Math-Expanded Form Reflective Narrative Principle 7: Planning for instruction The teacher plans instruction based upon knowledge

of subject matter, students, the community, and curriculum goals. NANAEYC Standards: 1. Promoting child development and learning 3. Observing, documents, and assessing to support young children and families 4b. Using developmentally effective approaches 4d. Building meaningful curriculum
Math-Expanded Form, was implemented in my primary semester in a first grade classroom at Dundalk Elementary. The math lesson focused on learning how to expand two digit numbers. The objective was We will model a two-digit number and write its expanded form in order to understand the values of the digits of a number." The process of the math lesson was first to coordinate with my mentor teacher on the current curriculum. Next, I reviewed my objective thoughtfully to create a lesson plan that will help guide and facilitate all student learning. My engaging piece of the lesson aided in reviewing counting by tens and providing an opportunity to get the student's wiggles out. The purpose of the explore portion was to see if the students prior knowledge of the objective and to observe what type of strategies were used. The student's were able to share their learning and expand their knowledge. For my explanation, I decided to make instruction interactive by using students as manipulatives to learn how to expand numbers. I also used a flipchart to provide examples for the class to explore together. During the Extension-Differentiate Practice the students worked with a partner and used base-10 rods to expand two digit numbers and write out its form using tens and ones. Students who were ready to move to the next level of learning were encouraged to complete the work without using manipulatives. Finally, once all the students understood the concept they were given a final number to expand independently. This assessment was collected and reviewed to guide future instruction. The relationship between the selected NAEYC and INTASC standard and the artifact correspond with the knowledge of subject matter and promoting child development and learning using developmentally effective approaches. This lesson supports principle 7: planning for instruction because I used this lesson to learn the process of all the stages of planning a lesson based on curriculum goals. The math lesson really improved my style of teaching. The lesson was to be designed with a Constructivist approach where the students leads instruction and the teacher guides the learning. This way of teaching resulted in students who were excited about learning and were able to select strategies that worked best for their specific learning style. I also learned that its takes a lot of preparation and careful thinking to assist in this type of learning. I felt that I had less classroom management issue due to the amount of hands-on activities. This lesson was able to not only teach the students expanded form but to provide a medium where they are empowered to lead their own learning. This concept will help the students approach future problems in a positive and curious nature.
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Denyse Fiero Math Lesson Plan Expanded Form February 20, 2012 Before the Lesson: Mathematics Process Standards: Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic Topic A. Indicator 1. Apply knowledge of whole numbers and place value Objectives Read, write, and represent whole numbers up to 100 and beyond using models, symbols, and words Express whole numbers up to 99 using expanded form Identify the place value of a digit in a whole number up to 99

Objective: We will model a two-digit number and write its expanded form in order to understand the values of the digits of a number. Materials: Flip-chart 20 Expanded form Mats Expanded form assessment Base-10 Manipulatives

Background: This lesson was implemented in a first grade classroom at Dundalk Elementary. Dundalk Elementary is a Title 1 school located on 2717 Playfield Street Baltimore, MD 21222. The Baltimore County Public Schools spends $12,118 per pupil in current expenditures. There is one student who has an Individualize Education Plan. There are 2 students who are in the REL category.

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The students have been exposed and secure in the skills of one-to-one representation with base-10 manipulatives. Students have focused on number sense concepts such as: representing whole numbers up to 100, skip counting of twos, fives, and tens. The objectives of the day prior was to compare two digit numbers to determine if the first is greater than, less then, or equal to the second number. Assessment and related homework showed results of 6 students in the class needing extra support in understanding what the <,>,= symbols mean. Some students had difficulties comparing numbers with two digit place values. Prior to the less, I worked one-on-one in the morning with each student to help them in their difficulty area to prepare them for the lesson in expanded form. All students were ready to transition to the next level of learning.

Key Concept: The students will understand the idea that 2 tens and 20 are equal and mean the same value. Planning and Teaching Participants/Grouping: The students range from ages 6-7 years old and are developing at a typical to advanced level. This lesson will be taught in a whole group setting of 20 students. The lesson will be implemented on the carpet and writing portion at the tables. Students will be provided time to turn and talk to a peer to express and develop ideas. Differentiation: Base 10 rods will be provided to support students who are not thinking about numbers in an abstract way.

Engagement: (Students will at their tables- 3 minutes) I will have all students hold up their hands and wiggle their fingers. I will say,

"I wonder how many fingers do we have wiggling in the air? I want to count all our fingers. Let's see, each of us have ten fingers so we will count each student by tens. Sit on your wiggling fingers after they have been counted so we don't get confused with our counting." After all the counting, we will announce how many wiggling fingers there are in the room. Exploration: (5 minutes) Students will draw and write a number sentence that represents twelve using their own ideas and strategies. The instructions will be displayed on the flip-chart. I will collect student samples and they will share their ideas on the overhead. (I will invite the students to transition to the carpet to sit on the perimeter. I will call students by table color and direct students where to sit.)
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I will then build off the students strategies and reinforce the key concept by further explaining expanded form. I will ask guiding questions at an Analyzing and evaluation level of Bloom's taxonomy. I will invite three students to hold a tens rod in their hand. They will stand in front of the class. We will count the three students by tens. I will say, What is the value of the tens? (30) I will invite two students to stand next to the students holding the tens rods. I will ask, What is the value of the ones? (2) What is the value of the tens and the ones together? (32) I will explain that expanded form shows the value of the tens plus the value of the ones. I will write the expanded form, 30+2= 32 on the board.

Explanation: (ten minutes) Objective: We will model a two-digit number and write its expanded form in order to understand the values of the digits of a number. Students will review an interactive flip chart discussing expanded form First slide will show students the objective of the lesson. Next, I will model how to expand a two-digit number in the tens and ones place. I will explain that the two forms of writing tens is the same. For example 20 and 2 tens are equal. This will reinforce the key concept. We will do the next problem as a group. We will expand the number 33 by using Base 10 manipulatives. We will use three 10rods for 30. Next, we will use Base-10 cubes to represent our ones. We will have three ones. "Why would 3 tens and 30 have the same value?"

(Students remain positioned around the perimeter of the carpet to discuss the next activity.) I will model directions in the center of the carpet. I will display the worksheet on the Elmo to help the students get a visual for the next task. I will also show all the materials that will be needed and talk about the objective. 1. I will select a number. I will separate the two digit number into its tens and ones place. 2. I will count the tens in my number with the class and add the equal number amount to the tens rod on the mat. 3. Next, I will count the ones in the selected number and add the correct number of ones to the mat. 4. I will then count my tens and say I have three tens and write it in the number sentence. I will count the ones from the rods and add it to the number sentence.
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5. I will ask what is the value of three tens was. Then I will write 30 on the number sentence. Next, I will count the ones blocks and write the number two. The students will remain seated on the carpet while I explain the direction for the next activity. I will ask a student to model the directions of the activity. Students will then be dismissed to their seats by the row of color they are sitting on the carpet.

Extension-Differentiate Practice: Guided Practice: We will do the first problem together. (Students will work in partners during this activity. I will arrange partners when each table is selected to go back to their seats.) Differentiation: The struggling students will sit at the table with the teacher for additional support. Advanced learners: Will have the option of removing rods to help students transition into the representational phase.

Analysis and Evaluation: Clear all materials to prepare for the secret problem. Discuss rules and behavior of the completing a secret problem. Students will turn over their secret problem when completed. Students will remain at their desks. I will distribute the secret problem to each student. Students will be provided counting rods if necessary. I will observe students to see what strategy was applied or difficulty for students. I will collect assessments when they are completed. I will also assess the students results to see their proficiency. Eric Joseph Janiya Mia Annabelle Re-teach from prior lesson Understanding <,>,= symbols secure Comparing 2-digit numbers- secure place value Comparing 2-digit numbers- secure place value Comparing 2-digit numbers- Secure place value Comparing 2-digit numbers- Secure place value & understanding <,>,= symbols Comparing 2-digit numbers- Secure place value
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Solomon

Sean Andrew Morgan Metzi Milan Eric

Anabelle Shanay Jaelyn Danny

Lacie Skyler Jenna Nyara Mia

Nicholas Solomon

Joseph

Alexis

Assessment for Expanded Form Formative (working Summative w/partners-completed 2 (Independent work) examples) Secure-both examples secure 1st ex. (no) 2nd ex. (yes) secure 1st ex. (no) 2nd ex. (yes) secure 1st ex. (no) 2nd ex. (yes) secure Secure-both examples secure Needed help on both, helped Tens & ones-correct one-on-one Value of tens & onesincorrect Secure-both examples secure absent -----1st ex. (no) 2nd ex. (yes) secure Needed help on both, helped Tens & ones-correct one-on-one Value of tens & onesincorrect Secure-both examples secure Secure-both examples secure Secure-both examples secure Secure-both examples secure Needed help on both, helped Tens & ones-correct one-on-one Value of tens & onesincorrect Secure-both examples secure Needed help on both, helped Tens & ones-correct one-on-one Value of tens & onesincorrect 1st ex. (no) 2nd ex. (yes) Tens & ones-correct Value of tens & onesincorrect Secure-both examples Secure

Re-teach

proficient proficient proficient proficient proficient Value of tens & onesincorrect. ex. 30 + 5=35 proficient ---Value of tens & onesincorrect. ex. 30 + 5=35 proficient proficient proficient proficient Value of tens & onesincorrect. ex. 30 + 5=35 proficient Value of tens & onesincorrect. ex. 30 + 5=35 Value of tens & onesincorrect. ex. 30 + 5=35 proficient

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Future instructional plan: I will plan to re-teach Eric, Danny, Mia, Solomon and Joseph in a small group setting the value of tens and ones concept. This will be done in small group in the morning during routine work. I will move all student forward with the class if they understand the concept and become proficient. I will plan to differentiate the next lesson for any student that doesn't become secure with this lesson. I will also work on this skill for any student that will need additional support. Next lesson is estimating the positions of numbers on a number line marked only in multiples of 10. Reflection: I felt that this lesson went well. I followed the correct strategies to support student's gradual release of scaffolding to help students work independently. My timing improved from my last lesson. I worked on classroom strategies that helped keep students on task. I need to be more consistent with implementing consequences for undesirable behavior. In addition, reviewing the results of the summative assessments I needed to use a different strategy to teach what is the value of tens and ones. I used base-10 with a number sentence. I also used a slide out on my flip chart to show the expanded form. In addition to these methods, I will give students flashcard expanders. It will have a two-digit number on the front and then the student can pull the flash card out to see how to expand the number.

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