Jacquelin M.

September 22, 2009 Description -took addition pretest-didnt complete many problems but those completed were correct -used foam number worksheet -used Unifix cubes -used hundreds chart -wrote out problems on white board - Jacquelin enjoyed that Analysis -does not need help with plus zero or plus one, needs help with counting up, sums of ten and work stories -took addition pretest -used foam number worksheet -used Unifix cubes -wanted to color-I think coloring in the facts that she has learned would be fun for her, perhaps drawing out word problems as well -part of the problems with the word stories was that she couldnt read them September 29, 2009 Description -had trouble focusing -practiced doubles with foam numbers worksheet -did not need assistance for doubles -practiced +1, +2, +3 with foam numbers worksheet -used hundreds chart for counting up -briefly practiced sums of ten with ten frame -colored any mastered problems on chart; colored +0 and +1 after proving that she knew the answers by completing verbal quiz -insisted on drawing a doll at the end of her session Analysis -when she focuses, Jacquelin knows most of her problems fairly well. She understands the concepts, but she does not pay attention and get distracted extremely easily -the whole session she kept asking if we could color -she seems to like the white board better than the foam numbers, so letting her write on the white board might help keep her more focused -she liked coloring in the chart, but wanted to make her own drawing of a doll on the back; she was upset when she didnt have enough time to finish it Changes -Jacquelin needs an incentive system to help keep her focused. I will tell her that she has five minutes at the end of the session to color in all of her mastered facts and to create her own picture. I will tell her that for every time I have to ask her to pay attention, she will lose 30 seconds of that time. -start with sums of ten, using white board and ten frame -practice number stories for reading comprehension using counting up, doubles, and sums of ten Changes -now that I know the challenges Jacquelin faces, it will be easier to structure the session -start with counting up foam number worksheet for review -practice counting up problems on whiteboard using hundreds chart -give practice quiz for counting up -if time allows, do doubles foam number worksheet -color in any mastered problems

Jacquelin M. October 6, 2009 Description - worked on sums of ten foam number worksheet - used tens chart with blue and red unifix cubes - colored +2 column after proving she knew the answers with a verbal test - got some time to color her doll Analysis - using loss of coloring time as an incentive to stay focused worked fairly well - it took a lot of prompting for her to read the problem, place the blocks, and then count them and answer the question October 13, 2009 Description - Jacquelin asked right away if we could do doubles - tried to have Jacquelin use hundreds chart for the sums of ten foam numbers worksheet instead of tens chart -- she looked at the problem and tried to turn it into a doubles problem - I reminded her that it was not doubles and she started to add 6 + 10 instead of 6 + ___=10 - we started to use the tens chart, but she needed prompting for the whole process - lost 30 seconds coloring time for getting distracted - after proving she knew the answers by passing a verbal test, she colored in the +3 column Analysis - Jacquelin doesnt seem to read the problem all the way through -- she automatically tries to add the two numbers together, regardless of what the question is actually asking - still needs the tens chart since she doesnt seem to understand what it is she really is supposed to be doing -- unifix cubes are essential - it was easier to keep her focused using coloring as an incentive Changes - maybe we can use crayons as a manipulative - continue to use coloring as incentive - continue to use tens chart with unifix cubes - make students read entire equation before they start -ask them what it is asking them - maybe use doubles with a fill-in-the blank to help describe what the problem is asking her to do; i.e. 3+___=6 and 3+___=10 Changes - I will keep using five minutes coloring time at the end of the lesson to keep Jacquelin focused - we will continue to practice sums of ten using the tens chart to gain fluency

Jacquelin M. October 20, 2009 Analysis - Jacquelin made a lot of progress today -- she understood how to use the tens frame today, and the tens frame prevented her from added the wrong numbers and ending with an answer larger than ten - her focus was much better-- reminding her that she has a goal for the end of the lesson seems to help her a lot, although she still does need reminding

Description - started with doubles -- fill in the blank and regular - compared doubles fill in the blank problem with a sum of ten fill-in-the blank problem - asked if she could count using the ones from the base ten blocks to count - did more problems on white board with ones base ten blocks -- she did much better - moved on to foam numbers sums of ten worksheet, continuing to use the base ten ones blocks - successfully answered 10+__=10 - move on to sums of ten oval foam number worksheet - wanted to build with base ten block instead of coloring for her reward Description - asked if we could start with doubles, so we did the doubles worksheet from foam numbers - got everything right - did doubles test -- had to use fingers for 9+9, 7+7, everything else was correct and fluent - read all number sentences to me - colored in doubles on chart

Changes - review sums of ten - addition test

October 27, 2009 Analysis - we have been doing sums of ten for a long time, and I wanted Jacquelin to have a confidence booster, so I decided that practicing doubles would be a good idea - I think her success on doubles reminded us both that she is capable of doing well in math Changes - sums of ten - use unifix cubes and tens frame - doubles are no longer needed; she knows them well

Jacquelin M. November 3, 2009 Description - used ten frame to work on foam numbers sums of ten worksheet -- did not remember how to use it - worked on the first problem together -- I had her tell me how many blues, how many reds, how many blocks together, then read complete number sentence - after that she was able to complete the worksheet Analysis - Jacquelin initially seemed like she was progressing well with sums of ten, but she has a lot of trouble explaining what is going on - I think sometimes she is able to follow a pattern or algorithm, but Im not convinced that she has a good understanding of addition, or at least of sums of ten. I think that needing to fill in the blank is very confusing to her, so maybe it is number sentence structure that is really the problem area November 10, 2009 Description - did foam numbers worksheet with tens frame -- remembered how to use it - had her read the whole number sentence after each problem - did the sums of ten quiz so I knew which ones were becoming fluent -still not to the fluency stage Analysis - Jacquelin always puts the reds down first and then the blues, but when it came to 9+__=10, she put down some reds, then put down the one blue, then finished with the reds -- I think she is started to get a little more fluent with her facts - doesnt have facts memorized, but she can do the tens frame fairly easily Changes - more practice with sums of ten - introduce hundreds chart - if the hundreds chart is successful, make sure to also use unifix cubes to reinforce the concept and ensure that she does understand why it works Changes - more sums of ten for next time -- needs more practice - look at how to write a number sentence, and practice - maybe show unifix cubes with number sentence

Jacquelin M. November 17, 2009 Description - used sums of ten foam numbers worksheet -- was able to remember about four of the problems without help - introduced hundreds chart -- modeled two problems, then guided her through some problems - caught on to hundreds chart method very well - began to develop some fluency - took sums of ten quiz -some were memorized, she used the hundreds chart for those that were not memorized - on the quiz she began to recognize turnarounds as well Analysis - Jacquelins main problem overall is that she has a lot of trouble focusing. Using an incentive of coloring time at the end of the session did help me get her back on topic faster, but her attention span was so short that I wonder how much she could really learn since her thought processes were so disjointed. - Im still not convinced that Jacquelin has a solid understanding of the math concepts that we went over because it seemed that every time I thought she was really getting a good handle on the concept, she would be right back to confusion at the next lesson. - She needs a lot of practice and repetition in order to develop her own understanding, because it does not seem that she can simply adopt an explanation without question. Changes - last lesson