Professional Documents
Culture Documents
Minutes
Section
A
1. Using
the
Common
Core
Standards
for
Mathematical
Practice
(p.
15-
math
book,
Column
1),
make
a
chart
and
include
observed
examples
from
your
classroom
of
each.
Standard
What
I
Observed
CCSS.Math,Practice.MP1:
Number
talks,
finding
multiple
Make
sense
of
problems
and
solutions,
monitoring
persevere
in
solving
them
progress,
asked
does
this
make
sense?
CCSS.Math,Practice.MP2:
Number
talks
(number
Reason
abstractly
and
relationships),
math
quantitatively
representations
of
a
problem
CCSS.Math,Practice.MP3:
Number
talks,
Who
agrees?
Construct
viable
arguments
and
Who
got
a
different
answer?
critique
the
reasoning
of
others
Explain/
defend
your
answer,
Recognizing
what
went
wrong
CCSS.Math,Practice.MP4:
Word
problems
with
real
life
Model
with
mathematics
scenarios,
teacher
modeled
different
examples
CCSS.Math,Practice.MP5:
I
did
not
observe
technology
Use
appropriate
tools
being
used
during
math.
Used
strategically
wreck-n-wreck,
quick
images,
manipulatives,
and
investigations
game
CCSS.Math,Practice.MP6:
Teacher
communication
was
Attend
to
precision
always
clear,
discussed
reasoning,
CCSS.Math,Practice.MP7:
Identified
patterns
in
Look
for
and
make
use
of
problems
and
number
structure
families,
shifted
perspective
by
discussion
with
peers
CCSS.Math,Practice.MP8:
Number
talks,
looked
for
Look
for
and
express
regularity
in
shortcuts
or
strategies
to
find
repeated
reasoning
the
answer,
showed
their
work
2. Would
you
say
that
your
classroom
teacher
is
a
constructivist?
Why
or
why
not?
Give
examples
to
support
your
answer.
A
constructivist
is
one
who
believes
that
learning
is
active
and
that
it
is
a
constructive
process.
It
builds
off
of
prior
knowledge.
According
to
that
definition,
I
would
say
that
my
corresponding
teacher
is
a
constructivist.
I
have
seen
evidence
of
this
in
all
areas
of
her
teaching,
not
only
in
math.
She
is
very
active
in
questioning
the
students
and
building
on
their
prior
knowledge.
In
math
she
uses
number
talks
and
word
problems
based
off
of
real
life
scenarios.
Every
part
of
her
teaching
has
a
purpose
and
is
building
off
of
one
another.
She
actively
engages
the
students
in
questions
and
is
always
looking
for
ways
to
connect
what
the
students
are
learning
to
the
real
world.
4. Complete
the
Classroom
Discourse
observation
(Attached)
Section
B
1. Based
on
the
current
content
being
taught
in
your
classroom,
choose
a
childrens
book,
read
it
to
a
group
of
students,
and
discuss
with
them
the
math
concept
presented.
I
read
the
book
Dont
Let
the
Pigeon
Stay
Up
Late!
by
Mo
Willems
and
wrote
an
activity
plan
for
math
based
off
of
the
content
in
the
story.
I
read
that
book
to
a
small
group
of
students
and
did
a
small
activity
with
them
with
telling
time
on
a
digital
and
analog
clock.
I
had
talked
to
my
teacher
about
students
telling
time
as
a
first
grade
standard,
and
it
matched,
but
I
realized
after
teaching
it
that
the
mini
lesson/
literature
read
was
supposed
to
connect
with
the
content
being
taught
in
the
class.
So
although
it
lined
up
with
a
standard,
the
book,
lesson,
and
discussion
did
not
correlate
with
what
was
being
taught
in
the
classroom.
Because
the
students
were
not
as
familiar
with
telling
time,
reading
them
this
book
and
discussing
the
concepts
of
telling
time
was
great.
It
allowed
me
to
introduce
a
new
concept
to
the
students
while
engaging
them
with
the
literature.
I
think
that
using
high
quality
childrens
literature
is
one
of
the
best
ways
to
engage
students
and
introduce
or
reinforce
content.
The
content
that
the
class
has
been
working
on
is
adding
and
subtracting
by
doing
word
problems
and
number
talks.
I
took
a
small
group
of
students
again
and
we
read
Five
Little
Monkeys
Jumping
on
the
Bed.
We
discussed
subtraction
strategies
and
provided
other
examples
of
counting
down.
(Math
activity
plan
attached)
My
classroom
teacher
does
a
number
talk
before
every
math
lesson.
Each
time
I
have
observed
her
she
uses
different
strategies.
I
noticed
that
she
kept
mentioning
the
skip
counting
strategy,
so
the
next
time
I
came
to
the
class
I
taught
the
students
a
song
to
help
them
remember
the
strategy
for
counting.
(Attached)
We
did
it
before
the
number
talk
and
the
students
were
engaged
and
loved
it.
I
taught
the
number
talk
and
I
was
able
to
refer
to
that
to
help
guide
the
students
in
answering
the
questions.
This
showed
me
a
new
way
of
teaching
or
reinforcing
the
content
with
students.
3. Play
an
Investigations
game/
pre-made
task
with
a
group
of
students
Because
the
students
are
in
first
grade,
much
of
the
instruction
for
math
is
simple
but
engaging.
I
rarely
ever
saw
them
do
a
worksheet,
which
was
very
encouraging.
One
of
the
games
that
I
played
with
the
students
was
called
Double
Compare.
It
is
from
the
Investigations
curriculum
and
the
students
love
it.
The
students
are
paired
with
partners
and
they
are
given
a
deck
of
cards.
It
is
divided
up
evenly
and
each
player
flips
the
top
card
over
each
time
to
display
the
number.
Whoever
has
the
highest
number
says
me
and
they
take
the
card.
It
was
so
fun
to
play
it
with
the
kids
and
I
think
that
it
is
a
great
way
to
get
their
brains
thinking
about
the
quantity
of
numbers
and
what
is
more
and
what
is
less.
I
taught
a
math
lesson
and
therefore
created
an
assessment
on
subtraction.
One
thing
that
I
thought
was
very
interesting
was
that
my
classroom
teacher
did
not
want
us
using
the
word
subtraction
while
I
taught.
It
was
a
great
experience
to
create
a
lesson
thinking
on
that
kind
of
level
for
the
students.
I
had
to
think
creatively
of
how
to
engage
them
and
teach
them
the
content
without
using
that
language
while
still
purposefully
getting
that
information
to
them.
We
did
a
few
number
talks,
worked
on
word
problems
together
on
the
board
as
teaching,
and
then
they
went
to
their
seats
and
used
skittles
to
work
out
the
word
problems
as
practice.
For
assessment,
the
students
were
given
another
two
word
problems
that
I
created
to
put
in
their
math
journals
and
answer.
They
had
to
show
their
work
and
I
was
able
to
go
around
and
see
how
they
were
doing.
This
is
how
our
teacher
formatively
assesses
them
on
a
daily
basis
and
I
loved
it.
The
teachers
instruction
in
the
classroom
that
I
have
been
observing
has
really
been
a
great
example
for
me
to
follow.
Standards
Connection:
Tell
and
write
time
in
hours
and
half-hours
using
analog
and
digital
clocks.
[1-MD3]
[1.17]
Learning
Objective(s):
When
given
a
analog
and
digital
clock,
students
will
correctly
match
the
analog
hour
time
with
its
digital
time.
Learning
Objective(s)
stated
in
kid-friendly
language:
You
will
learn
how
to
match
the
time
of
day
using
two
different
kinds
of
clocks.
Evaluation
of
Learning
Objective(s):
Teacher
will
assess
this
activity
by
giving
the
students
a
problem
(see
attached)
challenging
them
to
match
the
time
of
day
on
digital
and
analog
clocks.
Students
will
be
asked
to
pair
the
digital
time
with
its
exact
analog
time.
Students
will
only
be
assessed
on
whole
hour
time.
Students
will
need
to
pair
all
times
correctly
to
be
considered
proficient.
Engagement:
Teacher
will
use
the
book,
Dont
Let
the
Pigeon
Stay
Up
Late!,
in
order
to
get
her
students
motivated
and
focused
on
the
activity.
She
will
use
the
concept
of
time
in
this
book
to
relate
it
to
what
the
students
are
learning
and
engaging
in.
Good
morning
friends!
I
need
everyone
to
come
to
the
carpet.
If
you
have
purple
on,
please
come
to
the
carpet.
Redblueblackwhite.
If
I
havent
called
a
color
you
may
come
to
the
carpet.
Teacher
waits
for
students
to
get
situated.
I
need
everyone
to
sit
crisscross
applesauce
and
I
need
all
eyes
and
all
ears.
Good.
Raise
your
hand
if
you
like
to
stay
up
late.
Teacher
listens
to
students
answers.
Okay,
lets
bring
it
back
in.
Miss
Harding
does
not
like
to
stay
up
late.
She
likes
her
sleep.
Sleep
is
good
for
us!
We
are
going
to
be
practicing
a
little
bit
today
how
to
tell
time.
Have
any
of
you
ever
read
this
book?
Its
one
of
my
favorites.
As
I
read
I
want
all
eyes
up
here.
Think
of
your
bedtime
and
if
there
are
any
similarities
in
this
book.
Also
think
about
what
time
it
might
be
as
the
pigeon
stays
up.
Teacher
read
the
book
Dont
Let
the
Pigeon
Stay
Up
Late!
She
observes
throughout
if
the
students
are
engaged
and
participating.
What
did
yall
think?
Would
you
try
to
stay
up
like
the
Pigeon
did?
Do
you
think
you
would
make
it?
Can
someone
tell
me
what
is
something
that
you
do
at
night
that
is
the
same
as
the
Pigeon?
Teacher
waits
for
student
response.
Good.
What
time
do
you
think
it
was
that
the
Pigeon
really
started
to
get
tired?
When
do
you
start
to
get
tired?
Do
you
get
tired
at
the
night
or
in
the
morning?
Teacher
listens
and
engages
the
students
in
questions
and
conversation.
Wonderful
responses,
boys
and
girls.
How
do
you
think
the
Pigeon
knew
what
time
it
was?
Do
you
think
he
had
a
clock
to
tell
him?
Teacher
waits
for
responses.
I
agree.
Do
you
all
have
clocks
or
watches
in
your
house
that
let
you
know
its
time
for
bed?
Clocks
can
tell
us
to
wake
up
too,
right?
Teacher
waits
for
student
responses.
Good
job!
Telling
time
must
be
pretty
important
to
us.
I
know
I
couldnt
be
a
good
teacher
if
I
did
not
have
sleep
and
I
do
not
think
you
all
would
be
good
students
either
if
you
didnt
get
any
sleep.
Lets
see
how
well
you
can
tell
time
in
this
fun
activity
that
we
are
going
to
do
together.
Learning
Design:
(Activity)
The
teacher
will
remind
the
students
of
the
am
and
pm
times
and
what
those
mean.
She
will
start
off
having
a
picture
on
the
screen
of
an
event/action
that
students
would
be
familiar
with
that
would
take
place
in
the
day
time
or
night
time.
She
will
pair
the
activity
with
a
digital
time
of
day
as
well
as
giving
4
possible
answers
for
that
digital
time
to
be
paired
with
on
an
analog
clock.
Students
will
have
their
own
white
boards
and
will
write
down
the
letter
of
the
answer
they
think
is
correct.
Students
will
share
answers
and
teacher
will
formatively
assess
if
students
understand
the
pairing
method.
Good
morning
boys
and
girls!
Please
remember
to
sit
elbow
to
elbow,
knee
to
knee,
keeping
your
hands
and
markers
to
yourself
at
all
times.
Can
anyone
tell
me
what
some
of
the
differences
are
between
nighttime
and
daytime?
(Students
are
on
the
carpet
and
have
the
whiteboards
in
front
of
them.)
Teacher
calls
on
3
students.
One
of
the
differences
is
that
after
the
number,
lets
say
3:00,
there
is
either
an
AM
or
PM.
What
does
AM
tell
us?
PM?
Good
job,
boys
and
girls.
In
the
book
that
we
just
read
and
the
Pigeon
is
about
to
go
to
sleep,
lets
say
if
the
time
was
9:00
would
AM
or
PM
go
after
it?
PM,
good!
Why?
Teacher
listens
to
see
if
students
understand.
Because
its
nighttime
and
we
have
learned
that
PM
tells
us
its
that
time.
We
use
those
to
help
us
tell
what
time
it
is!
Its
a
hint/clue!
I
want
everyone
to
look
at
the
screen.
What
is
this
picture
of?
I
want
you
to
think
about
this
silently
in
your
head.
Do
not
speak
out.
When
everyone
has
thought
about
this,
I
am
going
to
call
on
someone
to
tell
me
what
these
people
are
doing.
Teacher
calls
on
student
and
they
say
kids
eating
breakfast.
Thats
right.
Does
everyone
see
this
clock
right
here?
Teacher
points
to
analog
clock
next
to
the
picture.
What
does
this
tell
us?
Remember
we
just
learned
how
to
tell
what
time
it
is
using
these
clocks.
Teacher
waits
for
student
response.
Good.
It
tells
us
what
time
the
child
is
eating
breakfast.
Now
can
everyone
look
down
here
and
see
the
time
here?
Teacher
points
to
the
digital
time
listed
below
the
picture.
Does
it
look
different
than
the
other
one?
These
both
can
tell
us
what
time
it
is,
remember?
Were
going
to
see
if
you
can
read
and
then
match
the
two!
Everyone
hold
up
your
whiteboards
and
markers.
Teacher
waits
for
students
to
get
their
things
together
and
bring
attention
back
in.
Notice
how
there
are
four
possible
choices
for
us
to
choose
from
at
the
bottom
of
the
screen?
I
want
you
all
to
look
at
this
clock
(Teacher
points
to
analog
clock)
and
then
pick
which
letter
down
here
(points
to
digital
clock)
matches
that
time.
Remember
to
use
clues
from
looking
at
the
picture.
The
teacher
will
show
2
more
pictures
and
will
guide
students.
Throughout
the
activity
the
teacher
will
asks
students
to
share,
explain,
and
defend
their
answers.
There
will
be
class
discussion
and
the
teacher
will
also
connect
the
pictures
to
how
it
might
apply
to
the
students
personally.
She
will
make
sure
that
they
are
cooperating
and
engaging
throughout
the
entire
activity.
Assessment
This
assessment
is
formative.
The
teacher
will
assess
the
students
on
a
new
problem
with
no
guidance.
They
will
write
the
answers
on
the
whiteboards
and
show
their
answers.
If
the
teacher
notices
that
students
do
not
understand
the
activity
and
the
concept
of
matching
the
time,
she
will
either
give
them
more
instructional
support
with
a
different
problem
or
she
will
go
back
and
review/
reteach
how
to
tell
time.
Alright
boy
and
girls,
you
all
did
such
a
great
job
with
the
three
problems
so
far.
I
want
to
see
if
you
all
can
do
this
all
on
your
own.
The
next
slide
I
show
I
want
you
to
show
me
your
answer,
but
you
cannot
ask
a
friend
or
myself
to
help
you.
This
is
alone
work.
I
do
not
want
to
hear
talking
or
see
you
showing
your
board
to
anyone
else.
When
you
think
you
have
the
problem,
please
give
me
silent
thumbs
and
then
I
will
come
see
if
you
have
the
answer
correctly.
Teacher
walks
around
room
observing
and
makes
a
note
of
who
got
the
answer
right.
I
am
so
proud
of
yall.
Way
to
think
hard!
Closure
Teacher
closes
the
lesson
by
asking
questions
about
the
last
question
and
what
the
students
learned
about
time.
Lets
talk
about
what
we
all
got
on
this
last
problem.
Who
agrees
that
the
answer
is
C?
Why
did
you
all
get
that
answer?
Great
job
looking
at
the
other
clock
and
the
picture
to
give
you
clues.
Also,
looking
at
the
AM
and
PM
helped
a
lot
didnt
it?
I
want
everyone
to
write
one
thing
on
his
or
her
board
that
you
learned
today
that
you
didnt
know
before.
Think
back
even
to
the
book
we
read
at
the
beginning
of
class.
Did
that
help
you
think
of
time
and
how
it
relates
to
your
life?
Do
you
all
feel
like
this
helped
you
understand
time
better?
That
is
all
for
today
boys
and
girls.
Once
again,
great
job
with
those
thinking
caps.
Materials
and
Resources:
Mini
Whiteboards
Markers
Socks
or
paper
towels
Dont
Let
the
Pigeon
Stay
Up
Late!
Pictures
and
questions
(Attached)
A. 7:00 am
B. 9:00 am
C. 6:00 pm
D. 3:00 am
A. 10:00 pm
B. 2:00 am
C. 5:00 pm
D. 12:00 am
A. 3:00 Am
B. 4:00 Pm
C. 6:00 Am
D. 10:00 PM
A. 6:00 AM
B. 1:00 PM
C. 8:00 Am
D. 10:00 AM