EDEL 433 Elementary Math Methods

By: Stacy Carpenter Spring 2010

Instructor: Dr. Costa Site: Kermit R. Booker Elementary School Cooperating Teacher: Mrs. King-Gantt (3rd Grade)

Domain 1 Planning & Preparation 1a: Demonstrating knowledge of Content and Pedagogy 1b: Demonstrating Knowledge of Students 1d: Demonstrating Knowledge of Resources 1e: Designing Coherent Instruction
Grade: 3rd Age Range: 8-9 Years Old Type of Classroom: Integrated, no known/identified Special Education. Gender: Male;Female Class Size: 16 Students Background: I tutored a small group of 2 students for several weeks prior to the Math CRTs. Following the CRTs I conducted classroom observations and taught a 15 minute mini-lesson. The lesson was a review at the end of a unit on fractions. The students stage of learning as it related to fractions was anticipated to be between acquisition and the proficiency stage. Classroom Resources: SmartBoard, Varied Colors of Coin Counters, Thinking Sheet

1e: Designing Coherent Instruction

Content Objective(s): Students will be able to: -Associate the model symbol and words used to describe a fractional part of a set. -Demonstrate understanding by writing a fraction to describe a part of a set. -Demonstrate understanding by representing a fraction with different colored Math Counters. -Identify unit fractions with in a set of Math Counters. -Model unit fractions while working with a partner.

Nevada Standards:

NV 1.3.2 Identify and model the unit fractions , 1/3, , 1/6, and 1/8 as equal parts of a whole or sets of objects. [D.35] Key Vocabulary: Fraction, Denominator, Numerator, Set, Whole Best Practices:

Language Objective(s):
The Learners Will: -Read: Thinking Sheet. -Write: Fractions and an extension sentence on Thinking Sheet. -Listen: To directions and instruction by their teacher. -Speak: When participating in cooperative learning activity.

Links to past learning, strategies incorporated, modeling, guided practice, verbal scaffolds, procedural scaffolds, whole class and individual grouping, listening, speaking, writing, hands on, authentic, linked to objectives, promotes engagement, assessment is individual, group, written, and oral. Teaching Strategies: Cooperative Learning Gradual Release Model Guided Practice Modeling Scaffolding

Domain 2: The Classroom Environment Worked with a colleague to create a Math Vocabulary Bulletin Board to establish a culture for learning.

Domain 3 Instruction Teaching the Lesson

After a review on vocabulary associated with fractions we did a Warm Up Activity using 4 students from the class to represent a fraction. Next, students used Colored Coins to demonstrate understanding of fractions.

3e: Demonstrating Flexibility and Responsiveness

Domain 3 Instruction

Students were engaged with the lesson and enjoyed the manipulatives. I wrote a fraction on the SmartBoard and then monitored students use of the Colored Coins to represent the given fraction.

4a: Reflecting on Teaching

Correct Representation of : Incorrect Representation of :

Domain 4 Professional Responsibilities:

When reflecting on the lesson, next time I would anticipate this misrepresentation. I would adjust the lesson to conduct a more thorough review of how fractions are represented. Although I modeled the exercise, more instruction time may be needed for some students.

Domain 4 Professional Responsibilities 4a: Reflecting on Teaching

My experience at Booker has enabled me to grow and develop professionally in the area of Math content knowledge and educational pedagogy through effective instruction, learning from my cohorts, and through the students and teachers at Booker Elementary School.