The learning objective/goal for the re-engagement lesson I designed is that students will be able to correctly identify the tens and one’s place, borrow a ten, and correctly add it to the ones place as a ten to regroup. The state content standard for this learning objective is MGSE2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. In the re-engagement lesson, I will be reviewing how to identify the place value of numbers using a ten and ones chart. We will also go over the steps to solve a subtraction problem with regrouping. Then we will review how to use base ten blocks to solve some subtraction with regrouping problems together. …show more content…
At this time, I will show the students how when you borrow a ten and carry it to your ones, you’re adding ten ones to your ones side and not just a one.
Next, I will have the students draw a ten and ones chart on their whiteboards and I will give them a problem to put in their chart to subtract with regrouping. We will discuss how to solve this problem while we use our base ten blocks to show why borrowing a ten from the tens place creates ten ones to help us regroup. Furthermore, I will give the students each a piece of scratch paper and tell them problems to write down and solve using their base ten blocks and showing a ten and ones chart. There will be four problems all together. The instructional materials used for this lesson are whiteboards and base ten blocks. The assessment to monitor student learning during the lesson is the use of the individual whiteboards while I observe what they do and write on their boards and a quick quiz with four questions that I will collect.][The identified area of struggle for the three focus students were to correctly identify the tens and ones place so they could correctly regroup a ten to the ones when subtracting two numbers. The strategies used in my re-engagement lesson were to review the place value and have them use a tens and ones chart when subtracting so they would remember the place values when subtracting with
regrouping. We did several examples together and I scaffolded throughout the lesson to improve their skills. These strategies were effective in developing the three focus students’ mathematical understanding of regrouping. I know this based on the assessment for this lesson. They were all able to correctly regroup. They all correctly borrowed a ten and transferred it as a ten to the ones so they could subtract. The use of manipulatives in my lesson proved to be effective because when the students were using the base ten blocks they could visually see how borrowing a ten and putting it with your ones is the same as adding a ten to your ones and not adding a one. This provided students with a concrete model to look at and help them instead of just numbers on a piece of paper. There has been a change in the students’ mathematical understanding of regrouping after the reengagement lesson. Prior to this lesson, the students did not understand how to properly regroup and based on the assessment during the reengagement lesson, the students now understand how to correctly regroup. Evidence of student learning from the three work samples in the reengagement lesson proves that the lesson was effective because they all made a 100 on this assessment after making a failing grade on the previous formative assessment before this lesson. Also, on their work samples from the reengagement lesson you can see their work, where they all correctly regrouped to correctly solve the subtraction problems.]
An activity that can be used to attain proficiency in the objective, would be for the students to read the book “Henry’s Freedom Box” independently. After each student has read the book and understands the context of the book. Each student will be given a handout that is a paper divided in half and one side says “same” and the other says “different” that they need to complete. After that, the class will be divided into two groups.
13th Ed. -. Jo Ray McCuen-Metherell and Anthony C. Winkler. Mason, OH: Cengage Learning, 2011. 428.
Math is the study of patterns, with students learning to create, construct, and describe these patterns ranging from the most simple of forms to the very complex. Number sense grows from this patterning skill in the very young student as he/she explores ordering, counting, and sequencing of concrete and pictorial items. The skill of subitizing, the ability to recognize and discriminate small numbers of objects (Klein and Starkey 1988), is basic to the students’ development of number sense. In the article “Subitizing: What is it?
Michael is a 15-year-old boy currently in the 9th grade. Michael has been receiving special education services since he was determined eligible in 2nd grade. Michael is currently receiving instruction in a self-contained classroom. According to the Brigance Diagnostic Comprehensive Inventory of Basic Skills conducted in April 2018, Michael’s computational math skills register at 2nd-grade level, and his problem-solving skills are at grade level 1. A review of classroom assessment and input from teachers indicates that Michael enjoys working on multiplications and tries very had to complete these problems. He is able to recite some facts but usually needs help in order to find the answers. Michael has improved upon addition and subtraction with regrouping. He now can add and subtract double digit numbers. However, he continues to need help with his subtraction problems. When reminded to regroup he is better able to complete his work. Michael has also worked with recognizing money and making change. This is an
In the effort to support a growing population of diverse students, states are encouraging schools to promote family engagement and education equality. To help with this promotion schools need to have a welcoming and friendly environment for students, family, and staff members. The purpose for family engagement is to get families evolved in education to help support the academic success of their children. The most common family engagement opportunity is an open house right before school starts and parent/teacher conferences. However, family engagement events should be promoted throughout the year just not 3 times a year.
Corcoran does not use a textbook with questions and teacher’s answer solutions, but she does use Origo, math warm-up packets, and TouchMath General Math. The value of the math warm-up is to use the packet as data given evidence to evaluate if each student is progressing to make their annual or three-year goal and benchmarks. Mrs. Corcoran tries to have the students complete the math warm-ups independently with little to no assistance, and will ask a teacher to review their math warm-up packet to check for errors. The assessment is formative assessment, or skills/tasks forming over time. The math applications are addition, subtraction, multiplication, word problems, division, elementary algebra, and sequences. The math warm-up packets help drive instruction by assessing what students need to improve on and what students can achieve. I learned practice over time can help students understand math applications and math warm-up packets can serve for several
The work sample is a word problem worksheet on coins. The objective in this lesson was for students to solve problems using coins and the students had to either add up coins or subtract coins in this worksheet. Therefore, I was able to “match learning objectives with assessment methods”. Based on the work sample, the student correctly answered the questions that involved adding up coins but when she had to subtract coins, she got the answers incorrect because she assumed that the question involved adding up coins. It taught me that she did not know when to add or subtract when reading a word problem. As a result, I adjusted my instruction and taught the student to look for clue words such as, “in all” or “have left” when solving a word problem. I taught her that key words such as, how many are left, difference, how many more and fewer indicate that she needs to subtract. While, key words such as, altogether, in all, total and sum indicate that she needs to add. This show that I was able to “analyze the assessment and understood the gaps in her learning and use it to guide my instruction”. The student knew how to add and subtract but she had a difficult time knowing what operation to use when solving word problems. I provided the student with “effective and descriptive feedback” immediately after finishing her worksheet which helped her to improve her
Children can enhance their understanding of difficult addition and subtraction problems, when they learn to recognize how the combination of two or more numbers demonstrate a total (Fuson, Clements, & Beckmann, 2011). As students advance from Kindergarten through second grade they learn various strategies to solve addition and subtraction problems. The methods can be summarize into three distinctive categories called count all, count on, and recompose (Fuson, Clements, & Beckmann, 2011). The strategies vary faintly in simplicity and application. I will demonstrate how students can apply the count all, count on, and recompose strategies to solve addition and subtraction problems involving many levels of difficulty.
behind them"10. This puts students in a position so that they are confident and prepared for the
There are many areas for potential failure in the learner-centered classroom. Doyle states that student resistance is the biggest obstacle to overcome. The student often doesn’t understand the concept and is not receptive to it. The greatest way to deal with this potential failure is to explain the ‘why’ to the students. Students that understand why they are to do a task and understand how to apply it are more likely to overcome it.
Students were also evaluated to understand the concept that the sum of a fraction may be decomposed into parts (or recomposed into an equal sum). Next students had to express the decomposed fraction as a multiplication equation. Lastly, students had to label and plot the decomposed equivalent fraction on a number line with jumps (representing the decomposition). These concepts which all correlate with one another was challenging and extremely difficult for 3/4th of the students within the class. Question 3 A & B are based on the concept of decomposing fractions. Data shows 16 students struggled with question 3 A and 18 students struggled with 3B. Due to the amount of students with IEP’s, 504’s, and students needing extra math support, mathematical concepts and skills are challenging and often these types of student population have gaps in learning. As stated previously 3/4ths of students, especially those students with special needs did not comprehend the concept. It is quite possible many students did not receive or understand the foundational fraction concepts and notions. The students that fall bellow grade level really required further instructional on the concepts of what a fraction is.
The ideas and practices of community-led design has been around and practiced for a long time, especially so within the field of architecture, urban design and master planning (Alexiou et al., 2013). Ralph Erskine, one of the pioneers in community-led design, has shown in his Byker Wall project in Newcastle how successful a project can be by involving the community (Blundell Jones and Canniffe, 2007). Despite the growing demand of this approach in the built environment (Wares, 2000), the practice of community-led design has been underutilized and sidelined as there remains poor recognition and understanding of its approaches and benefits (Alexiou et al., 2013). But why is that? Why do practitioners remain ambiguous towards users participation during design process?
An engagement that gives me leadership skills is community services. I am always involved in these activities on a volunteer basis. I spend most of my holiday time participating in programs that provide meal services to the homeless and less fortunate. The social status of the poor predisposes them to numerous challenges in their lives. My engagement in these activities is facilitated by various non-governmental organizations related to human and social services delivery. Some of the services include providing these individuals with shelter and food. Also, on campus, I participate in multiple service activities. I helped explain the campus to inner-city school kids and Community College Students whom visited the campus.
I am going into event planning, in the sector of the hospitality industry. Event planning industry is on the rise and is not glued to one specific genre, hence, there are several to choose from. Event planning is needed for all sorts of occasions such as, birthday parties, weddings, fundraisers, product launches, concerts, anniversaries, fashion shows, conferences, graduations, business meetings, and much more! It is an industry that will never stop growing and improving. Specifically, an event planner job includes working with clients, creating a positive self-image, networking with clients, and personal and financial gain.
A somewhat underused strategy for teaching mathematics is that of guided discovery. With this strategy, the student arrives at an understanding of a new mathematical concept on his or her own. An activity is given in which "students sequentially uncover layers of mathematical information one step at a time and learn new mathematics" (Gerver & Sgroi, 2003). This way, instead of simply being told the procedure for solving a problem, the student can develop the steps mainly on his own with only a little guidance from the teacher.