Lesson Context
Respond to the following items:
Identify the enduring skill(s)/essential question(s)/unit objective(s)/learning target(s) addressed by this lesson.
Enduring Skills:
Students will develop understanding and strategies to solve addition and subtraction word problems with 20.
Essential questions:
How do I represent word problems using manipulatives?
How do I know which strategy is best to use?
Unit objectives:
Use strategies to solve addition and subtraction word problems.
Solve addition and subtraction word problems within 20.
Model a subtraction and addition word problem using objects, pictures, or symbols.
Learning targets:
I can figure out the missing number in a subtraction word problem using objects, drawings, and symbols
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(n.d.). Retrieved March 30, 2016, from http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html
• ClassDojo for Teachers. (n.d.). Retrieved March 30, 2016, from https://teach.classdojo.com/#/classes/56fc135f6feca12378628dbb/points
Describe the pre-assessment(s) used to establish all students’ baseline knowledge and skills for this lesson.
The pre-assessment used to establish students’ baseline knowledge and skills for this lesson is first to watch the video https://www.youtube.com/watch?v=9Z2gpbYiEXo. After the video engages the students to bring back prior knowledge, they will be given a white board. The students will work out a subtraction problem on the board for me to see what they already understand about solving subtraction word problems. I will use the data to know what parts of the instruction on how to solve subtraction word problems need to be more emphasized to the students.
Problem: “Eight balls were in the basket. Some of the balls were removed from the basket. Now there are six balls. How many balls were removed from the
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I will walk around the classroom taking notes about each students’ progress, while they work independently and during guided practice. On students desk there will also be colored cards to explain where each student believes they are. A green card will explain that the student understands it, a yellow card means they understand some of it, and red means they do not understand how to complete the work. Data will be kept on a chart with every students’ name. This assessment will show me where additional accommodations may need to be made; therefore, meeting the needs of students with exceptionalities. If I notice a student not being able to understand how to solve the problems, accommodations can be set to help students understand what they are working
In order to improve my instructional practices, I analyzed instructional data from district math diagnostic and proficiency assessments. The most recent assessment assessed student’s abilities to count, add and subtract, and their understanding of place value. My students scored below not only the other first grade students at the school, but also all first grade students in the district. 81.6% of my students could count, read, and write numbers to 120. This was an improvement from their diagnostic assessment. However, only 66.7% could relate counting to addition and subtraction, and only 45% demonstrated understanding of place value in two digit numbers.
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The assessments have been done during and after the lesson in a variety of ways; verbal response, written response, pair and group work, and making posters as a visual outcome.
From the very beginning of the course, teachers should begin to analyse their learners through initial assessment methods. The assessments best suited to guide improvements in student learning are quizzes, tests, writing assignments, and other assessments such as a group activity. These can easily give the teacher/tutor an insight into the learning needs of the learners. Also
The initial and diagnostic assessments are closely linked; all information gathered from these assessments are put together to help the learner and the teacher build a clear picture of the individual. This information will then be used to agree goals and actions, personalise learning, develop an ILP, tailor session plans to meet the individual learners needs and use teaching methods to cater for all learning styles.
What evidence will you gather at the beginning of the lesson, during the lesson, and/or at the end of the lesson that will show the extent to which the students have made progress toward the academic learning objective(s)? Attach rubric or scoring guide as appropriate.
The Latin American subtraction algorithm is based on the fact that the difference between the two numbers does not change while adding the same amount to the minuend and subtrahend (Indiana University Southeast, n.d.). This algorithm appears to be one that requires precision to detail as it is different from the traditional subtraction algorithm the majority of students have been taught. Regardless of teacher preference, providing students with various strategies allows them to experience the diversity in problem
Students will also verbally share with the class the different comparison problems they created which will allow students to use the vocabulary terms. The last learning experience, 4, will allow students to continue to build from experience 3 in practicing the vocabulary terms and math symbols. Students will say true math statements as well as create their own. There are several ways students will implement their vocabulary terms in meaningful ways.]
Our assignment will be to provide the best degree of Tucson pipes solutions at a reasonable cost by hard-working, honest, experienced individuals focused on working out all of your plumbing requirements. In case your house 's water pressure is higher than-than 80 PSI, reduce it using the stress-reducing device in the primary water shutoff. In cooler areas, the main waterline regularly enters through the ground of the base to maintain the water from freezing. No warm water - if you're not getting any hot water it probably indicates that the thermostat on your water heater is busted or that the burning is not lighted for some purpose.
I chose to do my RX Assignment on a common prescribed drug called Adderall. Adderall is mainly used for patients that suffer Attention Deficit Hyperactivity Disorder, also known as ADHD. It may be used for those that suffer from a disorder called narcolepsy, a tendency to fall asleep without awareness during daytime several times. Dextroamphetamine and Amphetamine are the generic names for Adderall. There are no tests to prove that one has ADHD, instead a psychiatrist must be seen and numerous amount of information must be given to the psychiatrist about the patient, practically their life story.
Based on data from student work samples, benchmark assessments, classroom tests and quizzes, John is able to solve basic multiplication facts with 100% accuracy. He can solve basic division facts with 92% accuracy. John can subtract numbers to the hundred thousands place with regrouping and across zeros with 90% accuracy. He can solve 2 digit by 1 digit multiplication problems with 85% accuracy, 3 digit by 1 digit multiplication problems with 95% accuracy and 4 digit by 1 digit multiplication problems with 90% accuracy. He can solve 2 digit by 2 digit multiplication problems with 85% accuracy. He can solve 3 digit by 1-digit division problems with 83% accuracy. He can identify the correct operation used to solve a word problem with 82% accuracy.
[As a result of the step by step direction in the reengagement lesson, I want students to be able fully grasp the concept of addition; and how the knowledge of addition can be used to provide answers to expressions that require the decomposition of numbers totaling 8, 9, 10. The state standard that I am addressing in this reengagement lesson is 1.OA.1 Common Core State standards; use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together,
This photo was taken for assignment nine, which was the independent project. The process for this picture was relatively simple; on location, I placed the horse at the entrance of the barn, the natural light from outside shining on the horse. As for editing, I was easily able to edit it in Lightroom, using the adjustment brush and setting the exposure all the way down, I easily brushed over the background. I personally found this assignment the most fun to shoot since the subject matter is in my comfort zone. Though horses are something I'm used to shooting, I was still able to find ways to push myself as a photographer when it came to this shoot. I feel that I was able to push myself when it came to lighting since I was mostly working with
Student Outcomes: The student will develop strategies for solving a variety of addition and subtraction story problems.
The specific implications for instruction and assessment were based on both the individual needs of my students and the pre-assessment data. When creating the lessons I took into account the