TPE #5: Student Engagement

Candidates for Teaching Credentials clearly communicate instructional objectives to students

and make sure all students participate evenly. Students are to know what they are to be doing at the

various stages, and the teacher is able to re-engage students who are not on task.

Abstract:

The lesson introduces the concept of division of multi digit numbers where students learn the

concept through instruction and discovery through the use of manipulatives. Students must follow the

manipulative rules that are clearly outlined in the beginning of the lesson. As a class students learn and

discover the concept by use of manipulatives. For practice, students do problems on white boards and

then show to check for comprehension.

Rationale:

Students must demonstrate learning through the manipulation of pennies so they must be on

task, and when doing practice problems, students do them on white boards and then show the teacher.

By doing this each student must be actively involved in the lesson and demonstrating understanding.

These methods make it easy for the teacher to see if students are on task because their progress is

continually being checked. The students know the expectations and are forced to demonstrate these

expectations as the teacher is able to monitor all students effectively.

 Micro Teaching- Sheltered Instruction

Name: JulieanneMooradiau Date: February 22.2007 Grade Level: l\./

Preparation to Teach

I State Standard:

J Number Sense-3.4Solve problems involving division of multi digit numbers by one-digit numbers.
Mathematical reasoning- 1.2 Determine when and how to break a probl91q14!q5i

LessonObjective:
Studentswill learnandbe ableto find the answersto divisionproblemswith a multi digit numberbeing
dividedby a singledigit numberby breakingit into smallerunits,with accuracyandbe ableto explainhow
they reachedtheir answer.

Materials:
White boardandmarkers
Placevalue blocks
Worksheets for homework

Instructional Plan

Anticipatory Set: Rationale:

We will beginwith a reviewof simpledivisionproblems,using
boththe placevaluecountingblocksaswell as solvingthe written build on the previous one. The
problems.Studentswill work independently on a few problemsand
thenwe will go overthemasa class.
The review will help the ELL
studentsbecausethe next lessonwill
counting place value blocks also give
them a visual in doing the math
problems. Since they had time to do
the problems independently,they will
be better able to follow when we go
over them as a class.

Thento beginthe lesson,the instructorwill askthe studentsto think

The blockswill helpall of the students
abouthow we would solvea problemthat wasmoredifficult such
figureout the difficult task. By
as 600+5. Havestudentsthink independently andthenhavethem
working on the problembeforedirect
work in pairswith countingplacevalueblocksto figurework
instruction,it givesthe studentan
throughtheproblem
opportunityto leam aboutwhat is
goingto happenbeforeit is presented
(Studentswill haveworkedwith the blocksandknow how to use
in English. Also, whenit is presented
them) Studentswill startout with the amount in 100blocksbut
in English,they canfollow alongwith
canswapthemout for brokendownunits. Seefigure l.l and 1.2
the sameblocks that thev were usi

Instructional Steps: I Rationale:

After thetime is up, thenhavegroupssharetheir ideas.If there I Sincethis wasa manipulation

was a groupthat was ableto figure it ou! havethem sharewith tlre I assignmentand not a languageone,the
classhow they did it, andhavethe classfollow alongwith their I ELL studentshaveasmuch
own blocks. Otherwise have the studentsfollow along as niW for successas Native
 Micro Teaching- Sheltered Instruction

throughhow they couldhavedoneit. Hopefullystudentswill speakers,andhavingthem explain it to

figure out that they can startby putting a 100block into eachof the the classwill give themconfidenceand
5 groups.Thatleavesthe studentswith 100unitsto split amongthe practicespeakingEnglish. If they
groups. Sincethe studentshaveworkedwith the blocksthey know were not part of a pair that figured it
they canbreakup the largeblocks into smallerunits and still have out, a fellow studentwill explainit to
the same#. I blockof 100canbebrokeninto l0 blocksof 10. themandthey will be ableto follow
Studentsshouldknow that l0 (10 blocksof l0) dividedby 5 is 2, so alongwith the blocksto aid
they put two blocksof l0 in eachof the 5 groups.Thenthe understandingalongwith the rest of
studentscounthow manyunits are in eachgroupand it should the class.
equal120.

Thentell thekidsthattheyjust did longdivision!!!

As easyasdividing blocksinto groups,we canalsodo this same

thing on paper.

Beforestartingbring out the illushatedposterwith the "family" on The posterwith a way to rememberthe
it andgo over it with the kids repeating.(Dad-Divide,Mom- orderwill helpthe ELL aswell asthe
Multiply, Sister-SubtractandBrother-Bring down) other studentsrememberthe method
for division.
If you don't know 60G:-5thenyou canbreakit down into something
thatyou do know.

Startby showingthemthevaluesplaces.Seefigure2. Showingthe kids the placevaluesthat

writtendivisionproblemshavewill
They startwith 6/5 seefig 3. The studentsplacethe one over tlre helpthempicturethe blockswhile
hundredsplacebecauseit representsI 00 doingthe problemson paper. The
teacheris demonstratingeverythingso
Thenthey Brotherandbring down. Divide l0/5. Seefigure4. the studentsdo not needto rely on the
wordsfor explanation.
Bring downthe lastzeroanddivideby zero. Remindthe kids that
eventhough10-10is zero,they needto bring downthe lastzeroin
the one'splace. Seefigure 5.

Finishthe steps.Seefigure6.

Do a few more asa class,askingthe studentswhat to do next at Whenthe studentsareaskedwhat to

eachstep. do next, the teachercanget a feel for if
they understandwhat was taught.

Breakup and havethe studentstry on their own with the teacher By trying the problemson their own,
walkingaroundto helpthosewho arestruggling. the studentsare againableto work
throughproblemsbeforehavingto use
language.

As studentsfinish, pair them with a parfrrerand havethem compare Studentswill finish andbe paired
their answers.If they do not coincide,havethemwork out the accordingto their understandingand
problemstogether. ability sothe ELL studentsdo not need
to feel left behindand other students
canmoveon to morechallenging
problemsafter they finish checking
their work. This alsomakesit so the
 Micro Teaching-ShelteredInstruction
teachercanhelp two struggling
studentsat a time.

As a class,go throughthe problems.Havefe studentswrite the Especiallywith the teacherhelping

problemsandshowtheir work on thewhiteftoards,showingthe
teacher. The teachercan selectstudentswho got it right do the
problemsfor the class.Onestudentdoesthe problemfor the class
while the otherstudentis explainingwhathe/sheis doingandwhy.
strugglinggroups,everygroupshould
get a chanceto "teachthe class"on a
problemandthis canbuild confidence
in the ELL student. With one student
actually doing the problemandthe
other explainingwhat the studentis
doingandwhy he is doingit, thenboth
studentsneedto understandthe
problemto effectively teachit. With
theteacherorganizingthingsand
knowingwho did which problems
correct they canhavea native
speakinggroupexplaintheir problem
first asa model. Thenthe ELL group
can so and explain ther

Assessment: Rationale:

Studentswill practicethe problemsfor homeworkandasa classwe By practicingashomeworkandthen

will go overthe homeworkthe nextday.
going over the answersthe next day,
studentscanpracticethe skill in a low
stressenvironmentandtheteachercan
seewhattheyarestrugglingon andthe
mistakesthatthevaremaki

Reflection:

Success:Thereis a lot of discoveryandself/peerteachingwith this lesson,so studentsdo not needto rely on

languageonly. Thereis alsoa lot of think time with the discovery,independent
work, peerwork andclass
work.

Struggles:Therearea lot of stepsandit will not work if studentsareall confusedandunableto helpeach

other anddo independentwork. If this is in the case,therewill haveto be more instructionthrough language
whichmav be difficult for the ELL.

An
 II li /l I

d\ 7)
, ' /,
i i,

l A / I
I/'-r

i-r '| \.1( (

a-\

;I, . , r:,,
.-. /
tt:,
i\

(")

/:- \- -
J) LI f(,
(, l

-
Lu 4y
rr\

/\t
| /)
:l
I
I
+

1':)o
t' -\.
)) kil.l t.'
5 -i' j
--i*n**a-
' I
al."/
v'
r:iO
rl

a1
v

lr'J r r
: i.\J

4 )l e,(X) +