Math Field Experience

Rorimer Elementary
15740 Rorimer St. La Puente, Ca 91744
(626)965-3333
Classroom A
Mrs. Stovel

5/23/14 8:30 a.m. -12:30 p.m.
Large Group- Students begin the day doing calendar. They discuss the pattern a,a,b,b. The
teacher then asks students what the pattern would be if they changed it to a,b,b. Students state it
is not a,b,b it's an ab pattern. She clarifies by restating, What if I changed it? Students predict
the new pattern. A student tutor works one on one on math skills with unifix cubes for students
needing that support. Students wound by tens to 100 then from 140 by ones. They break up 140.
Students break up by adding a group of 100, 4 groups of 10 which is 4 dozen as, 4 ones
(unidades/units). They recount from 100 by tens.
During math time, a child counts by tens up to 61. He adds a one to create the total of 61.
60=60+1 this is warm up done before every lesson. She teaches students how to subtract by
placing 2 in their head and counting up to 9 for 9-2=7 . The teacher gave students four options to
solve subtraction problems. Using a chart, students have the options to use either their fingers,
draw a picture, cubes or use their head. Four children are chosen to solve subtraction problems.
Each child completes a problem and chooses one of the strategies to solve a problem. The class
works together to try solve each problem using the method the student has chosen. This was
done until all four methods were executed. When they practiced doing subtraction in their head,
they started with lowest number and counted up to the number it was subtracted from.
Afterwards, they turned to their partner to try a few subtraction problems together. Students
worked independently on a worksheet after. During the worksheet, students had an option to use
the four methods to solve their subtraction problems. Many children used a variety of different
method. The most common was to use their fingers.


Day 2 5/7/14
8:30 a.m.-1:30 p.m.
Students worked on math with an explanation of what they were to do in pairs. The teacher asked
students to complete 3 addition and 3 subtraction problems. This was done using a pair of dice,
dry erase markers and boards. They did some as a group. Then students completed 3 math
problems in a pairs by taking turns rolling dice. Student were very engaged and helping each
other out. Each student used their own board and compared answers. Next, the teacher and
students practiced some subtraction problems as a group. The difference was that they needed to
roll die once and first distinguish the bigger number. With the bigger number, students were to
subtract the smaller number from it. The pairs each wrote their problem down and solved it. The
teacher walked around for guided practice.
Reflection
I focused on math for my observation, but observed all parts of the day. I helped by completing
art projects, helping with individual tasks and I went to lunch and recess with them. My
reflection with also focus on the math instruction. I seen worksheets are used a lot and I was very
happy to see the teacher support students by providing different strategies because you could see
how students worked in different ways. Some were also slower than others were. Some needed
one on one help. I saw many of the methods discussed in class. Students are being shown to
understand questions such as how can we make 61. Ten groups of six and a one. Some students
had difficulty understanding this, which was discussed in the book. I also liked how the teacher
chose to use a dice, even though the school chooses to use worksheets. This was fun and
engaging. Students had mixed different strategies to solve problems. Some started with cubes
and then used their fingers. This experience helped me start to get a feel for a classroom
environment. I can already see some challenges such as students that are advanced and finish
early and those needing additional help. I am already going to use some strategies the teacher
used such as having students tutor each other. The teacher also showed me the change in focus
about doing math a different way such as the textbook explained. In the picture above of the
textbook teachers are instructed to show students to solve the problem with the answer on the left
versus the right. The teacher also used terms such as 10 is the same as 5+5. This is different from
the traditional way where the answer is on the right side and we were taught 5+5 equals ten.
Tutoring Maxwell
I began by emailing Max and his mother introducing myself and providing an activity such as
filing out an interest survey to get to know him. He filled it out and returned it. I learned a couple
of things about him that later helped me create lessons. I found that chess is very difficult to
create lessons on especially over the computer. I found that this was very time consuming when
it came to planning this became my biggest challenge. I decided to have a focus each week, and
then I created activities around that goal. For example, the second week I wanted to focus on
graphing. I decided to integrate literacy with a YouTube story of Pete the Cat. Then I created a
worksheet and listed instructions for Max to go somewhere and graph the different colors of
shoes. The third activity was for Max to play chess online with other kids. He seemed to really
enjoy this. I had to search for appropriate chess websites, create an account and list games for
him to choose. The fourth lesson was for Max to construct a structure using recyclables, Legos,
sand, play dough or blacks. This was up to Max. I also provided a sheet to help guide him to
create a clipboard for construction workers. The fifth lesson included having Max play some
addition and subtraction games. I had to search for age appropriate games. This was surprisingly
challenging. I had to consider whether or not they were difficult or easy.

For all my activities I spent a minimum of 1 hr. and a maximum of 2 hrs. on some activities. I
enjoyed this experience because it helped me understand what a technology only approach can
do. I am not in favor of only using technology, but I will definitely implement technology in my
teaching. I also gained an understanding of what it would be like to have a flipped classroom. It
is more appropriate for older students because parents are needed for the entire process with
young children. I found this out when I sent out my last two lessons for Max. His mother did
email me stating they had a setback, so she did not have time to complete the last two lessons. I
learned that technology lessons at home take a lot of effort from parents.