Clinical Practice

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Fall 2013

Teacher Candidate: Whitney Mae Brown Subject/Grade: Math 1st

Lesson #: 1/5 Date and Time of Lesson: 9/30/13 10:00AM

Learning Objective: Students will use strategies to subtract mentally. Alignment with Standards: 2.NBT2 Fluently add and subtract with 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. EEDA Standard Teacher candidates will implement learning strategies that promote cooperation.

Developmental Appropriateness: It is necessary for students to learn the connection between addition and subtraction. The students have prior knowledge of addition up to adding four digit numbers. The goal is for the students to be able to connect addition and subtraction. By the end of the lesson, the student need to be able to subtract single digit numbers mental in preparation of subtracting two digit numbers. I have seven students who are labeled with special needs and will require extra assistance. There are seven students with higher levels of thinking and will require challenging problems since they will most likely finish their classwork the quickest. In previous grades, students used operations and algebraic thinking and number and operations in base ten in their study of subtraction. Assessment(s) of the Objectives: Pre-assessment: Students will complete an I Am Ready worksheet to evaluate each students prior knowledge of subtraction. During Assessment: Teacher observation during classroom instruction and discussion. Post Assessment: Students will complete a homework page from My Math workbook that covers one digit subtraction. Lesson Objective Students will use strategies to subtract mentally. Assessment of the Objective Pre-assessment: Students will complete an I Am Ready worksheet to evaluate each students prior Essential Question How can you add and subtract numbers up to 1,000? What is the relationship Use of Formative Assessment The students will complete I Am Ready worksheet and the results will be evaluated for future instruction on

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knowledge of subtraction. During Assessment: Teacher observation during classroom instruction and discussion. Post Assessment: Students will complete a homework page from My Math workbook that covers one digit subtraction.

between addition and subtraction?

prior knowledge.

Accommodations: Lucas:

Lucas will receive preferential seating close to the teacher during instruction due to learning problems. This will be the responsibility of the regular classroom teacher. Lucas should be asked to repeat or rephrase directions to be sure that he was attending. This will be the responsibility of the regular classroom teacher. Due to his problems with attention, spelling, and staying on task, copying and taking notes quickly and legibly in a reasonable amount of time, Lucas will be provided with copies of notes or study sheets. (These can be copies of the teacher's notes or study sheets or copies of another student whose writing is legible.) Copying notes for the student will be the responsibility of the regular classroom teacher. However, she can ask for assistance from the special education teacher if it is a problem for her. Due to problems recalling how to spell sight words and with spelling words phonetically, Lucas will be allowed to use the 'Bad Speller's Dictionary' on a daily basis in all curriculum areas. The special education teacher will provide this dictionary to keep in the regular education teacher's classroom. The regular education teacher will be responsible for offering it to the student during writing assignments. Due to problems with comprehension, Lucas will be allowed to participate in the special Accelerated Reader activity if he meets him AR goal in his ZPD and his Accelerated Reader accuracy rate is 80% or higher. The regular education teacher, special education teacher, and media specialist will monitor this through the weekly AR reports.

Isaiah:

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Due to his academic needs in reading, the following accommodations are needed: oral administration of all math, writing, science and social studies assessments/class assignments, to include district- and state-wide tests. Procedure for classroom accommodations (e.g. test-taking, note-taking): General education teacher, special education teacher or special education assistant can administer oral administration of tests.

Daniel:

This student has classroom Accommodations/Modifications: ____Yes _____No 1. Daniel will receive oral administration of all math, science, social studies, and writing assessments, to include statewide tests. 2. Daniel will receive all reading, writing, math, science and social studies assessments in a small group setting, to include state-wide tests. Procedure for classroom accommodations (e.g. test-taking, note-taking): general education teacher, special education teacher or special education assistant can administer --------Oral administration of tests.

Maritza: Jasmin: Materials: SMARTboard SMARTboard pens Laptop Notebooks MyMath Books Pencils Expo marker White board Carpet square rug Math notebooks Base-ten blocks Read tests and rephrase directions to help with understanding. Reread and rephrase directions or passages to help with understanding.

Procedures: 1. The teacher will pass out a worksheet I Am Ready

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2. The teacher will instruct as following: a. Please complete this worksheet quietly and independently b. Do not worry because this will not be graded. I am just simply seeing what you know before we start subtraction. Please try your best. 3. After the children have completed the worksheet, the teacher will collect the worksheets. 4. The teacher will instruct as following: a. Please get out your math notebooks. I am going to list two words on the board. I want you to copy them into your math notebooks. i. Subtract ii. Difference b. After the class has finished copying the words, I will reply. I would like for you to raise your hand if you can think of what Subtract means. i. After I will write the definition on the SMARTboard. 1. Subtract- an operation that tells the difference between two numbers; to take away c. I would not like for you to raise you hand if you know what difference means? i. After I will write the definition on the SMARTboard. 1. Difference- the answer to a subtraction problem 5. The teacher will break the class into groups based on their table groups. a. Please clear your desk and prepare to work with your table group. 6. The teacher will pass out base-ten blocks. a. As a group please group together the number 9. b. The teacher will then check each groups base-ten blocks. c. Now take away or subtract 5 from the 9 d. How many blocks are left in your group? e. The teacher will observe every groups base-ten blocks reassuring they now have only 4 blocks. 7. The teacher will then list the following problems on the SMARTboard. For each group to continue to the next problem, the teacher has to have checked their difference from the previous problem to assure they are subtracting correctly. a. Alright I am going to list a couple problems. Once you have answer the first problem as a group with your base-ten blocks, raise your hand and I will check to make sure you have it correct. Once I have gave you the clear, you may go onto the next problem. b. List: i. 18-6

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ii. 4-2 iii. 15-5 iv. 8-3 v. 13-7 8. Once all of the groups have completed the five problems, the teacher will collect the base-ten blocks. 9. The teacher will instruct as following: a. Please get out your math notebooks and pencils. I will write on the SMARTboard ten problems. Once you have answered all of the problems mentally (which means in your head) I will check your notebook and hand you your math homework sheet. b. Problems included: i. 19-4 ii. 20-10 iii. 8-3 iv. 13-5 v. 12-6 vi. 10-5 vii. 100-10 viii. 15-5 ix. 14-7 x. 17-7 10. After all of the students notebooks have been checked and their homework has been pasted out, the teacher will then transition the class into independent reading. References: Carter, Ph.D, J., Cuevas, Ph.D, G., Day, Ph.D, R., & Malloy Ph.D, C. (2013). Mcgraw-hill my math grade 3 volume 1 teacher edition. Columbus, OH: McGraw-Hill Education DOI: connectED.mcgraw-hill.com Activity Analysis: The first activity I plan to do during this lesson is having the student work with base-ten blocks to form a fixed number given to them. This activity is a review of place value and how to use base-ten blocks to form a set number. This activity is very good for my kinetic and visual learners. I have 20 total kinetic and visual learners and this provides an opportunity to do math in a hands on approach. The SMARTboard was used during this activity to provide the problem in a visual matter.

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The second activity I will do is independent work with solving ten math problems and responding in the students individual math notebooks. This activity is a way for the students to independently work and also a way for me to see how they are able to subtract simple mental problems. I displayed the math problems on the SMARTboard so each child would be able to see what problems they had to solve. This meets all of my accommodations for my special needs children because I also read every problem aloud.

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Fall 2013

Teacher Candidate: Whitney Mae Brown Subject/Grade: Math 3st

Lesson #: 2/5 Date and Time of Lesson: 10/2/13 10:00AM

Learning Objective: The students will be able to determine whether an estimate or an exact answer is needed to solve a problem. Alignment with Standards: 3.NBT2 Fluently add and subtract with 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. EEDA Standard Teacher candidates will implement learning strategies that promote cooperation.

Developmental Appropriateness: The students should have prior knowledge of how to estimate and round. They have prior knowledge of estimating and rounded to find reasonableness in addition. They should know the importance to understand the meaning of a problem in order to determine whether an estimate or an exact answer is required. Assessment(s) of the Objectives: Pre-assessment: Teacher will have a problem on the board. The students will solve the problem and write the answer on their whiteboards. During Assessment: Teacher observation during classroom instruction and discussion. Post Assessment: Students will be given a Check My Progress worksheet to evaluate their perception of new material. Lesson Objective The student will be able to determine whether an estimate or an exact answer is needed to solve a problem. Assessment of the Objective Pre-assessment: Teacher will have a problem on the board. The students will solve the problem and write the answer on their morning work worksheet. During Assessment: Teacher observation during classroom Essential Question
How can you add and subtract numbers up to 1,000? What is the relationship between addition and subtraction?

Use of Formative Assessment Check My Progress over lessons 1-3 to see which areas need to be reviewed and retaught. Also this assessment will be show me which students need extra help and which can progress forward.

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instruction and discussion. Post Assessment: Students will be given a Check My Progress worksheet to evaluate their perception of new material.

Accommodations: Lucas:

Lucas will receive preferential seating close to the teacher during instruction due to learning problems. This will be the responsibility of the regular classroom teacher. Lucas should be asked to repeat or rephrase directions to be sure that he was attending. This will be the responsibility of the regular classroom teacher. Due to his problems with attention, spelling, and staying on task, copying and taking notes quickly and legibly in a reasonable amount of time, Lucas will be provided with copies of notes or study sheets. (These can be copies of the teacher's notes or study sheets or copies of another student whose writing is legible.) Copying notes for the student will be the responsibility of the regular classroom teacher. However, she can ask for assistance from the special education teacher if it is a problem for her. Due to problems recalling how to spell sight words and with spelling words phonetically, Lucas will be allowed to use the 'Bad Speller's Dictionary' on a daily basis in all curriculum areas. The special education teacher will provide this dictionary to keep in the regular education teacher's classroom. The regular education teacher will be responsible for offering it to the student during writing assignments. Due to problems with comprehension, Lucas will be allowed to participate in the special Accelerated Reader activity if he meets him AR goal in his ZPD and his Accelerated Reader accuracy rate is 80% or higher. The regular education teacher, special education teacher, and media specialist will monitor this through the weekly AR reports.

Isaiah:

Due to his academic needs in reading, the following accommodations are needed: oral administration of all math, writing, science and social studies assessments/class assignments, to include district- and state-wide tests. Procedure for classroom accommodations (e.g. test-taking, note-taking):

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General education teacher, special education teacher or special education assistant can administer oral administration of tests.

Daniel:

This student has classroom Accommodations/Modifications: ____Yes _____No 1. Daniel will receive oral administration of all math, science, social studies, and writing assessments, to include statewide tests. 2. Daniel will receive all reading, writing, math, science and social studies assessments in a small group setting, to include state-wide tests. Procedure for classroom accommodations (e.g. test-taking, note-taking): general education teacher, special education teacher or special education assistant can administer --------Oral administration of tests.

Maritza: Jasmin: Materials: SMARTboard SMARTboard pens Laptop MyMath Books Pencils Expo markers Large White board Carpet square rug Math notebooks Small whiteboards Whiteboard erasers Crescent table Read tests and rephrase directions to help with understanding. Reread and rephrase directions or passages to help with understanding.

Procedures: 1. The teacher will ask: students please clear off your desk and pull out your math notebooks and a pencil. Please copy the two words off the SMARTboard. 2. The teacher will then write on the SMARTboard

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3. 4. 5. 6.

7.

8.

a. About b. Almost The teacher will then instruct by asking, what do these two words have in common when we are solving math problems? After the students respond, the teacher will write on the SMARTboard a. Almost and about- tell us to round and/or estimate The students will be instructed to please write down this definition in your math notebook and then clear your desk The teacher will then write on the SMARTboard the problem: a. To celebrate Arbor Day, Britas school district planted trees. The high school students planted 1,536 trees. The elementary students planted 1,380 trees. About how many more trees did the high school students plant? The teacher will reinforce the word about a. How do you think we will solve this problem? What does that word about tell us again? b. Lets set up a strategy to solving this problem! The teacher will guide the students through a four step strategy as following: a. Step one What facts do you know? i. On the SMARTboard, the high school students planted 1,536 trees. ii. On the SMARTboard, the elementary students planted 1,380 trees. iii. On the SMARTboard, High School students planted the most with 1,536. b. Step two Plan i. On the SMARTboard, about equals estimate c. Step three Solve i. Round each number to the nearest hundred place. ii. On the SMARTboard: 1,536-> 1,500 iii. On the SMARTboard: 1,380 -> 1,400 iv. On the SMARTboard: Now we must subtract 1,500- 1,400= 100. So the high school planted 100 more trees than the elementary school. d. Step four Check i. Does the answer make sense? Explain? 1. On the SMARTboard, To check, we add 1,400 + 100 = 1,500. 2. Do you understand that you look back at the problem to make sure the answer fits the facts given? We take our answer to the subtraction problem and add it to the smallest value number in the subtraction sentence. Then we make sure it adds to be the exact answer of the larger number that we subtracted from.

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9. The teacher will then pass out the students workbooks and write on the SMARTboard: Please complete page 146 10. The teacher will call back the five students who have accommodations to her crescent table. a. While at the table, the students will be given an expo marker, white board and eraser. b. We will go through the problem aloud and they will solve the problem on their whiteboard. 11. The teacher will call all of the students back to their desk. a. Students please return to your desk b. Can someone tell me if we needed to estimate or find the exact answer on this problem on page 146? i. Students are given the opportunity to answer and explain their reasoning. c. Does anyone have any questions? 12. The teacher will past out the Check My Progress Paper to be completed. a. Students this is a worksheet that I am going to review and check to see how you are grasping the last couple lessons in subtraction. Please do your best and I will collect them when you are finished 13. After the students have finished their worksheet, the teacher will direct them into independent reading time. References: Carter, Ph.D, J., Cuevas, Ph.D, G., Day, Ph.D, R., & Malloy Ph.D, C. (2013). Mcgraw-hill my math grade 3 volume 1 teacher edition. Columbus, OH: McGraw-Hill Education DOI: connectED.mcgraw-hill.com Activity Analysis: One of the activities I taught was the strategy of the four steps. The four step plan taught the students to use four steps in all problem solving exercise. It is a way to organize the data, help determine what do to next and how to go about it. This is very important for the students to use so they can identify whether or not to estimate. The four-step plan was discussed with the students and taught out loud. This should accommodate for my students who cannot read and my two ESOL students. The SMARTboard was used through out the lesson to show the students the problems and all four-steps. Another activity I did was teaching the importance of the forth step, which is checking to see if the answer is reasonable. This helps the students ask themselves if the answer makes

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sense with what they know about the world and does it fit the information given in the problem. A couple of my students are fast learners who sometimes do not slow down to check their work. To avoid making small errors that cause the answer to be incorrect, this makes the students double-check their work for accuracy. I used the SMARTboard while teaching the fourth step. This allowed the students to see the example and how I checked my answer in my head and on the board.

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Fall 2013

Teacher Candidate: Whitney Mae Brown Subject/Grade: Math 3st

Lesson #: 3/5 Date and Time of Lesson: 10/7/13 10:00AM

Learning Objective: At the end of this lesson, students will be able to find the difference to a subtraction problem by regrouping. Alignment with Standards: 3.NBT2 Fluently add and subtract with 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. SCCA: Descriptions of appropriate student behavior

Developmental Appropriateness: This objective is appropriate for this class because they have prior knowledge of base-ten blocks and regrouping. This provides an opportunity for the students to take their knowledge of base-ten blocks and regrouping to learn how to subtract larger numbers than they mental subtraction skills know. This class has over half the class as kinesthetic learners; this is an opportunity for those learners to use their hands and movements to learn how to subtract more complex numbers. Assessment(s) of the Objectives: Pre-assessment: Teacher observation of students subtracting using base-ten blocks at the beginning of the lesson. During Assessment: Teacher observations during the lesson on how the student is contributing to the group activity in regrouping and finding the difference. Also the students will complete independently pages 153-154. The teacher will review this work. Post Assessment: homework pages 157-158 from MyMath Books Lesson Objective At the end of this lesson, students will be able to find the difference to a subtraction problem by regrouping. Assessment of the Objective Pre-assessment: Teacher observation of students subtracting using base-ten blocks at the beginning of the lesson. During Assessment: Essential Question
How can you add and subtract numbers up to 1,000? What is the relationship between addition and subtraction?

Use of Formative Assessment The homework pages will be review by the teacher and placed into three categories; first category is much needed assistance with reteaching, the second category is
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Teacher observations during the lesson on how the student is contributing to the group activity in regrouping and finding the difference. Also the students will complete independently pages 153-154. The teacher will review this work. Post Assessment: homework pages 157158 from MyMath Books

needs some extra help and the last category is ready to move forward

Accommodations: Lucas:

Lucas will receive preferential seating close to the teacher during instruction due to learning problems. This will be the responsibility of the regular classroom teacher. Lucas should be asked to repeat or rephrase directions to be sure that he was attending. This will be the responsibility of the regular classroom teacher. Due to his problems with attention, spelling, and staying on task, copying and taking notes quickly and legibly in a reasonable amount of time, Lucas will be provided with copies of notes or study sheets. (These can be copies of the teacher's notes or study sheets or copies of another student whose writing is legible.) Copying notes for the student will be the responsibility of the regular classroom teacher. However, she can ask for assistance from the special education teacher if it is a problem for her. Due to problems recalling how to spell sight words and with spelling words phonetically, Lucas will be allowed to use the 'Bad Speller's Dictionary' on a daily basis in all curriculum areas. The special education teacher will provide this dictionary to keep in the regular education teacher's classroom. The regular education teacher will be responsible for offering it to the student during writing assignments. Due to problems with comprehension, Lucas will be allowed to participate in the special Accelerated Reader activity if he meets him AR goal in his ZPD and his Accelerated Reader accuracy rate is 80% or higher. The regular education teacher, special education teacher, and media specialist will monitor this through the weekly AR reports.

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Isaiah:

Due to his academic needs in reading, the following accommodations are needed: oral administration of all math, writing, science and social studies assessments/class assignments, to include district- and state-wide tests. Procedure for classroom accommodations (e.g. test-taking, note-taking): General education teacher, special education teacher or special education assistant can administer oral administration of tests.

Daniel:

This student has classroom Accommodations/Modifications: ____Yes _____No 1. Daniel will receive oral administration of all math, science, social studies, and writing assessments, to include statewide tests. 2. Daniel will receive all reading, writing, math, science and social studies assessments in a small group setting, to include state-wide tests. Procedure for classroom accommodations (e.g. test-taking, note-taking): general education teacher, special education teacher or special education assistant can administer --------Oral administration of tests.

Maritza: Jasmin: Materials: SMARTboard SMARTboard pens Laptop MyMath Books Pencils Expo markers Large White board Math notebooks Small whiteboards Whiteboard erasers Base-ten blocks Read tests and rephrase directions to help with understanding. Reread and rephrase directions or passages to help with understanding.

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Procedures: 1. The teacher ask, a. Please clear your desk and mentally prepare for math. 2. Teacher will provide a group of 5 students with base ten blocks. 3. The teacher will discuss with the class over the rules of group work. a. When we work with our groups, what is the expected and appropriate behavior? b. Yes, please remain in your seat, do not argue and if there is a problem you raise your hand. Also it is important that we give respect to receive respect. 4. Teacher will ask, a. Please model the number 23 with base ten blocks. 5. The teacher will review what 1 ten is equal to 10 ones and 1 hundred is 10 tens. a. How could I exchange 1 ten block? Or regroup? i. Yes, 1 ten block equals 10 ones b. How could I exchange 1 hundred block? Or regroup? i. Yes, 1 hundred block equals 10 tens blocks 6. The teacher will then model what 23 should look like. a. Does your 23 look like mine with 2 tens and 3 ones? Or could it be 23 ones? 7. When I say the word regroup, that means I want you to exchange just like we talked about when we exchange 1 ten block for 10 one blocks. 8. The teacher will ask the student to regroup 342. a. Students, each group model the number 342 with base ten blocks. 9. Models should reflect 2 hundreds, 14 tens and 2 ones. 10. The teacher will pass out one whiteboard, one expo marker and one eraser to each group. 11. Teacher will now allow students time to complete the "hands on" as a group. a. The following problems will be on the SMARTboard. i. 342-30 ii. 234-41 iii. 100-41 iv. 92-32 v. 401-63 b. After you answer each problem, write down the answer on the white board at your group and raise your hand. I will come around and check your answer and blocks. 12. Once the student have finished the five problems on the board, they will be instructed by the teacher to place blocks at the front of the classroom, get out their MyMath book and turn to page 153-154 to complete independently.
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a. Great job this group, please go place your base-ten blocks at the front of the classroom. Then please get out your MyMath book and turn to page 153-154 to complete independently. 13. Teacher will pull a small group to check for understanding. 14. After all students have completed pages 153-154, they will be asked to clear their desk and go into independent reading time. a. Please clear off your desk and begin independent reading time. References: Carter, Ph.D, J., Cuevas, Ph.D, G., Day, Ph.D, R., & Malloy Ph.D, C. (2013). Mcgraw-hill my math grade 3 volume 1 teacher edition. Columbus, OH: McGraw-Hill Education DOI: connectED.mcgraw-hill.com Activity Analysis: The first activity that I did was review of how to regroup or exchange base-ten blocks. This is a review from earlier this year and also was a way to introduce the lesson. I used this opportunity to explain what regroup means. Regroup is apart of their vocabulary, which will be tested at the end of the unit. During this lesson, I gave them to opportunity to make the connection between regroup and exchange. Regrouping was our main objective during this lesson. This is a basic skill to help teaching subtraction. This was a good way to incorporate hands on learning that supports my kinesthetic and visual learners. The first activity did not use technology because I wanted to see if the students could make the connection of place value without seeing it wrote on the SMARTboard. The second activity was having the students work in groups to find the difference of five problems. This was a way for the students to use base-ten blocks to regroup and exchange. This was using hands on activity to teach subtraction. This was great for my kinesthetic learners to be able to subtract using their hands and minds. This was great for them to make the connection between place value and subtraction. I used the SMARTboard to display the five problems the students must find the difference of. The SMARTboard is a great way to keep the kids active and on task.

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Teacher Candidate: Whitney Mae Brown Subject/Grade: Math 3st

Lesson #: 4/5 Date and Time of Lesson: 10/8/13 10:00AM

Learning Objective: Students will be able to explain why you can use addition to check your answer to a subtraction problem. Alignment with Standards: 3.NBT2 Fluently add and subtract with 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. EEDA Standard Teacher candidates will implement learning strategies that promote cooperation.

Developmental Appropriateness: The students have prior knowledge of how to regroup when adding three-digit numbers. This prior knowledge will help when teaching the students how to regroup when subtracting across with three-digit numbers. Assessment(s) of the Objectives: Pre-assessment: teacher made worksheet used for morning work During Assessment: teacher observations during independent work Post Assessment: homework pages 163-164 Lesson Objective Students will be able to explain why you can use addition to check your answer to a subtraction problem. Assessment of the Objective Pre-assessment: teacher made worksheet used for morning work During Assessment: teacher observations during independent work Post Assessment: homework pages 163164 Essential Question
How are the operations of subtraction and addition related?

Use of Formative Assessment The homework pages will be review by the teacher and placed into three categories; first category is much needed assistance with reteaching, the second category is needs some extra help and the last category is ready to move forward

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Accommodations: Lucas:

Lucas will receive preferential seating close to the teacher during instruction due to learning problems. This will be the responsibility of the regular classroom teacher. Lucas should be asked to repeat or rephrase directions to be sure that he was attending. This will be the responsibility of the regular classroom teacher. Due to his problems with attention, spelling, and staying on task, copying and taking notes quickly and legibly in a reasonable amount of time, Lucas will be provided with copies of notes or study sheets. (These can be copies of the teacher's notes or study sheets or copies of another student whose writing is legible.) Copying notes for the student will be the responsibility of the regular classroom teacher. However, she can ask for assistance from the special education teacher if it is a problem for her. Due to problems recalling how to spell sight words and with spelling words phonetically, Lucas will be allowed to use the 'Bad Speller's Dictionary' on a daily basis in all curriculum areas. The special education teacher will provide this dictionary to keep in the regular education teacher's classroom. The regular education teacher will be responsible for offering it to the student during writing assignments. Due to problems with comprehension, Lucas will be allowed to participate in the special Accelerated Reader activity if he meets him AR goal in his ZPD and his Accelerated Reader accuracy rate is 80% or higher. The regular education teacher, special education teacher, and media specialist will monitor this through the weekly AR reports.

Isaiah:

Due to his academic needs in reading, the following accommodations are needed: oral administration of all math, writing, science and social studies assessments/class assignments, to include district- and state-wide tests. Procedure for classroom accommodations (e.g. test-taking, note-taking): General education teacher, special education teacher or special education assistant can administer oral administration of tests.

Daniel:

This student has classroom Accommodations/Modifications: ____Yes _____No 1. Daniel will receive oral administration of all math, science, social studies, and writing assessments, to include statewide tests. 2. Daniel will receive all reading, writing, math, science and social studies assessments in a small group setting, to include state-wide tests. Procedure for classroom accommodations (e.g. test-taking, note-taking): general education teacher, special education teacher or special education assistant can administer --------Oral administration of tests.
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Maritza: Jasmin: Materials: SMARTboard SMARTboard pens Laptop MyMath Books Pencils Expo markers Large White board Math notebooks Small whiteboards Whiteboard erasers Teacher made morning worksheet Crescent table Read tests and rephrase directions to help with understanding. Reread and rephrase directions or passages to help with understanding.

Procedures: 15. The teacher ask, a. Please clear your desk and mentally prepare for math. 16. The teacher will pass out whiteboards, expo markers and erasers to each child. 17. The teacher will write on the SMARTboard: 392-23 (vertically) 18. The teacher will ask the students to complete the problem on their whiteboard. a. Please copy the problem down and solve it on your whiteboard b. Raise your hand once you have the answer and I will come around and check it 19. The teacher will walk around the class and check the problems. 20. The teacher will then demonstrate on the SMARTboard how to find the difference. During the demonstration she will remind the students of how they regrouped when solving addition problems. a. Do you notice that when I subtracted 3 from 2 I had to regroup and change the 2 into 12 by borrowing from the 9. Also the 9 became 8. Didnt we do this same thing when adding three-digit numbers?

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21. The teacher will then go through five problems on the board and check the students whiteboards for comprehension. After each problem has been checked, the teacher will demonstrate how to solve it on the SMARTboard. a. 120-9 b. 332-19 c. 432-90 d. 578-69 e. 833-27 22. After the class has completed the five problems on the SMARTboard, the teacher will collect the whiteboards, expo markers and erasers. 23. The teacher will then ask the students to complete pages 161-162 as independent practice. a. Please get out your MyMath books and complete the pages 161-162. Raise your hand if you have a problem 24. The teacher will call a small group to the crescent table. 25. After all students have completed pages independent practice, they will be asked to clear their desk and go into independent reading time. a. Please clear off your desk and begin independent reading time. References: Carter, Ph.D, J., Cuevas, Ph.D, G., Day, Ph.D, R., & Malloy Ph.D, C. (2013). Mcgraw-hill my math grade 3 volume 1 teacher edition. Columbus, OH: McGraw-Hill Education DOI: connectED.mcgraw-hill.com Activity Analysis: The first activity I am going to use is the pre-assessment of morning work. The preassessment will determine where the students are ranged in preparation of subtracting threedigit numbers. This will help in understanding the students prior knowledge of subtraction and regrouping. If a student shows they are aware of regrouping in their pre-assessment, then it will help with how to remind them of how to regroup during subtraction of three-digit numbers as in addition. I have many students on different academic levels. Having seven students in extra resources classes and having seven students in challenging courses due to high-test scores, I need to be more aware of where the whole class is on a pre-assessment level. This will help on whom to call for reinforcement of the lesson. Technology will be used for displaying they have morning work. The SMARTboard will have their assignments typed for display. The second activity is the hands on activity of using the white boards to subtract threedigit numbers. The students will use the whiteboards to subtract during the lessons. This helps

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the teacher know if the students are taking the correct steps in regrouping. This also is a great activity for my ten kinesthetic learners because it involves some type of movement. The display of how to work the problem will also help my ten visual learners. Technology used will be the SMARTboard for display of the problems to answer and how to answer the three digit problems.

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Teacher Candidate: Whitney Mae Brown Subject/Grade: Math 3st

Lesson #: 5/5 Date and Time of Lesson: 10/17/13 10:00AM

Learning Objective: Students will be able to use strategies to subtract, estimate difference using rounding to the nearest ten and hundred, estimate or exact answer, subtracting with regrouping and subtracting across zeros. Alignment with Standards: 3.NBT2 Fluently add and subtract with 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Developmental Appropriateness: Students have been taught how to use strategies including the four steps to answering subtraction problems and determine whether to find the exact or estimate answer. Students have been taught how to regroup when answering addition and subtraction problems. Assessment(s) of the Objectives: Pre-assessment: Pretest given for homework the night before During Assessment: Teacher Observation during test Post Assessment: Chapter Three Test Lesson Objective Students will be able to use strategies to subtract, estimate difference using rounding to the nearest ten and hundred, estimate or exact answer, subtracting with regrouping and subtracting across zeros. Assessment of the Objective Pre-assessment: Pretest given for homework the night before During Assessment: Teacher Observation during test Post Assessment: Chapter Three Test Essential Question
How can you add and subtract numbers up to 1,000? What is the relationship between addition and subtraction?

Use of Summative Assessment Chapter Three tests will evaluated the student knowledge and understand of subtraction.

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Accommodations: Lucas:

Lucas will receive preferential seating close to the teacher during instruction due to learning problems. This will be the responsibility of the regular classroom teacher. Lucas should be asked to repeat or rephrase directions to be sure that he was attending. This will be the responsibility of the regular classroom teacher. Due to his problems with attention, spelling, and staying on task, copying and taking notes quickly and legibly in a reasonable amount of time, Lucas will be provided with copies of notes or study sheets. (These can be copies of the teacher's notes or study sheets or copies of another student whose writing is legible.) Copying notes for the student will be the responsibility of the regular classroom teacher. However, she can ask for assistance from the special education teacher if it is a problem for her. Due to problems recalling how to spell sight words and with spelling words phonetically, Lucas will be allowed to use the 'Bad Speller's Dictionary' on a daily basis in all curriculum areas. The special education teacher will provide this dictionary to keep in the regular education teacher's classroom. The regular education teacher will be responsible for offering it to the student during writing assignments. Due to problems with comprehension, Lucas will be allowed to participate in the special Accelerated Reader activity if he meets him AR goal in his ZPD and his Accelerated Reader accuracy rate is 80% or higher. The regular education teacher, special education teacher, and media specialist will monitor this through the weekly AR reports.

Isaiah:

Due to his academic needs in reading, the following accommodations are needed: oral administration of all math, writing, science and social studies assessments/class assignments, to include district- and state-wide tests. Procedure for classroom accommodations (e.g. test-taking, note-taking): General education teacher, special education teacher or special education assistant can administer oral administration of tests.

Daniel:

This student has classroom Accommodations/Modifications: ____Yes _____No 1. Daniel will receive oral administration of all math, science, social studies, and writing assessments, to include statewide tests. 2. Daniel will receive all reading, writing, math, science and social studies assessments in a small group setting, to include state-wide tests. Procedure for classroom accommodations (e.g. test-taking, note-taking): general education teacher, special education teacher or special education assistant can administer --------Oral administration of tests.
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Maritza: Jasmin: Materials: SMARTboard SMARTboard pens Laptop Pencils Chapter Three Test Pretest Testing Miss Malarkey book Read tests and rephrase directions to help with understanding. Reread and rephrase directions or passages to help with understanding.

Procedures: 1. The teacher will ask the students to clear their desk. 1. Please clear off you desk 2. The teacher will read Testing Miss Malarkey 3. After the teacher has read, she will instruct the students to: 1. Take a second to prepare mentally for your Subtraction Test. Remember to take deep breathes and try your best. 4. The teacher will ask the students if they have any last minute questions 1. Is there any questions you have before we begin? 5. The teacher will instruct the student to remember to remain quiet. 1. Remember to be quiet and if you have a question please raise your hand. 6. The teacher will send the three students that need assistance on the test due to EIPs outside the room. 1. Please Lucas, Maritza and Jasmin grab your pencil and head across the hall with Mrs. Burton. 7. The teacher will then pass out the test and deliver the following instructions: 1. Remember stay focused and on task during the test. Raise your hand if you need anything. Once you have finished the test, raise your hand and I will collect the test. 8. The teacher will write on the SMARTboard the following:

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1. Once you have turned in your test, please read quietly. 9. After all test are collected, the teacher will guide the students into Readers Workshop. References: Carter, Ph.D, J., Cuevas, Ph.D, G., Day, Ph.D, R., & Malloy Ph.D, C. (2013). Mcgraw-hill my math grade 3 volume 1 teacher edition. Columbus, OH: McGraw-Hill Education DOI: connectED.mcgraw-hill.com Fincher, J., & O'Malley, K. (2003). Testing miss malarkey . Walker & Company. Activity Analysis: The first activity I did was read the book, Testing Miss Malarkey. This book is a funny book about how students dont need to worry about test and try their best. The book was a great way to calm the students nerves down before administrating a chapter test. I have students who deal with emotional problems and I want to set a calm atmosphere so they have no need to be upset before taking a test. I did not use technology during this activity because I wanted the kids to focus only on my voice and the book. The second activity I did was giving positive and direct instructions. This allows the students to know what they are about to do and produces a good atmosphere to work in. This also helps the students know my expectations during this test administration. Due to many academic low students in the class, I want to make sure the students know they are smart and can do this test to their best. I only expect their best and they now this. I did you the SMARTboard to write down further instructions after they complete the test. This keeps the environment quiet.

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