Introduction to Content Area

I decided to teach math for my instructional plan because it is the subject that I am least familiar with.
Math is something that I felt I could use some work on, so I wanted to get extra practice and work with
detailed lessons. My first graders were just finishing up the addition unit when I decided I would teach
math for my IP so my CT and I decided I would start the new unit of subtraction with them. My school
district started a new math program this year called GoMath, so my CT is adjusting to the new format as I
am. All of the math that the students had done this far in the year had been whole group and only out of
their GoMath textbooks, so I tried to deviate and differentiate when I saw fit. Although I deviated slightly
from the norm of their mathematics routine in some of these lessons, I always tried to keep some things
routine. SUch as playing our “Count to 100” song as a transition from calendar time to math time. I used
mostly formative assessment to inform my instructional decisions for these lessons. I also used a gradual
release technique in all of my lessons.

Standards Addressed

CCSS.MATH.CONTENT.1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking
from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects,
drawings, and equations with a symbol for the unknown number to represent the problem.1
Integration:
Apply Vocal and Instrumental Skills
2.1 Sing with accuracy in a developmentally appropriate range.
2.2 Sing age-appropriate songs from memory.

Explanation Addressing the Inclusion of Key Components

Technology

In all of my lessons I use the computer and projector to project our “Count to 100” song. I also use the
document camera to project and model problems for the whole class to see as I show the gradual release
“I do” and “you do”. We also discussed answers for student independent practice using the projection of
the document camera.

Critical Thinking
The students used critical thinking when solving subtraction problems and modeling how to take away.
When doing problems together or reviewing independent practiced students were asked to do turn and
talks about what answers they had gotten and why. When answers were offered as a whole class students
were expected to show silent signals to show if they agreed or disagreed with the answer. Students were
often asked why they agree or disagree.

Communication
Students often communicate through turn and talks and the use of silent signals. Students also
communicate when asked critical thinking questions such as how they got their answer or if anyone else
solved the problem a different way. We often discussed how we could solve a problem using multiple
strategies. We had whole group discussion, table discussions, and partner discussions.

Collaboration
The students collaborated with each other through partner talk, with each other at stations during math
rotations, and whole group when I ask questions about expectations or routine that everyone is expected
to know.

Creativity
The students help create subtraction number sentences/equations. The students were also using creativity
when using a wide variety of tools to model a subtraction problem. Also when drawing the parts of a
subtraction word problem.

High Leverage Practices

Leading a Group Discussion​- Group discussion is done at the beginning of every lesson. I ask a question
about the previous lesson, tying in their previous knowledge. I would then show an example and ask
questions about the example. After thinking about those questions the students would discuss their
answers with someone near them. We would share their ideas whole group and introduce any new
vocabulary to or subtraction chart.

Coordinating and Adjusting Instruction During a Lesson- ​Since this was my first time teaching math I
made a lot of adjustments. The amount of the engagement in the lesson depended on the students that day.
Not only did I have to shift some lessons because of engagement, I also had to adjust based on
pre-assessment. My students scored well on my pre assessment for the first lesson I was to teach so I had
students start focusing on the equation and how to create a subtraction equation during that lesson. I
adjusted each lesson to the previous lessons formative assessment. After the first lesson I realized that I
had a wide range of ability and so I made my second lesson small group and differentiated.

Creating and Managing Small Group Work/Grouping strategies used to meet learners’ needs and
enhance instruction- ​For my second lesson I tried using small groups for math for the first time based on
pre assessment. This small group differentiation was done to enhance the learning of all students and to
challenge each of them. I tried implementing five different stations of modeling taking away. I
differentiated the subtraction problems used. For my high group they subtracted numbers 1-20 and my
other group subtracted numbers 1-10. I had students work with instructors at two of the five stations to do
formative assessments.

ELL and Special Populations support

I do not have any EL students in my current placement. I have a few students with other diagnosis that
challenge their learning. I have a student with ADHD that we have a wiggle seat for that helps him move
while paying attention. I have another student with several challenges that I have created a behavior
management plan for. He receives tallies for positive behavior and if he earns enough tally's he receives
an reward. This was actively used during my lessons.

Connection to Real-World Problems and/or Global Issues

Many of my beginning activities/engages got students creating subtraction equations in real world
situations. Such as taking toppings off of a pizza because you don’t like those ones or comparing how
much more/less candy I have to my CT. All of the word problems that I wrote were written with real
world/ my students experiences in mind. For example I wrote problems about lots of animals my students
see outside at Blanford. Such as I see 5 birds, 3 birds fly away. How many birds are there now?

Content Area Integration

Students use music standards when singing and moving to our “Count to 100” song. STudents also draw
pictures to help them solve many of the subtraction problems.

Differentiation
My students came in knowing a wide variety about subtraction depending on who they had in
kindergarten and how much math is done at home. I noticed a very large difference between my low and
high groups. That is why when I did small groups for math rotations I split students up by ability based on
pre assessment. I made sure the low groups started at stations with instructors to work with them before
doing independent practice. I gave higher students harder subtraction problems to model. Even when I
was not working small group in y other lessons, I always had one or two problems that I would give my
higher students to try and push them farther with each subtraction strategy.

Formative Assessments
I used several forms of formative assessment. Such as listening to partner talk, looking for students silent
signals and listening to their reasoning why they agree or disagree, and working with students
individually to see how they solved a problem.