Naytira Baker 5/7/13 1

New York State Academy for Teaching and Learning

Learning Experience

Final

NAME: Naytira Baker

LOCATION: Buffalo, New York

E-MAIL: Nbaker@daemen.edu

TEACHING POSITION: Student Teacher, Kindergarten

SCHOOL: Maryvale Primary School

COOPERATING TEACHER: Mrs. Paula Magaris

SCHOOL ADDRESS: 1 Nagel Drive, Buffalo, NY

SCHOOL PHONE: 716-685-5800

Title of Learning Experience: Using Connecting Cubes For Addition New York State Learning Standards: Grade Level: Kindergarten Domain: Operations and Algebraic Thinking Benchmark: Addition Benchmark indicator: Understand addition as putting together and adding to,

understand subtraction as taking apart and taking from. Sample Indicator: Represent addition and subtraction with objects, fingers, mental

images, drawings, sounds (e.g., claps), acting out situations, verbal explanations,

expressions or equations. Peer Review Date: March 26, 2013 Peer Review Focus Question: How can I engage my students more in my learning

experience?

Naytira Baker 5/7/13 2

Table of Contents

Content Page Numbers

Learning Content

Congruency Table

Assessment Plan

Rubric

Student Work

Procedure

Resources

Differentiated Instruction/Modification

Table

Time Required

Reflection

Appendices

3

4

6

7-8

9

11

13

14

16

17

19

Naytira Baker 5/7/13 3

Learning Context

Purpose:

The purpose of this learning experience is for students to grasp the idea of using

manipulatives to solve addition equations. The students learn how to use connecting

cubes of different colors to solve number stories. While using the cubes, the students are

instructed to use two different colors to represent the number groups in each addition

equation from the number stories recited. The students then become familiar with number

stories and how numbers can be used in real life situations.

Enduring Understanding:

Joining parts to make a whole is one interpretation of addition.

Essential Question:

What happens when two groups are joined together?

Guiding Questions:

How many colors can be used to represent number groups in addition

equations?

Key Vocabulary:

Number story: Stories involving number groups. Join: Bringing more than one item or object together. In all: Counting all items together. Altogether: Counting all items together.

Naytira Baker 5/7/13 4

Congruency Table Level: Elementary Grade Level: Kindergarten New York State Common Core Learning Standards Standard Area: Mathematics Domain: Operations and Algebraic Thinking Cluster: Understand addition as putting things together and adding to understand

subtraction as taking part and taking from. Standard: K.OA1. Represent addition and subtraction with objects, fingers, mental

images, drawings, sounds, (e.g., claps), acting out situations, verbal explanations,

expressions, or equations.

Instructional Tasks Learning Objectives Student Work Assessment Tool

-Create number

stories using

drawings shown on

the smart board.

-With limited

assistance from the

teacher, use objects

to represent

numbers in addition

equations. -Complete

Connecting Cubes

worksheet activity,

while using objects

to solve addition

equations.

-TSWBT will be

able to use

drawings of a pair

of shoes, a frog, and

an ice cream cone to

create number

stories. -TSWBT use

connecting cubes to

solve and represent

the addition

equations from the

number stories

recited.

-TSWBAT

complete the

Connecting Cubes

worksheet activity

while using two

different colored

connecting cubes

and crayons to

represent the

number groups in

each addition

equation.

-A verbal

explanation of the

number story

created with the

drawings shown on

the smart board.

-Use the connecting

cubes to

appropriately

represent each

number group and

solve the addition

equations.

-A completed

worksheet showing

that the student used

two different colors

to represent each

number group and

solved the addition

equations.

-The students are

not assessed for

their verbal

explanations, for

this part of the

lesson serves as an

introduction.

However, the

teacher takes

observational notes.

-The students are

assessed through a

checklist indicating

whether they are

able to use the

connecting cubes to

represent and solve

the addition

equations from the

number stories.

-The students are

assessed through a

four point

Connecting Cubes

Worksheet Activity

rubric that considers

the accuracy of their

answers, effort,

coloring and

coloring for

understanding to

represent and solve

the addition

Naytira Baker 5/7/13 5

equations.

Supporting Standard: L.K.4 Common Core Standard: New York P-12 Common Core Learning Standards Grade Level: Kindergarten Domain: Language Arts and Literacy Benchmark: Speaking and Listening Benchmark Indicator: Comprehension and Collaboration Sample Indicator: Describes familiar people, places, things, and events and, with

prompting and support, provide additional detail.

Classroom Background

This learning experience was taught in a general education classroom at Maryvale

Primary School. This classroom contains 24 students with one lead teacher. There are 11

girls and 13 boys, all ranging between the ages of 5-6 years old. All students are typically

developing, however, three students are diagnosed with ADHD.

Within the classroom, the students often demonstrate good behavior in order to

move themselves up on the behavioral color chart and take a visit to the treasure box

(which is further explained in Appendix C). The student’s seating consist of six desk

arranged in a U-shape. There are two floor areas with both white and yellow tape to

remind the students of their seating arrangements. The students work well from both their

seats and the floor areas. The classroom environment is welcoming and encourages the

feeling of safety. The classroom arrangement is further described in Appendix D.

Student’s Knowledge Prior to learning experience -Knowledge of colors -Knowledge of numbers stories -Identification of objects/items -Identification of numbers During learning experience -How to connect connecting cubes -Using (two) different colors to represent number groups After learning experience -How to represent number groups by color

-How to use connecting cubes to solve addition equations

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Assessment Plan

Diagnostic

Before the lesson begins, the student’s knowledge to addition and number stories

are determined during the anticipatory set. Use the smart board to display the students a

drawing of counters. Ask students to identify the drawing. Display drawings of a frog, a

pair of shoes, and an ice cream cone on the smart board. Use the photos to instruct the

students to create number stories. Ask students to identify the photos. Ask students to

recall the meaning of number stories. Instruct students to think of a number between 1

and 5. Use the suggested numbers to create number stories with the drawings. Direct the

students to the yellow tape area to demonstrate the use of connecting cubes for addition.

This activity serves as an introduction to the lesson; therefore, the students are not

assessed at this time.

Formative

Demonstrate how to use connecting cubes to solve number stories. Create a

number story and identify the number groups using (two different colored) connecting

cubes. Instruct the students to count the cubes in each number group. Connect all cubes

and instruct the students to count them all together. Direct the students to their seats to

work with the connecting cubes. Recite three number stories and observe how the

students use the connecting cubes to solve the addition equations. Assess the students

with a checklist on their ability to identify the number groups and count the connecting

cubes. Put a check mark next to the student’s name and under the number story that they

utilize the connecting cubes appropriately. Put an “X” next to the student’s name and

under the story that the student did not use the connecting cubes appropriately. Introduce

the connecting cubes worksheet activity and explain the directions. Display a copy of the

worksheet on the easel. The connecting cubes worksheet is found in Appendix F. Instruct

the students to look at the numbers under the squares. Instruct students to gather amounts

of connecting cubes according to their worksheet to solve the addition equations. Inform

students to color the squares with two different colored crayons to represent the two

number groups. Notify the students that they are not required to complete all seven

questions, however, if fully completed, the student earns a penny. The classroom

procedure is included in Appendix C.

Summative

The connecting cubes worksheet activity includes seven addition equations

sentences. The summative assessment is a reflection of the formative assessment. Provide

the students with the worksheet activity. Instruct the students to wait to be told to start the

activity. Notify the students to use the connecting cubes only for the worksheet activity

and when to begin. To complete the connecting cubes worksheet activity, students use the

strategies taught during the guided practice. The students are graded on their answers,

effort and their understanding of coloring to represent the number groups. The highest

grade that a student can receive for this activity is a16 out of 16.

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Use of Connecting Cubes for Number Stories Check List

Students Story 1 Story 2 Story 3

Student A

Student B X

Student C X

Student D

Student E X X

Student F X

Student G

Student H

Student I

Student J X X

Student K

Student L X

Student M

Student N X X

Student O X

Student P X X

Student Q X X

Student R X X

Student S X

Student T X

Student U X

Student V X

Student W X

Student X X

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Rubric: Operations and Thinking K.OA Understand addition as putting together and adding to, and understand subtraction as

taking part and taking from. 1. Represent addition and subtraction with objects, fingers, mental images,

drawings, sounds (e.g. claps), acting out situations, verbal explanations,

expressions or equations.

Attributes 4 3 2 1 0

Answers

___ out of 4

The student

completed all

addition equations correctly.

The student

completed 5-6

addition

equations correctly.

The student

completed 4

addition

equations correctly.

The student

completed 1-3

addition

equations correctly.

The student did

not complete

any addition

equations correctly.

Effort

____ out of 4

The student

completed all

addition

equations.

The student

completed 5-6

addition

equations.

The student

completed 4

addition

equations.

The student

completed 1-3

addition

equations.

The student did

not complete

any addition

equations.

Coloring

___ out of 4

The student colored

all number groups

to represent the

connecting cubes

used for the

worksheet activity.

The student

colored 5-6

number groups

to represent the

connecting cubes

used for the

worksheet.

The student

colored 4

number groups

to represent the

connecting

cubes used for

the worksheet

activity

The student

colored 1-3

number

groups to

represent the

connecting

cubes used for

the worksheet

activity.

The student

did not color any number

groups to

represent the

connecting

cubes used for

the worksheet

activity.

Coloring for

Understanding

___ out of four

The student used

two different

colors to represent

the two number

groups for all

addition equations.

The student used

two different

colors to

represent the two

number groups

for 5-6 addition

equations.

The student

used two

different colors

to represent the

two number

groups for 4

addition

equations.

The student

used two

different

colors to

represent the

two number

groups for 1-3

addition

sentences.

The student

used one color

to represent

the two

number groups

for all addition

equations.

Visuals to

Illustrate

Student Grade

Score:

Comments:

Naytira Baker 5/7/13 9

Student Work

The work in this learning experience is representative of a kindergarten class of 24

students. There are no students with disabilities; however, there are three students who

have been diagnosed with ADHD. Considering the distinguished, proficient and

developing levels, 63% of the students were distinguished, 21% percent were proficient

and 16% were developing. It is obvious that the majority of students were able to

complete the assignment successfully. The pieces of student work included in the

Appendices H, I, and J show examples of distinguished, proficient and developing levels.

The assessment for the worksheet activity requires the students to use connecting cubes

to solve addition equations, and represent the number groups using two different colors.

When using the connecting cubes, the students are tested on their abilities to complete

addition.

Diagnostic Test

Level Number of Students % of Students

Distinguished 8 33%

Proficient 10 41%

Developing 6 25%

Total 24 100%

Summative Assessment Data

Level Number of Students % of Students

Distinguished 15 %63

Proficient 5 %21

Developing 4 %16

Total 24 %100

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Graph Summary

As shown in the above graph, majority of the students met the objective of the lesson,

with fifteen students who scored at the distinguished level on the post assessment, five

students at the proficient level who satisfactorily met the objectives, and only four at the

developing level who partially met the objectives but could use some help on the topic.

From the pre-assessment to the post-assessment, the number of students at the

distinguished level increased, as well as the number of the students at the proficient level.

The number of students at the developing level decreased, supporting the students

understanding of the objective. Though it is clear that the students show growth in the

proficient and distinguished areas, there are some threats to validity that exist. During the

input activity, students may not have been aware that they were being graded when only

working with the connecting cubes and chose to utilize the cubes for play purposes.

When completing the worksheet, students were aware that they were being graded, as

they are for any other worksheet activity. This may have encouraged the students to

complete the worksheet to the best of their ability.

0

2

4

6

8

10

12

14

16

Distinguished Proficient Developing

Pre-Asessment

PostAssessment

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Procedure

Objective: Students will be able to use connecting cubes to represent number groups and

solve addition equations.

Anticipatory set: Began by using the smart board to show the students a picture of

counters. Asks, “Who can tell me they see on the smart board?”. Students are expected

to answer correctly from having previous work experience with counters. Show the

students drawings of a frog, a pair of shoes and an ice cream cone using the smart board.

Ask the students to identify the photos. Ask students to define number stories. Ask the

students’ to think of a number between 1 and 5. Us the student’s suggested numbers to

create number stories with the drawings.

Input: Instruct the students to the white tape area. Demonstrate how to use the

connecting cubes to solve number stories. Recite a number story about three fishing boats

on the lake. Inform students about one boat on a lake. Hold up a red cube to represent the

boat. Inform students that two more boats appear on the lake. Hold up two blue cubes to

represent the boats. Join (connect) all cubes together. Ask the following questions:

-How many cubes are there all together? -Why are there two different colored groups of cubes? Direct students to their seats and inform students that they will practice using the

connecting cubes to solve number stories. Recite three number stories, while

demonstrating the use of connecting cubes. Instruct students to use the connecting cubes

to represent each number group. Ask the students to state how many cubes there are all

together for each number story. Observe and assess the student’s understanding of the use

of connecting cubes through a checklist. Introduce the Connecting Cubes worksheet

activity.

Modeling/Guided practice: Explain to students that they will use connecting cubes to

complete the worksheet activity. Reveal the worksheet to the students. Explain that the

squares symbolize the connecting cubes, which the students color according to the

numbers in each number group. Provide students with an example. Instruct students to

look at the worksheet and identify the numbers under the squares. Gather the number

identified by each student of (two different colors) connecting cubes. Connect all cubes

and ask students to count them all together. Direct the student’s attention back to the

worksheet and demonstrate color differentiation of the number groups, using a crayon.

Independent Practice: Place the materials at the student’s desk. Provide each student

with 20 connecting cubes (10 red and 10 blue). Instruct the students to work alone for this

activity. Inform students to only use the connecting cubes for work purposes. Walk

around the classroom to ensure that students are following directions and are on task.

Closure: After 10 minutes, have the students meet on the floor area to discuss their

answers.

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Assessment: The students are informally assessed throughout the lesson based on their

participation and answering questions. The students are formally assessed on their

completion of the Connecting Cubes worksheet activity. The student’s work is critiqued

from their on their answers, effort and their understanding of coloring to represent the

number groups.

Technology: Throughout this lesson, technology is only implemented during the

anticipatory set and input to display drawings. As followed is a description of how

technology could be further implemented within the lesson:

-Please consider adding an addition song in your lesson, specifically during the

anticipatory set. It’s developmentally appropriate and gives the students an opportunity to

utilize their bodily kinesthetic multiple intelligences.

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Resources

References - Envision Math Addition: Teacher's Edition. United States: Pearson Education Inc.,

2009. 181A-2C. Print. - Jordan, Toni. Addition. New York City: HarperCollins Publishers, 2010. N. pag. Print. - Williams, Rozanne L., and Michael Jarret. Little Number Stories. New York City:

Creative Teaching Press, Incorporated, 1995. N. pag. Print.

- Montague-Smith, A., & Price, A. (2012). Mathematics in Early Years Education. 3rd

Edition. Routledge, Taylor & Francis Group. Print.

Materials -Connecting Cubes Worksheets

Supplies -Pencils -Crayons -Connecting cubes

Technology -Smart Board - Google Images: http://www.google.com/images -Number stories: http://www.turtlediary.com/

Naytira Baker 5/7/13 14

Differentiated Instruction / Modification Table

Modification Table Specific

Modification

Rationale

Benefits

Environmental

management

Two class-wide

behavioral

management

systems: -Collecting pennies

to earn a trip to the

treasure box. If the

students collected up

to 10 pennies, they

were given an

opportunity to visit

the treasure box,

which contains

candy, pencils and

small toys. -Being able to move

ones self up on the

color chart. The color

chart included the

colors orange,

yellow, red, green,

blue, purple and

white. Students who

were on the green,

blue, purple and

white colors were

recognized in the

weekly newsletter

and also granted a

trip to the treasure

box. Students on the

red or orange colors

are given warnings

and are not rewarded.

Both of the

environmental/manage

ment strategies

mentioned were used to

encourage the

appropriate behavior

and also to motivate the

students to complete

given assignments.

Every Friday, during

free play or centers, the

students who earned 10

pennies and were on

specific colors, were

called to the back table

to pick out one item

from the treasure box.

Also, at the beginning

of each day, one

student is allowed to put

everyone’s pictures on

the color green to

promote a new day and

a fresh start.

Being individually

managed, the students are

able to see that everyone

is responsible for their

own behaviors.

Instructional The activity is taught

to the students

through a group

discussion. Students

work independently

during the worksheet

activity, where they

implement their

Because the students are

engaged in the activity,

while working with

connecting cubes, the

assignment appears to

be more exciting and

interesting. Providing a

hands-on experience

Having the opportunity to

use familiar

manipulatives during the

activity, the students have

to make the choice of

using the manipulatives

to work or play. The

students are given a

Naytira Baker 5/7/13 15

understanding of the

instructions

provided. Teacher

support is provided

when needed.

with manipulatives

that the students use

during play, encourages

the students to learn.

chance to demonstrate

their understanding of the

instruction and take

responsibility for the

completion of their work.

Material -One worksheet

activity for each

student. -20 connecting cubes

for each student -5 to 10 different

colored crayons for

each table.

The students were

instructed to work

independently during

this activity. Had the

students worked in

pairs, they may have

been encouraged to use

the connecting cubes for

play.

Being instructed to work

independently informs the

students that it is their

responsibility to utilize

the provided materials for

work purposes.

Furthermore, the students

understand that they are

responsible for their own

work.

Tasks -The students are

given the opportunity

to answer questions

about concepts

taught during the

anticipatory set and

input. -The students create

number stories by

suggesting numbers

and answering

questions to solve

addition equations.

-The students

complete a

worksheet activity

that requires the use

of connecting cubes

and crayons to

represent and join the

number groups seen

in each addition

equation.

The goal of the lesson is

to engage the students

and have them use their

creativity when given

the option to choose

numbers. Students are

also allowed to express

creativity when

completing their

worksheet activities

because they can

represent the number

groups by color.

Students learn that math

can be used in real life

situations. Students also

learn how to represent

number groups while

using the different

colored connecting cubes

and crayons.

Naytira Baker 5/7/13 16

Time Required

Planning

This lesson takes about 35 minutes to plan. This includes the time to find

the drawings used for the anticipatory set. Also, the student’s worksheet activity was

created through Microsoft Word, which 26 copies were printed to be administered.

Implementation

This lesson was designed to be completed within a 30-35 minute range. This

includes the anticipatory set, input, guided practice, independent practice and the closure

of the lesson. The students are given 15 minutes to complete the worksheet activity

provided.

Assessment

The formative assessment only takes three minutes to administer. The students are

only required to provide a number between 1 and 5. The post assessment takes five

minutes due to creating the number stories and demonstrating how to utilize the

connecting cubes. The students are given 15 minutes to complete the summative

assessment. Each worksheet takes one minute to grade effectively.

Schedule

Before the addition unit, the students learn about money and the value of different

coins. The students practice counting coins each day during their morning routine. After

this learning experience, the students began a unit on subtraction, where they learned to

distinguish and separate groups of objects or items. This learning experience was taught

during this time of the year because the students had just begun learning about money

and value.

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Reflection

This Learning Experience was created specifically for Dr. Jeff Arnold’s course,

EDU 327: Teaching to The Standards at Daemen College. This learning experience was

developed to teach students how to use connecting cubes to solve addition equations.

Though the students were being taught addition, it was important that the students were

able to represent number groups. Throughout the lesson, the students were able to review

number stories, which were also important because number stories indicate that

mathematics can be used in real life situations.

Reflecting on this learning experience, I feel as though I met my personal

teaching objectives, seeing that majority of the students scored in the both the

distinguished and proficient levels. The students enjoyed using the connecting cubes to

solve their addition equations. Before teaching this lesson, I was aware that the students

were already familiar with connecting cubes, which I felt would encourage their

participation. Also, having the students create number stories during the anticipatory set

challenged the students and encouraged them to think about numbers in a realistic view.

When grading the connecting cubes worksheet activity, I became very happy with

the student’s results. There were 15 students who scored at the distinguished level, 5

students who scored at the proficient level, and 4 students who scored at the developing

level. Before the post-assessment, only 8 students were at the distinguished level, which

clearly proves that the students were able to meet the objectives. The graded rubrics also

explain that the students were graded on their answers, effort and their understanding of

coloring to represent number groups.

This learning experience impacts the student’s life outside of school because they

are able to use objects/items or people to create mathematical equations. Rather than

using numbers, the students are able to demonstrate the use of different manipulatives to

create number stories and solve addition equations. When creating number stories

involving real life situations, students are able to identify number groups of their choice.

This learning experience is beneficial to the students overall because it involves numbers

which the students use when telling time, using money, playing sports, etc. While

creating this lesson, I wanted the students to be able to have fun using the connecting

cubes. I was reassured of this when a student said to me, “I love connecting cubes. I play

with them at home. I did not know that we could use them for math too.”

My peer review for this learning experience took place on Tuesday, March 19,

2013 at Daemen College. The focus question is as followed: How can I engage my

students more in my learning experience? During my peer review, my group members

provided me with great feedback on the implementation of my learning experience. One

of my group member said to me, “I love that you had the student create number stories

used during your anticipatory set. That was a very creative idea!” I thanked my group

member for her comment and informed her that I thought of the idea myself. Based on

lesson learned, I modified my learning experience by including an addition song, which

was suggested by another group member. The next time that I teach this lesson, I will

Naytira Baker 5/7/13 18

include a song about addition and encourage the students to sing and dance. This will

encourage the students to utilize their bodily kinesthetic and musical multiple

intelligences. Students who differ in learning styles may become more interested in the

lesson.

Naytira Baker 5/7/13 19

Appendices

A. Letter Home to Parents

B. Classroom Rules

C. Classroom Procedures

D. Classroom Floor Plan

E. Visuals Used During Smart Board Activity

F. Connecting Cubes Worksheet Activity

G. Post Assessment Teacher Exemplar (Distinguished Level)

H. Student Work at Distinguished Level and Rubric

I. Student Work at Proficient Level and Rubric

J. Student Work at Developing Level and Rubric

K. Peer Review Comments

L. Lesson Sketch

M. Power Rubric

Naytira Baker 5/7/13 20

APPENDIX A-Letter Home to Parents

Dear Parents,

Next week, we will be starting a unit on addition. The students have been learning

about money and value, which is the perfect way to transition into addition. The students

will use manipulatives such as counters, connecting cubes and dominoes pieces to solve

addition equations. I invite you to our classroom to join us for some addition fun. As

always, if you have any questions or concerns, please do not hesitate to call or email me.

Thanks for your support!

Miss Naytira Baker

Naytira Baker 5/7/13 21

APPENDIX B-Classroom Rules

1. Follow directions.

2. Raise your hand before speaking or leaving your seat.

3. Keep hands, feet and objects to yourself.

4. Work safely on assigned tasks.

5. Share classroom resources by taking turns.

Naytira Baker 5/7/13 22

APPENDIX C-Classroom Procedures

1. Seating Arrangement: The students have assigned seats that are arranged by

boy/girl, boy/girl. The students also have assigned seat at both the white and

yellow tape areas. The tape areas give the students a closer view to the smart

board and easel.

2. Behavior for entering the classroom: The students are instructed to place their

belongings on the hook, their folders in the bins and their books inside their

cubbies.

3. Behavior when leaving the class: The students are instructed to get on line quietly

and follow the teacher as she leads the line. The students are expected to stay

quiet in the hallways. The students always wait for the teacher directions to line

up. When lining up for lunch, the students make two lines, dividing those who

brought their own lunch and those who are purchasing lunch.

4. Bathroom: There is a bathroom inside the classroom, which the students use after

getting permission from their teacher. After lunch, the students go to the bathroom

located in the hallway in groups.

5. Responsibility: Every week the students are assigned classroom jobs such as line

leaders, board eraser, office monitor, etc. The students are given instruction for

each job and are expected to fulfill that responsibility.

6. Completed assignments: When students have completed their given assignments,

they are to put their assignments in the “finished work” bin. If other students are

still working, those who have completed their work may read a book or choose a

center.

7. Procedure for going to the clinic/nurse: Students notify the teacher that they are

not feeling well. They will be given a slip and sent to the nurse with another

student.

8. Rules for attire: If dressed inappropriately, students may be sent home or provided

with clothing from school.

9. How to ask for assistance: The students raise their hands to get the teachers

attention.

10. Behavior management: The students are given pennies all throughout the week

for good behavior. If students earn up to 10 pennies, they will earn a visit to the

treasure box, which includes candy, pencils and small toys. The students are also

managed by a color chart that includes the colors white, purple, blue, green,

yellow, red and orange. If the students are behaving appropriately, they will be

instructed to move themselves up on the color chart. If the students land on the

colors white, blue, purple or green; they are on the right track. Students who land

on the colors red, yellow or orange are not behaving well and will be warned and

not rewarded.

Naytira Baker 5/7/13 23

APPENDIX D-Classroom Floor Plan

Naytira Baker 5/7/13 24

APPENDIX E-Visuals Used For Smart Board Activity

Naytira Baker 5/7/13 25

APPENDIX F-Connecting Cubes Worksheet Activity

Name _________________________________

Use the connecting cubes to find the answer. Color each number group a

different color.

Example

and

is

5 2

Now you try.

1.

and

is

3 1

2.

and

is

3 4

3.

and

is

6 3

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4.

and

is

6 4

5.

and

is

5 5

6.

and

is

7 3

7.

and

is

8 2

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APPENDIX G-Post Assessment Teacher Exemplar

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APPENDIX H-Student Work at the Distinguished Level and

Rubric

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APPENDIX I-Student Work at the Proficient Level and

Rubric

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Student Work at the Developing Level and Rubric

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APPENDIX K-Peer Review Comments

Warm Comments Cool Comments

1. Relation to Standards

We really liked that the

vocabulary words are defined in

simple terms. This allowed them to

relate well to the standard you

incorporated.

Your lesson aligns to the

standards.

Relation to Standards

Please consider using an

ELA writing standard as a

supporting standard.

You may also want to

consider using a NYS common

core color standard.

2) Intellectual Challenge

We agreed that your lesson

was developmentally appropriate for

the grade level you were teaching

(kindergarten).

The use of pictures to make

relatable addition word problems

sounds really fun!

We thought it was nice that

you challenged the students in your

classroom from the beginning to the

end of the lesson.

It was wonderful to note

that the students in the

class were ready for that

kind of challenge.

Your enduring understanding,

guided questions and focus questions

are solid! They are engagement

oriented and truly guide the direction

of your lesson.

Intellectual Challenge

Was the summative

assessment the same as the

formative assessment?

Was the same worksheet

used twice during your lesson?

At times there could be

more modeling to set an example

for the students. Please consider

incorporating some more

modeling, especially when you did

“counters” with the students and

during the worksheet included in

guided practice.

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3) Assessment Plan

We all agreed that your

visuals at the bottom of your rubric

were really appealing.

The assessments seemed

developmentally appropriate for the

kindergarten level.

Assessment Plan

Are there other ways

besides anecdotal notes to assess

the students understanding of the

material?

I think that the four-point

rubric seemed a bit advanced for

the kindergarten level. Maybe

instead of having numbers,

incorporate a form of images

going from happy to sad.

You may want to make the

number sentences mandatory for

every student.

What is the difference

between “Answers” and

“coloring” on the rubric?

4) Engagement

The use of technology to

draw the students into the lesson

was great!

We liked how you constantly

engaged the students in hands on

math activities, especially with the

counting cubes!

Engagement

Please consider having

small groups (1 to 4 students) and

ask everyone to count the students

in the group. After add more

students to the group and ask them

how many students are now in the

group. This will allow you to use

the students as models for

counting.

Please consider going over

a “number story” before asking

the students to come up with one

themselves.

You may want to provide

different worksheets for the

different levels of students

(developing, proficient,

distinguished – easy to more

challenging addition problems)

5) Adaptability

We thought it was great to

show the students the worksheet

before doing the lesson.

We thought it was good to

explain to the students that they

didn’t have to complete both

worksheets.

Your anticipatory set to your

lesson was wonderful. The use of

Adaptability

Did you use leveled

worksheets with your students? Or

were your students on the same

developmental ability level that

you don’t need to use leveled

worksheets?

How did you adapt the

lesson for the three students with

AD/HD?

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the props really grabbed the

student’s interest of the activities. How many students

worked on the independent

practice worksheet in pairs? Was

this considered on their grade for

the assignment?

Please consider revising

your rubric. We felt that it was

confusing to read, especially in

your choice of words throughout

the different levels.

6) Technology Integration

We think that the use of the

smart board in your lesson worked

out very well.

It seemed that the students

knew how to use the smart board.

We liked that you included

technology that was easy for

everyone to use.

Technology Integration

What technology was

available to you in your

classroom?

Please consider adding

and/ or using an addition song in

your lesson, specifically during the

anticipatory set. It’s

developmentally appropriate and

gives the students an opportunity

to get up and move around a little

bit instead of constantly sitting

down.

7) Presentation/Implications

You came to your

presentation professionally dressed.

Great tone of voice!

We liked how you brought

the student work and explained the

worksheet.

Presentation/Implications

Watch out for words

ending with –ed. Please consider

revising your learning experience

using the present tense. It’s a

requirement for the assignment.

Please consider adding

page numbers to the bottom of the

pages. This is also a requirement

for the assignment.

Don’t forget to give your

rubric a title!

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APPENDIX L-Lesson Sketch

Objective: The students will be able to use connecting cubes to join groups.

Materials: Worksheets, connecting cubes, crayons and smart board.

Anticipatory Set: Start off the lesson by asking students, “Who remembers what we did

with the counters yesterday?” Choose students with their hands raised to answer. Inform

students that they will complete addition equations, but with a different tool. Inform

students that before we start, we will watch a video. Notify students to pay very close

attention to the video because they will be asked questions later on. The video was taken

from a Sesame street episode and will expose students to adding groups of animals. After

the video, ask the students, “What happened in the video?”

Input: Inform the students that we will use connecting cubes to solve math problems.

Also, after the video, there will be a slide with pictures of an ice cream cone, a frog and

shoes. Ask the students to help create a number story using the pictures. After choosing a

picture, choose two students to give me numbers between 1 and 10 to create a number

story. Hold up the connecting cubes to represent the two number groups. Ask the

students, “Why do you think I used two different colored cubes?” Instruct students to

count the connecting cubes all together.

Modeling/Guided Practice: After the number stories, direct students over to the yellow

tape, where you explain the directions to complete the worksheet activity. The activity

worksheet will require students to use their connecting cubes to find the answers to the

number sentences under the boxes, which represent the connecting cubes. Demonstrate

two examples to make sure that they students understand the directions.

Independent Practice: Distribute the worksheet and connecting cubes to the students.

Each student will get 20 connecting cubes. Students will work independently on this

activity.

Assessment/Closure: As the students are working, observe and provide help as needed.

Look to be sure that they students are doing the activity correctly.