Artifact #2-Math-Adding double-digit numbers

Overview

The second artifact that I have included in my Elementary Portfolio is a math lesson on adding double digit numbers. I

completed this lesson for my Grade 2 students in my first student teaching placement. This artifact shows that \i have the ability to

plan, instruct and assess students using the Common Core and Ontario Curriculum. I planned this lesson using both standards and this

shows artifact shows that I have mastered these skills.

This lesson was created to allow students to think critically. As John Dewey said, “We only think when we are confronted

with a problem” (Dewey). This is exactly what this lesson has students do, is think. Prior to working up to this lesson, I introduced

students to a virtual manipulatives site where they had to come up to the board and move base ten blocks to show their answer. We

started off this lesson with a review of place value and showing a number using virtual base ten blocks. Then the students were asked

to show two numbers that would equal a number for example: the number 38. Students were asked to show two numbers that equaled

38. 30+8=38. Students were asked to show this equation using a variety of manipulatives, such as: base ten blocks, a hundred chart,

and a meter stick/number line. Students were assessed while working in a group and independently. For the final assessment, I broke

students off into groups, gave them a number and asked them to find different ways to make that number. I gave them the necessary

tools and told them that they would have to explain how they reached their answer.
 To engage student s in this lesson, I used Glencoe virtual manipulatives, as well as asking them to pretend that we were testing

out these games for the school fair. The thought of them creating a game for their principal for the school fair was over the top and

they got right down to work to help out their principal. I also took the students that I had surprises for the group who got the most

equations and were able to explain how they reached their chosen numbers. I put little treats in Easter eggs and the students were

allowed to choose their egg at the end of class. I know with my own children, that working towards a reward helps get better results!

Connections to Standards

INSTAC Standards

The standards that I have included for this lesson is Standard #1- Learner Development, which states, “The teacher understands

how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the

cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging

learning experiences”, including (b), which states, “The teacher creates developmentally appropriate instruction that takes into account

individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/ her learning”, as well

as, (d) The teacher understands how learning occurs--how learners construct knowledge, acquire skills, and develop disciplined

thinking processes--and knows how to use instructional strategies that promote student learning” (INSTAC). These standards show

that, I understand how a child develops, in all areas, and I plan a lesson to take all of their development levels into consideration. I
kept the students different development abilities in mind when I placed them in groups to complete the final assessment. I had the

students who were not as strong with the content to complete activities that were at a lower frustration level.

The next standards that I would like to include are Standard #2-Learning Differences (a) The teacher designs, adapts, and

delivers instruction to address each student’s diverse learning strengths and needs and creates opportunities for students to

demonstrate their learning in different ways” (INSTAC). While planning this lesson, I knew that there were students who would be

off task. I placed these students at the front of the classroom, while instructing the lesson. I called upon these students to come up to

the SMARTBOARD, to use the virtual manipulatives to help keep them engaged.

The next set of standards that I would like to include is Standard #4-Content Knowledge-4(d) -The teacher stimulates learner

reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners’ experiences. To

do this, I planned to use the virtual manipulative app called Glen Coe virtual manipulatives. Students had prior knowledge of this app

and were able to use it well during the lesson.

NYS Code of Ethics for Educators

The NYS Code of Ethics is broken down into 5 principles to help promote ethics to an educator. For this artifact, I have

chosen to use Principle 3, which states, “Educators commit to their own learning in order to develop their practice. Educators

recognize that professional knowledge and development are the foundations of their practice. They know their subject matter, and they
understand how students learn. Educators respect the reciprocal nature of learning between educators and students. They engage in a

variety of individual and collaborative learning experiences essential to develop professionally and to promote student learning. They

draw on and contribute to various forms of educational research to improve their own practice” (highered). This principle is relevant

as I, as an educator, am committed to my own learning to help enrich the minds of my students. Prior to starting this lesson, I learned

that Glen Coe was a very interactive tool to use in the classroom. That evening, I went home and logged on it Glen Coe. I asked both

of my children to use the app, and watched how engaged they were in the virtual manipulatives. I further taught myself of the app and

identified the common misconceptions, such as movement on the base ten blocks. I was able to show students the exact way to use

this app the following day for our lesson.

Ontario Teacher Ethical Standards

The Ontario Teacher Ethical Standards is broken down into 4 standards, which include: Care, Respect, Trust and Integrity. For

the purpose of this artifact, I have chosen to include the standard of Care. The standard of Care states, “The ethical standard of Care

includes compassion, acceptance, interest and insight for developing students' potential. Members express their commitment to

students' well-being and learning through positive influence, professional judgment and empathy in practice”(Oct). In this lesson, I

show that I care for my students in many ways. I show that I care about my students who are off task. Instead of allowing these

students to sit at the back of the class and play with their laces on their running shoes, I bring them to the front of the classroom and

keep them engaged in my lesson by frequently calling upon them to come up to the SMARTBOARD. By doing so, I can tell that they
are learning because while assessing them in their independent task, they are able to complete the task because they know what they

are doing.

P-12 NYS Common Core Learning Standards

For the purpose of this artifact, I have chosen to attach the standard 2.NBT.B.5

Number & Operations in Base Ten

5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship

between addition and subtraction.

Students in grade 2 are expected to add and subtract within 100 using different strategies. For the purpose of this lesson, I have

introduced students to virtual manipulatives, as well as, base ten blocks, a hundred chart and a meter stick.

NYS Learning Standards

 The NYS Learning Standards are broken down into 4 standards for Math. For the purpose of this artifact, I have chosen to

attach Standard 2: Information Systems –“Students will access, generate, process, and transfer information using appropriate

technologies” and Standard 3: Mathematics (Revised 2005)

“ Students will understand the concepts of and become proficient with the skills of mathematics; communicate and reason

mathematically; become problem solvers by using appropriate tools and strategies; through the integrated study of number sense and

operations, algebra, geometry, measurement, and statistics and probability” (nysed). The reason I have attached standard number 2 is

for the use of technology within my lesson. I have incorporated the use of Glen Coe virtual manipulatives on the SMARTBOARD. I

have attached standard 3 because I am expecting students to understand the learning objectives that I have set forth and eventually

become fluent with adding and subtracting numbers within 100.

The Ontario Curriculum

The Ontario Curriculum is broken down into different standards for grade and subject. For the purpose of this artifact, I have

chosen to attach 1.3 Quality relationships-Compose and decompose two-digit numbers in a variety of ways, using concrete materials.

I have chosen this strand from the grade 2 mathematics curriculum as “The study of mathematics equips students with

knowledge, skills, and habits of mind that are essential for successful and rewarding participation in such a society” (edu.gov). Math
is everywhere and students must have the basis understanding of how to use math in our society. Each year, students have new

expectations, and if they have not conquered the expectations from the previous year, they will struggle in the years to come.

Vygotsky’s scaffolding method is evident in mathematics, all learning experiences are built on previous knowledge. It is important

that teachers do not move forward until all students understand the concepts.

CAEP Standards

The CAEP standards are important to include as they ensure that each educator understands the content and

pedagogical knowledge associated with the lesson. The CAEP standards are broken down into 5 standards, and for the

purpose of this lesson, I would like to include: Standard 1. Content and Pedagogical Knowledge, which states “The provider

ensures that candidates develop a deep understanding of the critical concepts and principles of their discipline and, by

completion, are able to use discipline-specific practices flexibly to advance the learning of all students toward attainment of

college- and career-readiness standards.

Candidate Knowledge, Skills, and Professional Dispositions

1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s) in the

following categories: the learner and learning; content; instructional practice; and professional responsibility” (caep). This
standard shows that I have an understanding of the InTASC standards and take into account the learner and learning; content;

instructional practice; and professional responsibility.

ISTE Standards

The ISTE standards are broken down into 7 standards and for the purpose of this artifact, I would like to include

Standard #1-Learner, which states, “Educators continually improve their practice by learning from and with others and

exploring proven and promising practices that leverage technology to improve student learning”(ISTE). As an educator, I am

continuously improving by practice by learning from my instructors, which include Professor Mebratu and Professor Scumaci.

I am currently learning about the SMARTBOARD and creating a website for my Technology class and I will use my new

skills in the classroom.

ILA Standards

The ILA standards are broken down into 7 standards and for the purpose of this artifact, I would like to attach standard

2-Curriculum and Instruction. Standard #2 states, “Candidates use foundational knowledge to critique and implement literacy

curricula to meet the needs of all learners and to design, implement, and evaluate evidence-based literacy instruction for all

learners” (ILA). To create this wonderful math lesson for my students, I implemented literacy instruction, which is evident in
the instruction that I gave students. Students were responsible for reading the instructions and understanding them in order to

complete the task.

CEC Standards

The CEC Standards are broken down into 5 principles and for the purpose of this artifact, I would like to include

Standard #12, which states, “Participating in the growth and dissemination of professional knowledge and skills” (cec). I am

constantly challenging myself with new skills for the classroom, and I will implement these skills into my lesson. I have

witnessed the excellence of students in technology and I, as an educator must always be one step ahead of them. I will do this

through my own professional development and growth.

 Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Holly Neil-Buchan Date: 02/20/2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: X Suburb: _______ Town:_______ Rural: ______

Grade level: 2 Number of students in the class: 19

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in
this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent IEP Goals
Classifications/Needs Students

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
 Pre-teach vocabulary words, practice counting by 1’s, 10’s. practice
Struggling readers 3 place value showing tens and ones, frequent checks for
understanding

Lesson 5 of a 5 Day Learning Segment

Subject and Lesson Topic: Numeration and Number Sense

Grade Level: 2 Lesson Duration: 40 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within the
curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

By the end of the learning segment, students will be able to identify place value in tens and ones, use manipulatives to count as well as identifying what
numbers they can add to make a sum (e.g. 52). Students will be required to show how many ways they can make that number.

Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Students have been exposed to two digits of a two-digit number which represents amounts of tens and ones, in grade 1 (1.NBT.B.2). Students have also used manipulates to
find the sum of a number. Prior to this lesson, the students have been exposed to virtual manipulates through glencoe. Students are familiar with the website and how it
works to understand place value. As this is the final lesson of the unit, students have a good understanding of ones, tens, addition and manipulatives.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

This prior knowledge will be used to challenge the student’s abilities in problem solving and addition. Students are always encouraged in the use of manipulatives and this
prior experience will help them with the task of finding different variations to find the sum of a number.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

Since kindergarten, students have been encouraged to use objects for counting, whether it be at home or in the school. Students are naturally curious with numbers, as they
are exposed to them at an early age. Students have been exposed to numbers in many different ways for example: observing adults in counting money in exchange for goods.
Students also have personal experience of attending fairs with their families. Most students have played a game at a fair where they won prizes.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

This knowledge will be used to engage the students in the lesson. The lesson uses the students’ knowledge of attending a fair and playing games/winning prizes. By
integrating games/prizes into math, students can have fun in learning about numbers.

Curriculum Standards
Common Core Standards
2.NBT.B.5
Number & Operations in Base Ten
5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and
subtraction

The Ontario Curriculum

1.3 Quality relationships
Compose and decompose two-digit numbers in a variety of ways, using concrete materials.
Objectives
Using Bloom’s Taxonomy, include statements that identify
what students will be able to do by the end of the lesson
and are aligned to the standards identified above.
By the end of the learning segment students will be able
to use various manipulatives to show different variations
to compose and decompose two-digit numbers to assist
them with addition.
Assessment
Using formal and/or informal assessment tools, how will
you evaluate and document your students’ progress on
each of the objectives?
Teacher will assess students as they work in groups
of 4-5 students by walking around the room while
students come up with differential variations in
numbers.
Modifications to Assessments
If applicable, explain how you will adapt assessments
to allow students with specific needs to demonstrate
their learning.
(edTPA Task 1, Prompt 5b)
Teacher will model the use of various
manipulatives to assist students to compose or
decompose 2-digit numbers.

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function
Looking at your standards and objectives, Demonstrate Students will use different manipulatives to show addition skills
choose the one Bloom’s word that best
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary Addition, place value, 100 chart, Teacher will pre-teach vocabulary that students will need to use in order
Key words and phrases students need to be sum, variations, to show understanding of the lesson.
able to understand and use

Syntax
Describe ways in which students will organize
language (symbols, words, phrases) to
convey meaning.
Discourse
How members of a discipline talk, write, and
participate in knowledge construction and
communicate their understanding of the
concepts
Instructional Process
Students will use the appropriate
mathematical language to show
understanding and convey meaning
while explaining their thinking in the
group activity
Students will use the mathematical
language learned and apply this
language while explaining their
thinking during the group activity.
Teacher will pre-teach vocabulary that students will need to use in order
to show understanding of the lesson. The mathematical language should
be used to show that students understand the lesson
Teacher will pre-teach vocabulary that students will need to use in order
to show understanding of the lesson. The mathematical language should
be used to show that students understand the lesson
Accommodations and/or Modifications and/or
Supports
Anticipatory Set/Motivator

To introduce the lesson, students will be asked if they have ever gone to a fair. The students will then be
asked if they have ever won any prizes at a fair. The teacher will allow the students 2-3 responses about
their experience at a fair.

Can anyone tell me what a sum means?

Instructional Procedures

1. The teacher will ask the students “what are some things we have used to help us count in the past Students who prefer to count by ones when
week?” The teacher will give a hint: “base ten materials/place value cards, hundred chart, ruler” calculating 2-digit sums will need continued
2. The teacher will explain how important it is to use these items to help us with our addition skills. practice with making groups of 10 and using
3. The teacher will ask the students if they remember yesterday’s lesson, where we used the base ten mathematical language to describe the
blocks on the white board to help us with regrouping? numbers. Students who struggle will work one
4. The teacher will do a quick review of yesterday’s lesson. The teacher will ask the students to gather on on one or in small groups with the teacher.
the carpet. The teacher will use the whiteboard and log on to www.glencoe.com where the students will be Students will be asked to show a bundle of 10,
shown the use of base ten materials to come up with the sum of a number. (students have prior experience 20, 30 etc counters and asked how many more
with this program) What does sum mean? do you have (than the counted bundle).
4. The teacher will say, “Today, we will think of different ways that we can come up with variations to Students will have frequent checks for
make the sum of a number”. The teacher will ask a student to pick a 2-digit number; any 2-digit number. understanding and be reminded to use
5. The teacher will wait for the students to respond with a number. For example 38. The teacher will ask counters/ruler or meter stick to help them
the students “what is one way that we can show 38”? The teacher will ask a student who is known to understand two digits that show the sum of a
struggle with this lesson to come up to the whiteboard and show one way to make 38. The student will be number.
expected to show either: 3 base ten blocks and 8 ones blocks, 2 base ten blocks and 18 ones blocks, 38
single ones or any other variation by dragging the base ten blocks (ones) to show the number 38.
6. The teacher will ask another student to come up to the board and show another variation of 38
7. The students will then be asked: “What different variations of numbers can we use to show the sum of
38?” For example: 27+11=38, 26+12=38 and 24+14=38. How many different variations of numbers can
you show that equal to 38?
8. Next, the teacher will do this same activity, but with using a hundred chart. The teacher will show the
students the number 38. The teacher will ask the students “Who can show the class two numbers on the
hundred chart that equal to 38? The teacher will wait for a volunteer. The student will be expected to
show a number, and count up from that number until they reach 38.
8. The next example will be shown with a meter stick. The teacher will ask for a volunteer to show two
numbers that equal 38 by using the meter stick.
9. After the teacher has engaged the students in the lesson, the teacher will say “Now that we can add two
digits to make a number using different ways; we are now going to play a math game that will be used for
our school fair.”
10. The teacher will say “Although we are only testing out this game for Mrs. Frappa; there is still a chance
to win a prize!”
12. The teacher will go over the instructions with the class. The groups will be assigned either 35 or 81
13. After being assigned a number, your goal is to use the numbers in the box to come up with as many
variations to make your assigned number. The teacher will continue “I want you to use as many materials
as you can to help you create your number. (At the front of the class, the teacher will have: base ten
cubes, place value charts with shapes, hundred charts, meter sticks, rulers and blocks.” The students will
be encouraged to use more than one manipulative to come up with as many variations as possible. Once
you have completed your variations, you have to be able to explain your thinking so don’t forget to write
down how you got to the number.
14. The teacher will continue, “Let’s do one example together as a class. If I am assigned the number 35;
what two numbers on the game card will equal 35? You can use the same number twice, or if you feel like
a challenge; you can try subtracting two numbers to get that number.” The teacher will ask for a volunteer
to do the example. The students can give any variation that equals 35 and explain their thinking.

15. The teacher will ask the students to return to their seats and clear their desk. The desks are already
strategically placed in groups of 4. Each group of 4 will work together for this activity.
16. The teacher will give each student a piece of chart paper, a marker and a game card for the activity.
17. The students will have 10 minutes to work in their groups. Once they have completed, the groups with
the most variations for the number 35 will win a prize. The groups with the most variations for the number
81 will also win a prize. A different prize will also be given to the other two groups for being great workers.
18. Once students have completed their group work, the group will pick one students to be the speaker.
The speaker will tell the class what number they were given (35 or 81), and what different variations they
used to come up with that number.
19. As a follow up activity and to reinforce the objectives of the lesson, each student will have the
opportunity to win a prize if they can complete the Toss and Win game. The game asks students to find 2
numbers on the chart that equal to less than 25, 25-49, 50-75 and over 75.

Closure

The teacher will ask “Can someone tell me what they learned today?” The teacher will take 2-3 responses
from students (asking a struggling student what they learned)

List all materials and/or technology tools required for the lesson.
During the lesson
Whiteboard, computer, www.glencoe.com
Hundred chart, meter stick, markers
During group work
Base ten blocks, place value charts, hundred chart, meter stick, ruler, blocks, shapes,
Chart paper, marker
 References

Chong, K., Cooper, D., Kelleher, H., Kestell, M., & Simmons, J. (2005). Nelson Mathematics 2. Canada:

National Library of Canada

Cataloguing in Publication.