of ethnic and cultural backgrounds. This provides the rich
opportunity for exploring different perspectives. This class also consists of primarily English-speaking but there is a range
of language proficiencies. None of the students within the class are bilingual and English is their first language. The
students have a wide range of interests including sports, music, art, and science. Including these interests into the learning
and word problems can engage the students in a way that makes the content more relatable. Within the class, there are a
variation of learning styles. Some students are more engaged with visual learning where they can benefit from drawing and
diagrams while there are also students that are auditory learners. The students also have a prior basic understanding of
addition and subtraction. Some of the students may excel in math and are eager for the next steps or more complex
problems while others need additional support to build foundational skills. The class has access of resources that the
school provides like libraries, community centers and afterschool programs. As for students with IEPs, there are
accommodations and additional support in place when needed.
Materials Needed For the Students Materials Needed For the Teacher
Pencil White board, dry erase marker
Eraser Worksheets
pen
*The student I interviewed had interest assets in the following areas that are different from mine:
_x_interest in school __interest in lesson topic __interest in class colleagues __interest in teacher
*The student I interviewed had knowledge assets in the following areas that are different from mine:
__skills mastered __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 __culture
*The student I interviewed had community assets in the following areas that are different from mine:
_x_school cultural diversity _x_student knowledge diversity __economic class of school neighborhood __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: in this lesson students will develop an understanding of a common
starting an ending point based on a number.

CRTL Standard E.8 Leveraging Student Advocacy

E.8.2 offer guidance to students on how to develop a self advocacy plan to inform decisions and choices

CCSS.MATH.CONTENT.3.MD.A.2

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5.NBT.B.7 add, subtract, multiply and divide decimals to hundredth, using concrete models or drawings and
strategies based on place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and explain the reasoning used
Learning Objective Given by Cooperating Teacher:
Students will be able to utilize a number line in order to help them add and subtract decimals with fewer mistakes

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?
Initial and Elaborated Response:
I want students to be able to develop a strategy other than stacking to be able to utilize in math when adding and
subtracting larger numbers and decimals. After they understand to make a number line I don't want them to understand
how to separate the number line. Separating the number line can be very difficult for students as they never understand
how many lines should go between one whole number and another period I want them to understand that they can choose
what makes sense for them. Once they have this the concept becomes very simple and it leaves very little room for
mistakes. Lots of students like to use this method for adding and subtracting when it's more simple numbers but not so
much for the complex ones.

Diverse Student Interview Question

What do you want to learn from this math lesson? How do you want me to teach mathematics to you?
Initial and Elaborated Response:
I really want to get better at adding and subtracting decimals because they are tricky but cool! I want to learn how to add
number with dots and ad numbers that aren’t whole like money or measurements. When you teach, I like it when its hands
on, like using blocks or drawings to show how decimals work. Its easier for me to understand when I see it in action. Oh,
and maybe some fun games or puzzles that make decimals less scary! It’d be awesome if we can do group stuff too, like
working with friends to solve problems cause then we can help each other out, Just, please not too much sitting and
listening because moving around and doing stuff helps me learn.

Interviewer Reflection Commentary: How do teacher and student responses above inform how you want to teach in the future?
These responses highlight the importance of offering diverse strategies and interactive learning methods while teaching
adding and subtracting decimals to accommodate various learning styles. The idea of using a number line and allowing
students to personalize it based on what makes sense to them is powerful. It provides a visual and adaptable tool for
understanding decimals, especially when dealing with complex number. Like Van de Walle emphasizes in chapter 7,
“enhance children’s natural interest in mathematics and assist them in using mathematics to make sense of their world”
(Van de Walle 2020). Incorporating hands on activities like using blocker or drawings aligns with the need for visual aids
making abstract concepts more tangible. Introducing games or puzzles can transform the learning experience, making
decimals less intimidating and fostering engagement. The preference for group work shows the value of collaboration in
learning. It encourages peer support and the sharing of ideas, enhancing comprehension and problem-solving skills. To
incorporate these insights into future teaching, I’d integrate varied strategies beyond stacking, emphasizing the flexibility
of the number line method. Hands on activities, visual aids, interactive games, and collaborative exercises would form the
diverse learning preferences. Movement based learning activities could also be included to cater to kinetic learners,
creating a dynamic and inclusive learning environment.

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 actually 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 was used to add and Mathematics Vocabulary Specific to adding and
subtract decimals. subtracting decimals
Place value
Number line Decimal
Equation Estimation
Addition Sum
Subtraction Difference

General Academic Vocabulary That Was Used add and Mathematics Vocabulary Specific adding and
subtract decimals. subtracting decimals
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Number line: a visual representation of number arranged in
ascending/descending order.
Equation: a mathematical statement show the equality between
two expressions
Addition: the arithmetic operation of combining two or more.
number to find their total
Subtraction: the arithmetic operation of finding the difference
between two number by taking away one quantity from another
Place value: the value of a digit in a number
determined by its position within a number relative to a
decimal point
Decimal: a numerical system based on powers of 10
utilizing a decimal point to separate the whole number
from the fractional number
Estimation: an approximate calculation or judgement
used to determine a value or quantity without precise
accuracy
Sum: the result obtained by adding two or more
numbers together
Difference the result obtained by subtracting one
number from another.

Component 4: Assessment Plan

Planned Objective: the students will be
able to determine the sum and difference
of various problems using a number line
Actual Objective: the students will be
able to find the sum and difference of
decimal equations
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) attach the worksheet.
___Observation Checklist (see example attached)
___Other (see descriptions below)

Description of assessment method #1 and student work.

There wasn’t really an assessment involved. It was just a lesson with a worksheet, it was more designed for understanding
rather than an assessment like w quiz or a test. Worksheets can serve as both a teaching tool and a form of assessment. In
this context, a worksheet can assess understanding by presenting various problems of increasing complexity. The students
work on the worksheet becomes a reflection of their comprehension, how they approach problems, the accuracy of their
calculations and the application of the strategies they learned. It was very evident that as they progressed down the
worksheet they did not want to do he number line, the comprehension just wasn’t there.

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?
During this assessment, general patterns revealed most students grasped basic decimal addition but faced challenged in
carrying out multi-step problems. Many exhibited a lack of confidence in using a number line. For example looking at the
attached worksheet, numbers 3 and 4 were the least tried problems on the worksheet. The students really struggled with the
concepts of a number line. They were very confident with the normal addition and subtraction portion of the decimals.
Students operated within their sone of proximal development when they were comfortable with same-place operations.
Exceptional patterns surfaced with a dew students who not only performed well with multi-step problems but also
exhibited a deep understanding of decimal relationships. Two students out of the whole class were able to complete to
number line portion of the worksheet no problem. Across the board, students almost broke down completely when they
had to do a number line. Most of them were so confused on placing the starting place and the end place. The tic marks in-
between was a concept that, to them, was impossible to comprehend. I had tried to even do a slow step by step process
with them but they were lost.

Cooperating Teacher Interview Question

What different ways of 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:
After teaching the lesson we were able to do stations and I was able to see students using the number line while adding and
subtracting decimals add a station activity where there was a worksheet as well as and at your seat station where there was
an online game and they had to use a number line and move various pieces to find the answer. This was nice because it
gave me a visible representation and a hands-on representation of how they were doing with this skill. To be honest math
is so subjective and with the new teaching model of Common Core, I do feel that oftentimes we teach methods that are a
little more complex for the students that I have in this class in this inclusion classroom. I do think that students are able to
display what we wanted them to learn the objective was for them to be able to add him subtract decimals on a number line,
but with that said I do not feel that many of them utilized this technique on the quiz as they felt that it was very time

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consuming and tedious. The grades are very different when they come to this school, as in they never received an A,B,C,
or D before. Prior to this school they were just meeting or exceeding and now students are getting grades where they are
doing exceptionally well getting an A or they're failing getting an F and students do not understand their representation of
the grades. And oftentimes parents do not understand the representation of grades. I do feel that parents wish that kids got
grades sooner instead of meeting or exceeding but when we start so late in 5th grade parents really start seeing and
understanding where their child is academically with the letter grades, and it is an eye opener.

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:
When you drew that huge number line on the board and showed us how to hop from one decimal too another, that totally
clicked for me! It was like playing a game but with numbers. I liked how you made it easy to understand by using the
number line to add and subtract the decimals. Seeing the jumps between the dots made it clearer in my head. It was like
taking steps, butt in decimals. And when you explained that we could decide where to start and how big our jumps were,
that gave me freedom to figure it out my way, what made the most sense to me. It made sense because I could see it
happening right there on the line. I wish we could do more of those kinds of thinks because it really helped me out! I like
the idea of taking what I learned and modifying it to make more sense to me.

Interviewer Reflection Commentary: How do teacher and student responses above inform how you want to teach in the
future?
The students response reflection the effectiveness of visual aids and how interactive methods in grasping decimals
concepts. The lack of enthusiasm toward the number line

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Component #5: Teaching and Learning Sequence
Lesson Events
The first event was opening the lesson with a number
routine. The students were to use a target number. They
were given 5 various number between 0-10 and making a
combination that made sense for them.
The 2nd event was a notice and wonder where we aske kids
which number did not belong. There was a set of equation
and on of the equations did not include the same numbers.
The 3rd event brought us to the learn portion of the lesson.
Here we had to determine how much more precipitation
Washington received that Oregon by evaluating a graph.
We were asked to put the precipitation numbers on a line
graph to show the difference.
The 4th event was doing some work together problems
where they were given number and had to find a common
starting and ending point on a number line. As well as
being able to represent tally marks between those numbers.
Why was this event included? What questions were asked?
What explanations and examples were given?
This event was included to engage students actively in
mathematical thinking from the lessons start, “Identify the
interplay between place value understanding and addition
and subtraction computational strategies” (Van de Walle
2020). By using a number routine with a target number
students were prompted to explore mathematical
combinations within a specific range. The goal was too
encourage critical thinking and problem solving skills while
allowing individual creativity in finding combinations that
made sense to them. The questions asked during this routine
revolved around how students arrived at their chosen
combinations and asking them to explain their reasoning.
This activity is likely aimed to foster mathematical
flexibility and encourage students to think creatively.
This event was included to promote critical thinking and
reasoning skills by challenging students to analyze patterns
and identify misfits within the set of equations, “Younger
children enter school with many ideas about number and
these ideas should be built upon using a variety of
experience to develop new relationships and advanced
mathematical understandings” (Van de Walle 2020). By
presenting equations with a deliberate variation, students
were encouraged to explore and justify their reasoning.
Questions asked involved probing students on there
reasoning for choosing a particular equation as the one that
didn’t belong. Examples included students perspectives on
which equations they believed didn’t fit the pattern, fostering
diverse reasoning and encouraging students to consider
multiple viewpoints.
This event was included to engage the students in analyzing
data from a graph, fostering their skills in interpreting and
representing information visually, “Planning ways to teach
children to compare quantities and describe relationships
between numbers” (Van de Walle 2020). The task aimed to
deepen understanding of quantitative differences between
two sets of data and reinforce graphing. Questions asked
during this event included what so the numbers on the graph
represent? How much precipitations did Washington receive
compared to Oregon? Students might have been prompted to
explain their reasoning behind placing the precipitation
values on a ling graph. Explanation and examples given
involved discussions about interpreting the data represented
in the graph and strategies for accuracy.
This event was included to reinforce understanding of
number lines, the concept of starting and ending points, and
the representations of values using tally marks. By working
collaboratively on problem, students were encouraged to
apply their knowledge of number lines and tally marks to
find common starting and ending points between given
numbers. Questions asked included hoe can we find a
common starting point between these numbers on the
number line? What would be the ending point if we started
from6this number? Explanations and examples provided
probably involved demonstrations of how to locate common
starting and ending points on a number line for different sets
of number. This activity aimed to strengthen students grasp
Cooperating Teacher Interview Question: Do you think that this lesson was valuable, why or why not?
If I'm being honest, I do not feel like this lesson was valuable to students. I say that because I feel that students want the
quickest most efficient way to do math these days. With that being said making a number line, figuring out data points,
figuring out distances between items would take a lot of time and, students are not going to put in that time. In addition to
that I think the concept of finding a common ground of where to start a number line and where to end the number line is
very confusing at this age and without making it a common zero to 10 or zero to 100 the students get lost in the numbers.
I think a better use of time would have been working with finding differences of decimals using the traditional stacking
method, which is what most students use, and making sure that students were lining up the decimals and being able to
find the correct answer.

Initial and Elaborated Response:

I appreciate your perspectives on efficiency in math learning. Its true, students often seek quicker methods, however,
whole traditional approaches like stacking decimals offers speed, understanding the why behind mathematical operations
is vital. Number lines and visual representations help build conceptual understanding, enhancing problem solving skills
for more complex scenarios later on. While initially time-consuming, these methods lay a foundation for deeper
comprehension, aiding students mental math abilities in the long run. Establishing the starting points of a number line can
be difficult but it encourages the students critical thinking. Incorporating a mix of approaches like traditional and
conceptual learning methods could strike a balance ensuring that students grasp both the efficiency and reasoning behind
the mathematical process. This whole process fosters a well rounded mathematical skill set that will help them later on
down the pipe line known as school.

Diverse Student Interview Question: Do you think that this lesson was valuable, why or why not?
I think parts of the lesson were could because I got to use a number line and figure out how numbers are friends with
decimals. But some parts were hard. I get why someone might say it wasn’t super valuable because it took time. But, hey,
the number line helped me see decimals in action, like jumps on a cool math adventure! Sure, figuring out where to start
and stop on the line was confusing but when I got it made so much more sense. Maybe doing some quick ways like
stacking would’ve been easier but this way made me think more about decimals. So, yeah, I think it was valuable cause
its like putting on training wheels before riding the big math later.

Initial and Elaborated Response

I’m glad you found parts of the lesson engaging. The number lien is like a magic map that helps explores decimals. Its
awesome that you felt that sense of adventure. I totally get that some bits were hard though, decimals can be tricky at
times. The things is, while quicker methods like stacking might deem easier now, understanding how decimals work
together is crucial for tackling more complex math later on. The number line might take a bit longer to understand but its
like laying a strong foundation for your math skills. I’m here to make sure those confusing parts become clearer. Mixing
different methods like the number line and quicker techniques helps us see decimals from different angles. It is all about
making sure that your comfy riding the big math bokes in the future.

Interviewer Reflection Commentary:

Both the student and the student teacher reflection shed light on the balance between engaging, time-consuming methods
like the number line and more efficient approached such as stacking when teaching decimals. Some of the students
excitement about the number lines visual exploration and the teachers emphasis on understanding decimal foundational
aspects suggest a hybrid teaching approach. The teacher recognizes the importance of cultivating conceptual
understanding alongside quicker methods. This aligns with the idea of incorporating diverse strategies to cater to different
learning styles and needs in the classroom. It highlights the value of presenting mathematics in various ways to encourage
deeper comprehension while acknowledging the efficiency of traditional methods for some students. The students
perspective on the lesson offers insight into engagement levels and the struggle with complexity of certain concepts. The
package this emphasizes the need for a supportive learning environment where challenging concepts are scaffolded
effectively. It's essential to strike a balance between engaging activities that foster critical thinking and more direct,
efficient methods to ensure all students grasp the fundamental concepts while still finding joy and meaning in their
mathematical journey.

References: Chapters and page numbers in course texts needed for this field assignment. APA format required.
Van de Walle, J., Karp, K. S., & Bay-Williams, J. M. (2020). Elementary and middle school mathematics:
Teaching developmentally (10th ed.). Boston, MA: Pearson.

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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 includes 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 x
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.

Peer reviewed by Tori S

Rubric Points Possible: 100 Comments

Rubric Points Received: __100___ Overall this was really well written and thought through Good Job Mcall!
Rubric Points Reduced: __100___
Rubric Points Earned: __100___

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