Teacher Work Sample- Amanda Marean

8/12/2019 Teacher Work Sample- Amanda Marean

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TEACHER WORK SAMPLEAmanda K. Marean

Upper Iowa University

February 27, 2014


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UIU Teacher Work Sample Amanda K. Marean

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Table of Contents

Standard 1: Contextual Factors........page 03

Standard 2: Learning Goals..page xx

Standard 3: Assessment Plan....page xx

Standard 4: Design for Instruction.......page xx

Standard 5: Instructional Decision-Making.....page xx

Standard 6: Analysis of Student Learning....page xx

Standard 7: Classroom Management........page xx

Standard 8: Reflection and Self-Evaluation.page xx

Appendicespage xx


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Standard 1: Contextual Factors

Standard 1: The teacher uses information about the learning/teaching context and student

individual differences to set learning goals, plan instruction and assess learning.

Community, district, and school factors

Wright Elementary is located on the south side of Des Moines. Wright uses the Artful

Learning school improvement model that stimulates and deepens academic learning through the

Arts. They focus lessons on arts-based skills and strategies that magnify student engagement and

improve cognition. The school and community places a high value on the Arts and makes time

for them in the schedule with each grade receiving 80 minutes of music, art, and physical

education each week. The elementary has a % of free and reduced lunches.

Classroom Factors

The classroom is

Student Characteristics

2 autism spectrum

4 BIC interventions

3 see a therapist


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Student Skills

Student skills range drastically in the classroom. There are 4 students receiving BIC

interventions for reading.

Standard 2: Learning Goals

Standard 2: The teacher sets significant, challenging, varied and appropriate learning goals.

Standard 3: Assessment Plan

Standard 3: The teacher uses multiple assessment modes and approaches aligned with learning

goals to assess student learning before, during and after instruction.

Assessment Plan Table: First Grade

Addition Strategies and Story ProblemsLearning Goals Assessments Format of Assessment Adaptations

Learning Goal 1

The students will be

able to use an

equation to represent

Access Prior

Knowledge

0

1

2

3

4

5

6

Studetn 1 Studetn 2 Student 3 Student 4

Pre Test

Post Test

Student


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a problem with

unknowns in all

positions

-I can use an equation

to represent a

problem.

Formative

Assessment

Post-

Assessment

Learning Goal 2

The students will use

strategies to solve

addition and

subtraction problems.-I can use strategies

to solve addition and

subtraction problems.

Access Prior

Knowledge

Formative

Assessment

Post-

Assessment

Standard 4: Design for Instruction

Standard 4: The teacher designs instruction for specific learning goals, student characteristics

and needs, and learning outcomes.

Pre-assessment

Unit Overview

Day Lesson Name/ Activity Learning Goals

1

2

3

4


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5

6

7

8

9

10

Activities

Technology

Standard 5: Instructional Decision-Making

Standard 5: The teacher uses on-going analysis of student learning to make instructional

decisions.

Standard 6: Analysis of Student Learning

Standard 6: The teacher uses assessment data to profile student learning and communicate

information about student progress and achievement.

Standard 7: Classroom Management

Standard 7: The teacher uses appropriate strategies to maintain standards of responsible student

behavior.

Standard 8: Reflection and Self-Evaluation

Standard 8: The teacher analyzes relationship between his or her instruction and student learning

in order to improve teaching practice.


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Appendices

Lesson 1.page xx

Lesson 2.page xx

Lesson 3.page xx

Lesson 4....page xx

Lesson 5....page xx

Lesson 6....page xx

Lesson 7....page xx

Lesson 8....page xx

Lesson 9....page xx

Lesson 10......page xx

Math Games..page xx

Addition Strategy Poster Examples...page xx

Student Work Samples......page xx


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UPPER IOWA UNIVERSITY

UIU Student: Mrs. Amanda Marean

Classroom Teacher: Mrs. Lindsey Redlinger

Wright Elementary- Des Moines Public Schools

1/28/2014 1stGrade/ Math

Addition Strategies and Story Problems

Lesson 1-Counting all and problems with zero

I. Learning Goals, Standards and Objectives

Learning Goal

LG 1: The students will be able to use an equation to represent a problem with unknowns in all

positions.

I can use an equation to represent a problem.

LG 2: The students will use strategies to solve addition and subtraction problems.

I can use strategies to solve addition and subtraction problems.

Standards

National Standards:

Pre-K2 ExpectationsUse mathematical models to represent and understand quantitative

relationships

Model situations that involve the addition and subtraction of whole numbers, using objects,

pictures, and symbols.

Pre-K2 Expectations: Compute fluently and make reasonable estimates

Develop and use strategies for whole-number computations, with a focus on addition and

subtraction.


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Iowa Core:

Mathematics: Grade 1/ Operations and Algebraic Thinking

1.OA.A.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.

1.OA.B.3- Apply properties of operations as strategies to add and subtract.

District Standards:

Operations and Algebraic Thinking 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.


Apply properties of operations as strategies to add and subtract.

Objective

- Each student will be able to solve word problems using count all addition strategy andwrite the number sentence for the problem with a partner on the recording sheet correctly

answering the 4th

question with a picture and accurate number sentence.

II. Assessment of Student Learning/Performance.

Formativeo Students will use operation spoons to tell the teacher what operation is

needed for the story problem demonstrated on the board.

o Questioning during whole group story problems.


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o Students will explain their process during partner work when the studentscome to the board to answer story problems.

Summativeo Students will complete a recording sheet with a partner solving the 4 word

problems with pictures and then writing the number sentence correctly

choosing the operation.

III. Procedure

Access Prior Knowledge (2-3 minutes)

TTW ask the student what sort of strategies they know for doing addition and compile

a list on the white board.

TTW explain that we are going to learn some strategies for doing addition so they canhave more tools for solving problems quickly.

TTW put the learning goals on the board for the unit and read them aloud for thestudents. (I Can statements are attached to this lesson plan)

Acquire New Information (10-15 minutes)

TTW introduce the strategy of count all to the students and explain when it is agood time to use this strategy when the numbers are small and easy to count all

together without taking too much time. Use manipulatives on the magnet board to

show this strategy.

TTW fill in the count all section of the anchor chart having the students volunteerlanguage to use.

o Show two parts of the problem in boxes and manipulative.


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TTW introduce problems with zero to the students and explain that anytime one ofthe numbers is zero there is no change so the result is the same as what you start with.

TTW fill in the problems with zero section of the anchor chart having the studentsvolunteer language to use. Follow template provided.

TTW place a number sentence frame on the board with three empty squares and namethem the start, change, and solution. Ask students to watch out for what we are

trying to figure out and at what part

TTW ask the questions below and with each question move the manipulative on theboard and ask volunteers to help you move them in relation to the story problem.

1. Five friends are playing outside, three more join them.a. Will that make more or less friends playing together? How do you know?b. What can you do to figure out the total number of friends playing outside

now?

2. Later on, 3 friends had to go inside for lunch.a. How many did that leave playing outside?b. Are there more students inside or outside now? How do you know?c. What did you do to figure it out?d. How was that different from what we did at the beginning of the story, in

other words, how did the actions for solving or thinking about the

problem change?

TSW use spoons with plus or minus or greater than, less than to answer questions onwhich operation to use to help solve the problem.

Apply Declarative/Procedural Knowledge (15 min.)


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TTW split the students into pairs using the partner wheel, and have each pair ofstudents go and get a recording sheet and baggie of counters.

TSW will find a spot on the floor or carpet where they can see the screen with thedocument projected onto it.

TTW show the first problem on the document camera and read it to the class. Thengive them time to draw the picture and number sentence.

TSW work together using the counters to describe the story problem then draw theproblem on the recording sheet.

TSW write the number sentence that represents the story problem.-Repeat this process for the first three problems and leaving the third problem for

the students to do by themselves.

Generalize or Summarize-Closure of the Lesson (2-3 min.)

TSW come to the projector and show how they found the answer. Which additionstrategy they used to find the answer and where the unknown was in the number

sentence?

TSW finish the remaining three problems and then turn in the recording sheet to thein box located at the front of the room.

Homework

No homeworkIV. Materials Needed (e. g. video, simulation, graphic organizer, equipment, etc.)

Teacher Materials:o Magnet/ Dry erase display boardo Magnetic manipulative


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o Dry erase markerso Cardstock paper for Addition Strategy posters.Draft this template before class leave space to fill in with students

Count All Facts with Zero

o Operation Spoons (class set)o Document camera and projectoro Recording sheeto

Partner Wheels are on the side of bookcase- rotate one position to the right

Student Materials:o Recording sheeto Baggie of counters (red and yellow chips- 20/ bag)o Math notebook and pencil

V. Accommodations/Modifications for Diverse Learners

TAG- Students who finish the story problems before their peers will be asked to writea story problem about a number sentence. Then show the problem with pictures. A

separate sheet of paper is available for them

At-Risk- Student will work on the carpet where they will be in close proximity to theteacher and can get help quickly when questions arise.

VI. Summative Assessment

11 out of 22 students were able to solve word problems using count all addition

strategy and write the number sentence for the problem with a partner on the recording

sheet correctly answering the 4th

question with a picture and accurate number sentence.


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VII. Teacher Reflections

Partners did not work well together and it became apparent that they were not going to

work on the problems because of reading difficulties and inability to understand the problems

well enough on their own. For the rest of the unit I will need to rework the story problems with

easier language and keep it to one problem per worksheet with clear directions. Since it wasnt

working I had them return to their seats and we completed the worksheet together at their desks.

I gave them time to use the manipulatives and draw their picture then I demonstrated the problem

with manipulatives on the ELMO. After that we verbally discussed what the start and what the

change was. Then I let them write their number sentence. The assessment isnt a true assessment

since we filled it out together and I demonstrated what they should have. Next time I would skip

trying to do it in partners and then work with them for the first three and let them do the 4th

problem on their own.

I didnt plan enough for the long Tuesday period because I had originally though that this

lesson would be taught on a Monday. I had 40 minutes after what I had planned that I needed to

do something. So we broke into groups by ability and then worked in small groups on finding the

number sentence out of a story problem. We rotated groups and they played two math games that

I taught them how to use the day before. Each game works on one addition strategy that we will

work on in this unit so they reinforce skills taught in whole group. The math games keep them

very engaged and we have very few behaviors during math game time. The behaviors that I did

encounter are ones where there needs to be a few more rules about the games that they are

allowed to play.


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Lesson 2- Counting on/ Change Unknown


Learning Goal


positions




Standards

National Standards:


relationships





subtraction.


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Iowa Core:




positions.


District Standards:






Objective

- Each student will be able to correctly answer the story problem with the change unknownon the worksheet Winter: Change Unknown- Counting On,showing their work and the

correct number sentence scoring 3 out of 3 points possible.


Formativeo Teacher will question during whole group instruction on how they can answer

story problems.

o Students will show understanding of the concept during small groupinstruction on their white boards.

Summative


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o Students will answer the story problem on the worksheet showing theirthinking in pictures and words. They will also include the number sentence for

the story problem.

III. Procedure


TTW review with the students the addition strategy covered yesterday (count all andfacts with zero).

TTW review that we talked about story problems where we needed to find thesolution because they told us the start and the change. Today we are going to learn

about problems where they tell you what you start with and what the solution is and it

is your job to find the change.

TTW show that number sentence on the board with a box and a question mark inplace of the change.


TTW show the students the 100s chart and demonstrate how the numbers directly infront and right after are neighbor numbers and that is what you get when you add or

subtract 1.

TTW show the numbers directly above and below each number are what you getwhen you add or subtract 10. Use the see through plastic squares to mark +10 and -10

as well as +1 and -1.

TSW practice counting on with a few practice problems. Students should fold theirhands and tuck them under their chins so they are not tempted to use their fingers.

o 47+2, 83-1, 12+2, 17-1


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TTW remind them that when they are counting on they need to hold the biggernumber in their minds and then count up or down. You only want to use this strategy

with numbers that are small. When one number is 5 or below counting on is a good

strategy to use. You dont want to be counting on for very long in your head. For

those you will need other strategies that we will learn later.

TTW go back to the anchor chart that showed the number sentence with start,change, and solution from yesterday. Point to the change portion and talk about

what it might sound like if you didnt know what the change was?

TTW ask the questions below and with each question move the manipulative on theboard and ask volunteers to help you move them in relation to the story problem.

3. 12 friends are making snow angels and some more are building snowmen. Thereare 16 friends in the snow. How many are building snowmen?

a. What dont we know about the problem? What words tell you that you aremissing something?

b. What is the start? What is the solution?c. What can you do to figure out the number of friends building snowmen?

4. 8 students are playing in the snow. 6 get cold and go inside. How many studentsare still playing in the snow?

a. What dont we know about the problem?b.

What is the start? What is the solution?

c. What did you do to figure it out>


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d. How is it different from what we did at the beginning of the story, in otherwords how did the actions for solving or thinking about the problem

change?

TTW manipulate magnets on the board to show the story problem and then fill in thenumber sentence.

TSW answer questions and discuss how they know what to do.Apply Declarative/Procedural Knowledge (15 minutes per group & 4-5 minutes for transition

between groups)

TSW break into groups. Each group is divided by ability and has been differentiatedto suit each levels needs. Numbers increase and scaffolding decreases with each

group. Below level group focuses on showing problems with manipulatives. On level

group focuses on showing problems with pictures. High level group will work with

higher numbers and show understanding with number sentences and with words.

High level group will only briefly meet with teacher to get their activity and then goto work in partners. This meeting should only take a few minutes.

Rotation Schedule

High Level Group- 1) Small group instruction/

2) Wheel shop activity in place of seat work

3) Partner math game

On Level Group- 1) Individual seat work


3) Small group instruction

Below Level Group- 1) Individual Seat work


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2) Small group instruction to complete Snowmen worksheet


Small Group Instruction

TTW be working with small groups at the carpet focusing on story problems wherethe change is unknown on the marker boards.

1. Peter had 6 marbles. Mike gave Peter some more marbles and then he had 3 in all.How many marbles did Mike give Peter?

2. Tess picked 7 flowers on Monday morning. In the afternoon she picked some more. IfTess picked 15 flowers in all, how many did she pick in the afternoon?

TTW explain that when you are writing a number sentence for a problem with anunknown in the middle like these you can fill in the number sentence with what you

know and put a ? where you dont know.

TSW use manipulatives to describe the story problems then they will write a numbersentence and solve the problem.

Differentiated activity for high level group

Wheel shop activity attached. Follow directions provided and hand out materials thatthey will need to complete assignment.

Individual seat work

TSW complete Winter: Change Unknown- Counting onat their seat and when theyare finished they will turn it into the green basket located at the front of the room.

Partner Game


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TSW work with a partner to play Counting On. Directions are included in the gameand partners need to get their materials from the bookcase. Write down number

sentences in their math notebook.

Generalize or Summarize-Closure of the Lesson (2-3 minutes)

TTW have the students put games away and come back to the carpet. TSW debrief saying what they found was hard about understanding problems where

the change is unknown.

TSW say what they find useful and not useful about the strategy counting on. When isit good to use? When does it take too long?

Homework


Teacher Materials:

o Cardstock paper for Addition Strategy posters.Draft this template before class and leave space to fill it in with students.

Counting Ono Winter: Change Unknown/ Counting On worksheet (one for each member of

On-Level and Below Level Group)

o The wheel shop activity sheet and construction paper (once for each memberof High Level Group)

o Partner Wheels are on the side of bookcase- rotate one position to the rightStudent Materials:

Student Materials


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o High Level Group Wheel Shop Activity Sheet (1 per student) and cut apart manipulatives

(one per group)

Large sheet of construction paper Scissors, pencil and glue

o On Level and Below Level Group Marker and White board Winter: Change Unknown/ Counting On worksheet

Manipulatives (base ten blocks)

o Math game Counting on 0-9 numeral cards, 1&2 dice, directions


TAG-Students will work on The Wheel Shop activity during the other groupssmall group instruction. The teacher will meet with them briefly at the beginning of

small group time and go over the directions for the activity and model what I want

them to find and produce. They will work together in groups of two or three to

complete the activity and show the solution with their thinking in numbers and words

as well as the manipulatives on a piece of construction paper. They will complete it

and turn it into the in box.

At-Risk-Students will receive guided instruction after whole group instruction and

work with story problem and manipulatives with the teacher and write their answers

down on a marker board.



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7 out of 13 students were able to correctly answer the story problem with the change

unknown on the worksheet Winter: Change Unknown- Counting On, showing their

work and the correct number sentence scoring 3 out of 3 points possible.


Yesterday I planned too little and today I planned too much. We didnt get a chance to do

small groups today because we had a fire drill at the end of the day. So instead of getting to do

groups after whole group we had to start packing up and getting ready for dismissal much too

early. Whole group lesson went well and students did well with the change unknown.

I continued this lesson on the next day because we did not get to complete it. I quickly

reviewed what we went over in whole group the day before and the addition strategy that was

introduced. Then we met with our small groups and did the rotations. This was the first real time

that we did rotations and it didnt go as smoothly as I wanted it to. I wish that there was a smart

board available because I would have been able to place a timer on the board with a rotation list.

Instead I had to keep time during group and then get their attention to clean up and rotate centers.

I thought that it would have gone much more smoothly because they do Daily 5 every day but

that wasnt the case. We lost a lot of time while switching and my last group didnt get a chance

to meet with me as much as I wanted. I am glad that I did the rotation the way I did because that

left the most time with the group that needed the most help. I need a better way to have the

groups switch and rotate centers and we need to have some expectations listed so they know

better what they are to be doing during math centers.


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Name:______________________ Date:__________________

The Wheel Shop

The Wheel Shop sells bicycles and go-carts. Each bicycle has only one

seat and each go-cart has only one seat. There are a total of 7 seats

and 18 wheels in the shop.

How many are bicycles and how many are go-carts?

Use pictures, words, and numbers to show your math thinking. Use the tires and bicycle

seats to help you solve the problem. (Attached is the sheet they can use to cut out)


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Lesson 3- Turn Around Facts

I. Learning Goal and Objectives

Learning Goal


positions




Standards

National Standards:


relationships





subtraction.


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Iowa Core:




positions.


District Standards:






Objective

Each student will be able to correctly answer the story problem with the change unknown

on the worksheet Winter: Change Unknown- Counting Back,showing their work and

the correct number sentence scoring 3 out of 3 points possible.


Formativeo Teacher will questions students on how too Teacher will monitor understanding of turnaround facts with manipulatives at

the carpet.


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o Students will show understanding of turnaround facts by building theproblems with manipulatives at the carpet and the corresponding number

sentence.

Summativeo TSW complete the worksheet Winter: Change Unknown-Counting Back at

their seats individually.

III. Procedure


TTW review the addition strategy posters with the students and call on student

volunteers for an example of each.

TSW give an example of how they use each strategy. TTW ask the students if they remember what a turnaround fact is, and call on

students for a definition of what it might be.


TTW explain that today they are going to learn a new addition strategy calledTurnaround facts.

TTW show them that they can use one color to represent one addend of the problemand the other for the other addend.

TTW demonstrate how to make the problem 4+3 with the unifix cubes and write it onthe board. Then show them that they can flip the problem around to 3+4 (meanwhile

flipping the stick around) and have the same problem.

o Did we take away/ add more cubes to our stick? So our sum should be thesame.


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TSW take a two tens sticks of unifix cubes from the basket and they need to be twodifferent colors.

TSW practice making the problems with their unifix cubeso 7+2/2+7, 6+4/4+6,5+8/8+5

TTW show the students the started poster about turn around facts and call on studentsfor an example. Use the example and visually show the math fact with a picture and a

number sentence. Follow the template provided.

TTW add this poster to the bulletin board I can use strategies to solve problems!Apply Declarative/Procedural Knowledge (15 minutes per group)





Rotation Schedule

High Level Group- 1) Partner Math Game/ Fact Family House

2) Seat Work- Snowmen Fact Families

3) Small Group Instruction

On Level Group- 1) Seat WorkSnowmen Fact Families


3) Partner Math Game/ Fact Family House

Below Level Group- 1) Small Group Instruction



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3) Partner math game/ Fact Family House


TTW be working with small groups at the carpet focusing on story problems wherethe change is unknown on the marker boards.

1. Peter read 10 pages of his book before lunch. After lunch he read some more. IfPeter read 19 pages in all, how many did he read after lunch?

2. Tess gave out 8 cookies to girls in her class. She then game out cookies to boys inher class. If Jess gave out 14 cookies in all, how many cookies did she give to

boys?

TTW explain that when you are writing a number sentence for a problem with anunknown in the middle like these you can fill in the number sentence with what you

know and put a ? where you dont know.

TSW use manipulatives to describe the story problems then they will write a numbersentence and solve the problem.

Generalize or Summarize-Closure of the Lesson (approx. time)

TTW project the Winter: Change Unknown- Counting Back worksheet on thedocument projector.

TSW volunteer and solve the problem on the board by drawing an appropriate pictureand putting the equation and solution in the appropriate places.

Homework


Teacher Materials:


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Turn Around Factso Unifix cubes in tens sticks (2 for each student)o Winter: Change Unknown- Counting Back worksheet (one for each student)so Partner Wheels are on the side of bookcase- rotate one position to the right

Student Materials:

o Fact Family House Materials (available on the Math bookshelf)o

Unifix cubes (2 tens sticks)

o Math notebook and pencilo Winter: Change Unknown- Counting Back worksheet


TAG- Students- Students will work with a partner and play the Counting On gameand use a regular die instead of the one that has only the numbers 1 or 2 on it. This

variation of the game requires that students are adding larger numbers but still

focuses on using the strategy correctly of putting the larger number in their head and

counting up the smaller number.

At-Risk- Students will meet with the teacher first in the rotations group and go overthe story problems with the change unknown. The teacher will demonstrate the story

problem with manipulatives while the students follow along with their own

manipulatives. Together we will write a number sentence that shows the story

problem.



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unknown on the worksheet showing their work and the correct number sentence scoring 3

out of 3 points possible.


This lesson went well but the class can become very distracted with the manipulatives

that they used on the carpet. If I was to do this again I might do this part of the lesson in small

group where they are a little less distracted. I think that I could have demonstrated the use of the

unifix cubes to show a turnaround fact and not had them use the cubes and been effective. If they

did not use them at whole group and only at small group it would make the time at group less

focused on the story problems like I wanted them to be. Perhaps this lesson needs to have only 2

rotations and the two higher groups could meet together. That seems like a lot of changing of

plans because they couldnt use materials in the way they were intended so perhapsthe best

course would be to lay out clear expectations and consequences of improper use of the math

materials at their carpet spots.

Groups are easier to handle with the rotations although I still dont have a great idea to

rotate them through the groups. They are better at cleaning up now and switching to the next

group so I think that they just need more practice with math rotations and centers.

Having the students do the worksheet on the projector was a great choice and it showed

them clear expectations of what they need to do on the seat work. Since these papers are not

getting passes back I think this is a great way to have some feedback about how they are doing. I

didnt want them to correct them for the purposes of the teacher work sample but if I wasnt

doing that I would have them go through it with a crayon and make corrections to the worksheet.

The worksheet seems to be a much better route than other options with only one problem to do


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well. Some finish early and are off to games earlier, but it is just enough work for most of the

class so I will keep this format for the remainder of the unit.


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Lesson 4- Fact Families


Learning Goal


positions




Standards

National Standards:



subtraction.

Iowa Core:



District Standards:


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Objective

- Each student will be able to correctly complete the two addition and two subtraction factsfor each family of numbers on the worksheet Snowmen fact families scoring 4 out of 4

points possible.


Formativeo

Students will answer questions while writing the fact family in whole group

o Students will use manipulatives to show their understanding of each numbersentence within the fact family during small group.

o Teacher will listen to students explanation of how learning fact families willhelp them to become more fluent at math facts.

Summativeo Students will complete the Snowman Fact Families worksheet at their desks

and correctly fill in the two addition and 2 subtraction number sentences for

each family of numbers.

III. Procedure


TTW ask the students to look at the three numbers placed on the board. (3,4,7) what

do you noticed about those numbers. (put numbers in circle in center of the board so

you can create a web off the center with student ideas.

Questions to lead them along:


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What is the relationship between those numbers? How do two of the numbers together relate to

the other number?

TSW raise their hands and volunteer what they notice about the numbers. TTW write down ideas in a web pattern off of the three numbers in the circle.

Acquire New Information (10-12 min. )

TTW have on a large chart paper the fact family house and place the boss numberin the top spot on roof and the worker numbers in the bottom corners of roof.

TTW explain that these numbers belong to a Fact Family. In a fact family you havetwo worker numbers or two smallest numbers. * Underline worker numbers*

o Which two numbers are the worker numbers in this fact family?o Thumbs up or down if you can see why these numbers are called the worker

numbers.

TTW explain that in a fact family you have a big Boss number or the biggestnumber. *Circle the Boss number*

o Which number is the boss number?o Thumbs up or down if you can see why this number is called the Boss

number.

TTW explain that in a fact family these three numbers get together to make anaddition sentence.

o How could I use these three numbers to fill in the addition number sentence?o How could we use what we learned yesterday to make another addition

sentence?


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TTW explain that is a fact family these three numbers get together to make asubtraction sentence.

o How could I use these three numbers to fill in the subtraction numbersentence?

o How could I use what we learned yesterday about turnaround facts to makeanother subtraction sentence?

TTW fill in the small cardstock poster to add to the I can use strategies to help solveproblems! bulletin board. Use template provided and use student language and

numbers.

TTW go over the instructions for the Partner Math Game being played today in mathrotations. They will play Fact Family House.Directions and materials are found on

the math games bookcase.

Apply Declarative/Procedural Knowledge (15 minutes per group)





Rotation Schedule

High Level Group- 1) Partner Math Game/ Fact Family House



On Level Group- 1) Seat WorkSnowmen Fact Families


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3) Partner Math Game/ Fact Family House



3) Partner math game/ Fact Family House


o TTW work with the students on building fact families with unifix cubes.o TSW build each worker number out of different colored cubes and then hook

them together to make the boss number.

o TSW write the first addition sentence making sure that we are building up tothe boss number. Then do the turnaround fact for the second number.

o TSW take one color of blocks away from the boss number and write thesubtraction fact that describes the action they did. Then take the other color

away and write the other subtraction fact.

o TTW explain that each action you did you never changed the numbers youwere working with you were only changing how they were relating to each

other. That is how fact families work by never changing value but by

changing how they relate to the other members of the family.

o Low Level Group will work through the numbers that are on the SnowmanFact Family worksheet and use manipulatives to help them see the

relationships.


TSW come back to the carpet and find their carpet spot.


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TTW ask the class how understanding fact families can help them do fact fluently orquickly off the tops of their heads.

TSW first think about how it will help them to do facts more quickly. Then they willturn to their elbow partner and discuss how they think that it will help them.

TTW call on volunteers to share how they think it will help them to solve facts morequickly.

Homework


Teacher Materials:


Fact Familieso Snowmen Fact Families worksheet (one per student)o Unifix cubeso White boards and dry erase markerso Partner Wheels are on the side of bookcase- rotate one position to the right

Student Materials:

o Snowmen Fact Families worksheeto

Unifix cubes

o White board and dry erase markerV. Accommodations/Modifications for Diverse Learners


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TAG- Students will play the Fact Family House with one 1-6 die and one 6-12 die.This will allow them to use larger numbers in their number sentences and expand

their fluency of facts beyond 1-10 and into 10-20 as well.

At-Risk- Students will complete the worksheet at small group with the teacher. Theymay use manipulatives to create the 4 number sentences for each fact family on the

work sheet.


18 out of 24 students were able to correctly complete the two addition and two

subtraction facts for each family of numbers on the worksheet Snowmen fact families scoring

4 out of 4 points possible.


This lesson went well and it was clear that there was some background knowledge for

most of the class. Those students who were able to see the relationship between the numbers has

little trouble completing the assessment. Those students who were not able to see the relationship

really benefitted from being able to use the unifix cubes during small group instruction time. The

manipulatives really helped them and lead me to believe that these students were still

developmentally at the concrete stage of mathematics so they will still need to use manipulatives

until they can move on to just drawing the pictures to represent their problem.

The game went well and I think that they learned from the game. Was it the most

engaging game? No. There were a lot of behavior issues because the game was just practicing

facts. I decided that after they played through 3 times that they could get one of the other math

games that they liked playing. Addition I Spy is a favorite among all the students and we had to

add another deck of cards to the bookshelf so everyone could play at the same time.


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We didnt work on story problems with this lesson but I wanted to have a solid

foundation for the future with fact families. I thought that just focusing on the one skill for today

would be enough and I think I was right. Getting through the lower groups and making sure that

they understood the relationships between the numbers in a fact family was more than enough

for the day. We will add using those skills to help solve story problems tomorrow.


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Lesson 5-Change Unknown and Doubles 1-5


Learning Goal


positions




Standards

National Standards:


relationships





subtraction.


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Iowa Core:




positions.


District Standards:






Objective

- Each student will solve a story problem at small group on a white board using appropriatepictures or manipulatives to describe problems with the correct number sentence with

scoring 3 out of 3 points.


Formativeo Students will sing the doubles rap along with the computer.o Students will fill in half of the doubles foldable with the sum of the doubles

and a picture that helps them remember the doubles fact.

o Teacher will question students and monitor their thinking during small groupinstruction.


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Summativeo Teacher will give the students a story problem at small group time and the

students will answer it with drawings/ manipulatives and a correct number

sentence.

III. Procedure


TTW talk about previous strategies we have learned about during the unit. Go overposters that have been made.

TSW quickly recap fact families and the relationships between numbers with theirelbow partner.

TSW help fill in a fact family house on the board with the numbers 8,3,11. They willcome to the board and identify the boss and worker numbers and the 4 number

sentences that go with the fact family.

Acquire New Information (approx. time)

TTW Explain that you can help your brain remember and learn by connecting thingsyou already know it new information that you are learning. Today we are going to

connect pictures of things that we know to a math fact so we can remember them

more quickly. We are going to learn our doubles facts or when you add the same

number twice. So that way we know them fluently or off the tops of our head very

quickly.

TTW show the students the doubles posters (1-5) and go over each fact with thematching visual reminder. Ex. When you see this fact4+4, I want you to think of a

spider and how it has 8 legs and that will help you remember that 4+4=8


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TSW say the picture that goes with each fact that the teacher holds up. Repeat untilthe class feels comfortable with the picture-fact relationship

TTW play the doubles rap 1-5 edition. http://egomez321.weebly.com/addition.html.Replay video until students are able to sing along and feel comfortable with the song.






Rotation Schedule

High Level Group- 1) Partner Math Game/ Doubles Slide

2) Seat Work- Doubles Foldable 1-5


On Level Group- 1) Seat Work- Doubles Foldable 1-5


3) Partner Math Game/ Doubles Slide


2) Partner math game/ Doubles Slide 1-5

3) Seat Work- Doubles Foldable


o TTW work with the students on story problems with the change unknown anduse manipulatives to help them see the relationships.


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o TSW use manipulatives and pictures on the marker boards to depict the storyproblem and then write the number sentence that solves the problem.

Small group story problems:

- Dad baked cakes for the Bake Sale. He baked 9 cakes before breakfast and more cakesafter breakfast. If dad baked 5 cakes in all, how many cakes did he back after breakfast?

- A bakery sold 11 birthday cakes before midday. After midday more birthday cakes weresold. If 16 birthday cakes were sold in all, how many were sold after midday?

- Assessment Question/ Jack ate 12 grapes at morning snack time and more grapes at lunchtime. If Jack ate 20 grapes in all, how many grapes did he eat at lunch time?

Partner Game/ Doubles Slide

TTW demonstrate the game to the class before dismissing the students to rotations.Directions are on the game board and are similar to the game they know of already

Chutes and Ladders.

o Directions: Roll a die. Move your marker that many spaces. Find the sum. Ifyou are correct, you can stay. If you are not correct, move back. If you land on

a ladder, climb up. If you land on a slide, slide down. First one to the end is

the winner.

Seat Work/ Doubles Foldable 1-5

TSW take a foldable and fold it down the middle on the dotted line.

TSW cut to the fold on the dotted to separate the doubles facts. On the inside where

the flap covers they are to write the sum for that doubles fact and draw a small picture

that helps them remember.


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o Remind the students that they need to open it back up before they cut so theydont cut through both sides of the foldable.

o Make sure that the picture that you draw is only visible through the flap anddoesnt get too big or you wont be able to see it when you lift the flap.

o TSW only do the 1-5 section of the foldable and they can finish the other halftomorrow.


TSW bring their foldable to the carpet and share with a neighbor the pictures that theychose to draw under the flaps.

TTW choose a student example to show to the class.Homework


Teacher Materials:

o Doubles Facts Poster 1-5o Computer with speakers and InFocus

http://egomez321.weebly.com/addition.htmlo Doubles Foldable (one for each student)o Doubles Slide Game (materials located on Math Bookcase)o

Partner Wheels are on the side of bookcase- rotate one position to the right

Student Materials:

o Doubles Foldableo Writing Utensils and Crayons


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TAG- Students will be asked to write a story problem from a number sentence wherethey dont know the change. This will be used after the assessment question in small

group. Students will work in pairs to come up with a story problem for the problem

8+?=14 or 6+?= 14 and then they will share the story problem with the rest of the

group.

At-Risk- Students will meet with the teacher first out of the rotations and studentswill use manipulatives to describe the story problems. The teacher will model and

demonstrate how to show the story problem with a picture and then use that picture to

write a number sentence.


22 out of 25 students solved a story problem at small group on a white board using

appropriate pictures or manipulatives to describe problems with the correct number sentence

with scoring 3 out of 3 points.


First 5 doubles facts were easy for them to remember with the help of the pictures. I

think that I could have done more in this lesson that just those 5 facts but I know that the next

group of facts will be harder to remember so I didnt want to overload one day.

The doubles rap that I found online was perfect for this class. They really loved singing

along and then one time through the song instead of saying the sum we said the picture that we

were using to remember it. The poster of all the facts that I hung up in the class gets referred to

all the time now. During the doubles slide game that was also a big hit I could hear them saying

Thats the calendar fact! which means that the picture memory device is working.


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The doubles slide game was also a big hit and was much more fun than the Fact Family

House game from yesterday. I think that since it is similar to a game that they already like to play

it was an easy transition into this game. It took very little teaching because they knew the rules

from Chutes and Ladders and were able to connect the two.

I wasnt asprepared as I wish I would have been with the sound for the video. I thought

that my computer would be loud enough but it wasnt and it was all garbled sounding. Tomorrow

when we do the next portion of this song (6-10 doubles facts) I will be better practiced and get

the speakers set up so everyone can hear the song.

Doubles Poster for 1-5

Individual posters available but not included in the TWS.


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Iowa Core:




positions.


District Standards:






Objective

Each student will be able to correctly answer the story problem with the change unknown

on the worksheet Winter: Start Unknown- Doubles Addition,showing their work and

the correct number sentence scoring 3 out of 3 points possible.


Formativeo Students will sing the doubles rap along with the computer.o Students will fill in half of the doubles foldable with the sum of the doubles

and a picture that helps them remember the doubles fact.



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Summativeo Students will complete the Winter: Start Unknown- Doubles Addition

worksheet showing an appropriate picture and accurate number sentence.

III. Procedure


TTW talk about previous strategies we have learned about during the unit. Go overposters that have been made.

TSW sing along to the doubles rap 1-5 edition while the teacher holds up theAcquire New Information (approx. time)

TTW Explain that we are going to learn some more doubles facts and ways toconnect them to pictures so we can remember them more easily.

TTW show the students the doubles posters (6-10) and go over each fact with thematching visual reminder. Ex. When you see this fact 7+7, I want you to think of a

calendar and how each week is 7 days and two weeks is 14 days and that will help

you remember that 7+7=14

TSW say the picture that goes with each fact that the teacher holds up. Repeat untilthe class feels comfortable with the picture-fact relationship

TTW play the doubles rap 6-10 edition. http://egomez321.weebly.com/addition.html.Replay video until students are able to sing along and feel comfortable with the song.





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Rotation Schedule

High Level Group- 1) Partner Math Game/ Doubles Slide



On Level Group- 1) Seat Work- Doubles Foldable 1-5


3) Partner Math Game/ Doubles Slide


2) Partner math game/ Doubles Slide



o TTW work with the students on story problems with the start unknown anduse manipulatives to help them see the relationships.

o TSW use manipulatives and pictures on the marker boards to depict the storyproblem and then write the number sentence that solves the problem.


- Some birds are sitting on a telephone wire. 7 more fly and join them now there are 17birds on the wire, how many were there first?

- There were some cupcakes on the table at a party and 8 of them fell on the floor. Only 3cupcakes were left on the table to eat. How many were on the table before some fell?


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- My friends and I made snowballs to have a snowball fight. We only got to throw 3snowballs before we got in trouble. We still had 11 snowballs to throw when we had to

go inside. How many snowballs did my friends and I make?

Partner Game/ Doubles Slide

TTW demonstrate the game to the class before dismissing the students to rotations.Directions are on the game board and are similar to the game they know of already

Chutes and Ladders.

o Directions: Roll a die. Move your marker that many spaces. Find the sum. Ifyou are correct, you can stay. If you are not correct, move back. If you land on

a ladder, climb up. If you land on a slide, slide down. First one to the end is

the winner.

Seat Work/ Doubles Foldable 6-10

TSW take a foldable and fold it down the middle on the dotted line. TSW cut to the fold on the dotted to separate the doubles facts. On the inside where

the flap covers they are to write the sum for that doubles fact and draw a small picture

that helps them remember. They should be finishing the 6-10 facts and the 1-5 facts

should be done from yesterdays lesson.

o Remind the students that they need to open it back up before they cut so theydont cut through bothsides of the foldable.

oMake sure that the picture that you draw is only visible through the flap and

doesnt get too big or you wont be able to see it when you lift the flap.

o TSW finish the foldable doing the 6-10 section today and finishing up anythink from yesterday that didnt get done.


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TSW bring their foldable to the carpet and share with a neighbor the pictures that theychose to draw under the flaps.

TTW choose a student example to show to the class. TSW sing the Doubles rap song without the music going through all the facts.

Homework


Teacher Materials:

o Doubles Facts Poster 6-10o Computer with speakers and InFocus

http://egomez321.weebly.com/addition.htmlo Doubles Foldable (one for each student)o Doubles Slide Game (materials located on Math Bookcase)o Winter: Start Unknown- Doubles Addition worksheet (one for each student)o Partner Wheels are on the side of bookcase- rotate one position to the right

Student Materials:

o Doubles Foldableo Writing Utensils and Crayonso

Winter: Start Unknown- Doubles Addition


TAG- Students will be asked to write a story problem from a number sentence wherethey dont know the start. Students will work in pairs to come up with a story


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problem for the problems ?+6=12, ?+9=15 and then they will share the story problem

with the rest of the group.

At-Risk- Students will meet with the teacher first out of the rotations and studentswill use manipulatives to describe the story problems. The teacher will model and

demonstrate how to show the story problem with a picture and then use that picture to

write a number sentence.



unknown on the worksheet Winter: Start Unknown- Doubles Addition,showing their

work and the correct number sentence scoring 3 out of 3 points possible.


This assessment speaks for itself as far as if the students understand story problems when

the start is unknown and their doubles addition facts. Out of 19 students that turned in the

assessment only one student didnt get all the points right. I have had a problem with students

turning this assessment in and I think it is because they were working on finishing the foldable at

their desks so they had too much to do at their desks. There were more than 19 students here that

day so it isnt a very good example because not every student turned in the assessment. I wish

that I was able to hand back some of this work to show to parents because I was impressed with

quality on some of them and they are getting much better about showing the correct work on the

worksheet.

The second half of the doubles rap was just as awesome and effective as the first part.

The students really are getting good at remembering the rap. I think if I do this again I will make

up some actions to go with the song and pictures. I think if I added a movement component it


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would help kinesthetic learners to really remember the doubles facts. I didnt have any good

ideas for this unit but hopefully if I teach this again I will have a good PLC to help make up a

really great dance or actions to the song.

Doubles Poster for 6-10

Individual posters available but not included in the TWS.


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Lesson 7- Doubles +1and Start Unknown


Learning Goal


positions




Standards

National Standards:


relationships





subtraction.


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Iowa Core:




positions.


District Standards:






Objective

- Each student will solve a story problem at small group on a white board using appropriatepictures or manipulatives to describe problems with the correct number sentence with

scoring 3 out of 3 points.


Formativeo Students will answer questions during whole group instruction on doubles +1

strategy.


Summative


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o Teacher will give the students a story problem at small group time and thestudents will answer it with drawings/ manipulatives and a correct number

sentence.

III. Procedure

Access Prior Knowledge (approx. time)

TTW review the strategies that we have learned thus far. TSW sing the doubles rap while the teacher holds up the picture cards that go with the

doubles facts.

Acquire New Information (approx. time)

TTW explain that since they are so good at doubles facts the next strategy will be soeasy for them. This strategy is doubles plus one. Where all you do is add one to the

doubles fact sum.

TTW show that 6+7 is the same as 6+6+1 by decomposing the number 7 into 6 and1(students already know decomposing numbers so this is a review)

TTW explain the foldable sheet with the students and how they will be filling out theinformation that they have learned about

TTW show that neighbor numbers or numbers that sit next to each other on thenumber line are doubles+1 problems. You use the doubles fact of the lower number

and count on 1 more.

TSW practice this new strategy by choosing which number to double out of thefollowing facts and then finding the sum +1.

o 6+7, 4+5, 9+8, 10+11, 8+9


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TTW show the doubles +1 foldable and explain that they need to fill in the pages witha pencil. The first two pages are review and the third and fourth pages are about

doubles+1 strategy and they can fill in the sums for the number sentences.






Rotation Schedule

High Level Group- 1) Partner Math Game/ Student Choice

2) Seat Work- Doubles +1 Foldable


On Level Group- 1) Seat Work- Doubles +1 Foldable


3) Partner Math Game/ Student Choice


2) Partner math game/ Student Choice

3) Seat Work- Doubles +1 Foldable


TTW work with the students on story problems with the start unknown and usemanipulatives to help them see the relationships.


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TSW use manipulatives and pictures on the marker boards to depict the story problemand then write the number sentence that solves the problem.


- Some cookies were baking in the oven. Mom was making 9 more on the counter. Whenshe was all done she had 17 cookies. How many were in the oven.

- I was eating some grapes and later I ate 6 more grapes. I ate all the grapes that I broughtto school, which were 13. How many grapes did I eat first?

- Assessment Question- On Monday some caterpillars hatched from eggs. On Tuesday 5caterpillars hatched. If 12 caterpillars hatched in all, how many caterpillars hatched on

Monday?

Seat Work- Doubles +1 Foldable

TSW fill in the pages with correct information and solve the final page problemshowing an appropriate picture with accurate number sentence.

TSW cut out the pages and then assemble in order on their desks. TTW staple the four pages together like a book, placing staples were directed.


TSW bring their doubles+1 foldable to the carpet. TTW go over each page and what should be on them for answers. TSW share with their elbow partner the last page and how they solved it, and the

picture that they used to represent the story problem.

Homework

No homework.


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IV. Materials Needed (e. g. video, simulation, graphic organizer, equipment, etc.)

Teacher Materials:

o Cardstock paper for Addition Strategy posters.Draft this template before class leave space to fill in with students

Doubles +1o Doubles+1 foldable (2 page document for each student)o Math Games (available on math bookshelf)o Partner Wheels are on the side of bookcase- rotate one position to the right

Student Materials:


TAG- At-Risk- Students will bring their doubles +1 foldable to the carpet and small group

time and will get assistance from the teacher on how to figure out each doubles+1 fact

using manipulatives.


20 out of 24 students solved a story problem at small group on a white board using

appropriate pictures or manipulatives to describe problems with the correct number sentence

with scoring 3 out of 3 points.

VII. Teacher Reflection

This strategy was harder than anticipated it would be for the majority of the students to

grasp. I thought that since they were all starts at doubles facts, adding one more would be easy.

They needed more scaffolding during the decomposing of the larger number to show that it was

just +1 from the doubles fact. During groups I actually had them make a double fact out of unifix


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cubes and place them side by side. Then they added one more cube onto one of the columns to

show the plus 1. This helped all of the students even the ones that I thought would have it right

away. If I was to teach this again I would include the use of the manipulatives when I first

introduce the idea of a doubles +1 fact. I think I started off too abstract for 1stgraders and need to

remember to start at concrete and work my way to abstract.


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Images for the Doubles+1 Foldable are available in a PDF named FreeDoublesFlipBook.


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Lesson 8- Making a ten


Learning Goal


positions




Standards

National Standards:


relationships





subtraction.


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Iowa Core:




positions.


District Standards:






Objective

- Each student will solve an equation using the make a ten strategy with manipulativesand show the number sentence on a white board with 100% accuracy.


Formativeo Students will give the tens friends number sentences and the turnaround

facts for them.

o Students will answer questions about how many circles to move to fill up thetens frame and how many are left outside the tens frame.

o Teacher will observe groups during the game to see how they are using skillsto help them solve the addition problems.


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o Students will fill in the recording sheet with the Roll a Twenty game. Summative

o Students will meet with the teacher in groups of two and solve an equationusing the make a ten strategy and show number sentence on the white board.

Manipulatives and the tens frame will be available for student use.

III. Procedure

Access Prior Knowledge (5 minutes)

TTW ask the students to raise their hands if they have ever heard of Tens Friendsbefore or two numbers that add together to make ten.

TTW make a Tens Friends rainbow on chart paper with the students. TSW help write the Tens Friends number sentences on the chart paper also

including the turnaround facts for each number sentence.

TTW explain that today they will be using what they know about how to make a tenand the tens friends to help them when they are adding and the sum of two

numbers is above ten.


TTW use the InFocus to project the PPT file onto the screen and use themanipulatives to fill in a tens frame. Use the file in normal view, because in

slideshow view you cannot move the purple circles into the tens frame to fill it in.

o PPT file is attached at end of lesson. TTW point out the number sentence in the purple box at the top of the screen and

show that those numbers are represented with black circles in the tens frame for the

first addend and purple circles below the tens frame for the second addend.


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o Ask How many do we need to make a teno Move enough purple circles into the tens frame to fill it up. We now have a

full tens frame making 10.

o Ask How many are left over? (count the purple circles below the tensframe)

o Add the leftover purple circles to the full tens frame and make a new numbersentence that tells the same thing as the first number sentence.

TTW go through the 4 slides with the digital manipulatives and on the last slide askthe students to do it in their minds. Ask the questions at the bottom of each slide

TTW switch from the lap top to the document projector and show the Roll toTwenty game board.

TTW explain how to do the partner game.o Students will be in pairs based on the partner wheel and each pair of students

will have a tens frame paper and a recording sheet with two sets of

manipulatives and one dice.

o One student will roll the dice and then place that many counters on the tensframe board. They will then record that addition on their recording sheet

which would be 0+ (what they rolled) = sum.

o The next student will roll the dice and they will place their counters on thetens frame board. They will record their roll on the recording sheet as (what

was already on the board) + (what they rolled) = sum.

o They will continue until they reach twenty then they clear the board and startagain.


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Apply Declarative/Procedural Knowledge (1

Teacher Work Sample- Amanda Marean

Documents

Transcript of Teacher Work Sample- Amanda Marean