MAED 3224

Clinical Assignments
(Note: Do not include school names, teachers name, students name, or any of
descriptors that would enable the reader to know which school you were placed
or any names of those involved than your own).
Part A: Context for Learning
1. Grade level:
2nd grade
2. How much time is devoted each day to mathematics instruction in your classroom?
An hour and ten minutes is scheduled for math instruction in the classroom.
Most days only one hour or fifty minutes are actually used for math instruction. In
the morning students do have math morning work. However, it is not discussed nor
gone over after students finish. The teacher checks the work and gives ice-cream
rewards for students who pass the work sheet.
3. Identify any textbook or instructional program the teacher uses for mathematics instruction.
If a textbook, please provide the title, publisher, and date of publication.
At my school they teach strictly to the standard. They do not use a program or
textbook. They make their own problems, and examples up based off of the
standard. They do have old textbooks and will occasionally pull these out for
activities. The book was not shown to me, due to the lack of use of the actual
textbook.
4.
From your observations, list other resources (e.g., electronic whiteboard, manipulatives,
online resources) the teacher uses for mathematics instruction in this class. Also, give a specific
example including the concept is taught and the resource(s) the students used.
Smart-Board, individual white boards, manipulatives- Cuisenaire rods Students use
their whiteboards to draw out each problem and during guided practice. Students
are allowed to use Cuisenaire rods to help them understanding the breaking downs
of tens or how ten ones is really a ten stick.

5. From your observations, explain how your teacher makes sure the students learn the
standard/objectives conceptually giving a specific example.
My cooperative teacher uses exit tickets as an assessment. He does not use the exit
tickets every day but usually once a week on fridays. This is what he asked me to
use as my assessment as well in my lesson. The other days during the week he
divides students into groups after his whole group instruction and puts problems on
the boards for students to work on with their partners. During this time he usually
calls back students who are the strugglers and works with them in a small group
setting. For both the small group setting and the exit tickets he collects he check
the drawing of students for accuracy of them correctly trading ten sticks for ones,
that they correct cross out the number of tens and ones the problem calls for and
that they are left with the correct number of tens and ones that matches the
answer.
6.

What did you learn most about teaching mathematics from observing this teacher?

For his class an extended whole group instruction worked best for his students. I
personally believe that he showed me that is important to know your students and
what works best for them. Students should start with manipulatives then move to
drawings. Finally, the should be able to do it from a numbers only way that makes
sense to them.

Part B: Whole Class Lesson

McKenzie Fortner
October 21, 2016

Subject: Math

Central Focus: Subtraction

Essential Standards/Common Core Objective (2): Date submitted: 11/7/16

2.OA.1 Use addition and subtraction within 100
Date taught:
to solve one-and two-step word problems
involving situations of adding to, taking from,
putting together, taking apart, and comparing,
with unknown in all positions, e.g. by using
drawings and equations with a symbol for the
unknown number to represent the problem.
Daily Lesson Objective (1):
Performance-Students will be subtracting numbers within 100 to find the difference between
two numbers.
Conditions-Individual

Criteria- 75%
21st Century Skills (1):
Critical Thinking Skills
Collaboration
Prerequisite knowledge and skills needed (1):
minor knowledge from previous lessons:
Subtraction, Difference, take-away
Activity
1. Engage (3)

Academic Language Demand (Language Function

and Vocabulary):
Subtraction, Difference, take-away

Description of Activities and Setting

(Whole Group) Teacher will ask students to raise
their hand if they remember going over our
subtraction problems from yesterday. The teacher
will then ask for students to raise their hand if
they remember our first step when subtracting the
numbers 73-24.
(students will raise their hand and will answer the
first step: writing our problem equation that looks
like this- 73-24=?)
Teacher will continue to review steps for the
problem:
(throughout working the problem the teacher will
be calling on students to help her with each step,
rather by naming the next steps, or helping
working out the problem itself)
Teacher will also be using manipulatives such as
ten sticks and ones cubes. This will help students
visualize the trades and the taking away of tens
and ones to help solve the problem.

Time
6-7 min.

2. Explore (3)

(small group) Students will break off into small

groups and using tens sticks and ones cubes they
will solve problems the teacher puts on the board.
Students will write each problem in their math
journal and work through each problem showing
their work and using manipulatives. They will
work with partners to find the solutions to each
problem.
Teacher will work with groups who may have
lower students or where her help is needed.
Teacher will continue to walk around to other
groups to check for correct steps and to answer
questions for each individual group.
1. 24-9
2. 65-47
3. 87-29

10-12 min

3. Explain (3)

4. Elaborate/Extend (3)

5. Evaluate (Assessment
methods) (3)

(whole group) Teacher will ask students once they

are back as whole group to raise their hands if
they would like to come work out the problems
on the board the way their partners worked them
out together in small groups. Teacher will call on
students to bring their work up and together the
teacher and student will explain to the class how
the student and their partner solved the problem.
Teacher will ask students to give each child a
firecracker (praise tactec) for those who come
and show their work to the class and correctly
explain the steps.
Teacher will ask all students to give a thumbs up
if they understand and received the same answers.
(whole group) Teacher will ask questions to the
students such as
1. What was our first step when
solving our subtraction problems?
2. How many ones are in one ten
stick?
3. What do we call it when we turn
one ten stick into ten ones?
This will get students thinking about each step in
the problems and activate schema to prepare them
for exit ticket. Teacher will use this time to also
clear up any unclear answers, steps, or questions,
students may have.
Formative- Exit Ticket. Students will have an exit
ticket that has a problem on their and the teacher
will ask each student to work through the
problem. They are allowed to use manipulatives
and must draw pictures on their paper for help.
(25-8=? Will be the problem, very similar to
whole group problem) Teacher should see each
step explained in whole group on the childs
paper.
Summative- This would be the unit test
Students must receive a 3 out of 4 to show
mastery.
*Rubric attached below*

Materials/Technology (1): Tens sticks and ones cubes, Elmo or white board, exit ticket,

7-8 min

5-6 min

8-9 min.

4.

0 Points

1 Point

2 Points

Procedural

Did not write the

problem equation
or give any correct
answers.

Did not write the

problem equation
but gave correct
answers or wrote
problem equation
and gave incorrect
answers

Showed problem
equation and gave
correct answers.

Conceptual

Did not label any

of the partstrading tens for
ones, marking off
tens or ones that
needed to be
subtracted.

Labeled the parts

but did not get
them correct or
Labeled the parts
and got some of
them correct

Labeled all the

parts correct.
Showed trading
the tens for ones,
marked off the
correct number of
tens and ones that
needed to be
subtracted.

Part C: Results of Whole Class Assessment

a.

b. 10% of students only received 1 point out of the 4 possible points. 25% of the
students received 2 of the possible 4 points. 65% of the students received 4 of
the possible 4 points.
The students who only received 1 point earned partial points for procedural
understanding. Both the student wrote the correct problem equation of 25-8=?
But did not have the correct answer. Neither student earned any points for
conceptual. They had no pictures or labeling on their paper.
2 of the 5 students who earned only 2 points only gained points for procedural
understanding. Both students had the correct problem equation and answer on
their papers. Neither student earned points for conceptual understanding. One
student had drawings, but they were not correct and did not match up to the
problem equation or the correct answer. The other student did not have any
drawings or work on his paper.
3 of the 5 students who only gained 2 points received 1 point for procedural
understanding, and 1 point for conceptual understanding. These 3 students
received 1 point for procedural understanding because they correctly wrote the
problem equation of 28-5=? But did not have the correct answer. These 3
students also earned 1 point for conceptual understanding because they
correctly drew 2 tens and 5 ones. However, the students started messing up
when they were trading. One student only drew 5 more ones instead of ten
ones for the traded ten stick. One students did not mark through their traded
ten so when they went back to count they counted two tens which made their
answer 27 instead of 17. The last student correctly drew the tens, ones and
trades but did not mark through the correct amount of ones and came up with
the wrong answer.

c. Scan and insert here the copies of 2 students first work samples as follows (choose the
most representative examples from the whole class assessment):
Student 1 Mathematics Work Sample (student struggles with conceptual understanding)

Student 2 Mathematics Work Sample (student struggles with procedural fluency or reasoning)

Part D: Plan for re-engagement

A) There will be 7 students in the conceptual and procedural re-engagement lesson.

These 7 students did not show mastery in either conceptual or procedural.
Do two of the following (B required and then do C or D)
B)
1.

Conceptual
2.OA.1 Use subtraction within 100 to solve one-and two-step

word problems involving situations of taking from e.g. by using

manipulatives, drawings and equations with a symbol for the unknown
number to represent the problem.
Students will receive cuisenaire rods- ten sticks and ones
cubes. First, I will model how that there are 10 ones in a ones cube by
showing how I stack 10 ones side-by-side and it is equivalent to the
tens stick. I will then show how we can see ten ones cube in the tens
stick. I will ask students to model back to me ten ones and 1 ten stick. I
will then show students how 2 tens sticks is the same as 20 ones
cubes. I will ask students to model back to me 20 ones and 2 tens
sticks. I will also ask the students to show me another number like 30.
Then I will ask students to take a tens stick and trade me for 10 ones
cubes. I will ask students why we could trade this and ask if they still
had the same amount as before. Once the students grasp this concept
I will have a worksheet with a ten stick and ask students to fill in the
blank for how many ones they could trade the ten stick for. The next
problem will be 15 ones and I will ask students to tell me how many
tens sticks i could trade this for and if there would be any ones left
over. I would have 5 problems like this and each problem would be
worth 1 point for a total of 5 points. This is how I would formatively
assess students or conceptual understanding.
2.
I believe this will be a good way to re-engage my students because many did
not show picture or simply did not trade correctly if they did show pictures. This way
I could have students using manipulatives before we moved on to drawing the
testing them procedurally. This will help students see that there are 10 ones in a
tens stick and 1 tens sticke is the same as 10 ones. This will help them know when
they are drawing that they need to trade out their ten stick for 10 ones and 10 ones
can be traded for a ten stick.
3.
Mastery of concept will be if the students can correctly do 4 out of the 5
problems on the worksheet given.
C)

Procedural

1.

2.OA.1 Use subtraction within 100 to solve one-and two-step word

problems involving situations of taking from e.g. by using manipulatives,

drawings and equations with a symbol for the unknown number to
represent the problem.
The students task in this re-engagement lesson will focus more on their
drawings and their writing of the problem equation. Some students struggles
with showing me at all how they solved their problems on their exit ticket. In
this I will demonstrate firstly how we draw out the tens sticks and ones cubes
for the number in which we are subtracting from I will demonstrate trading
like we re-learned earlier and show them how I write the problem equation
with a question mark for the unknown at the beginning of working the
problem then again at the end with the correct answer in place of the
question mark. We will work through 4 or 5 problems using this method.
Students will work mostly on their own but I will be their for guidance if they
need help. Then I will have 3 problems for each student to solve for their
formative assessment. They must work on their own for this part of the reengagement.
2.
I believe this will help students understand why we draw our problem
equations and how we can use our own drawings to solve problems in our papers. I
believe this will help show students how we trade and why trading works in our
subtraction problems. This will help students be able to solve problems on their
own.
3.
Mastery of concept will be if students correctly solve 2 of the 3 questions by
using the correct drawing representation and correct representation of their problem
equations.