teacher work sample- amanda marean
TRANSCRIPT
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TEACHER WORK SAMPLEAmanda K. Marean
Upper Iowa University
February 27, 2014
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Table of Contents
Standard 1: Contextual Factors........page 03
Standard 2: Learning Goals..page xx
Standard 3: Assessment Plan....page xx
Standard 4: Design for Instruction.......page xx
Standard 5: Instructional Decision-Making.....page xx
Standard 6: Analysis of Student Learning....page xx
Standard 7: Classroom Management........page xx
Standard 8: Reflection and Self-Evaluation.page xx
Appendicespage xx
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Standard 1: Contextual Factors
Standard 1: The teacher uses information about the learning/teaching context and student
individual differences to set learning goals, plan instruction and assess learning.
Community, district, and school factors
Wright Elementary is located on the south side of Des Moines. Wright uses the Artful
Learning school improvement model that stimulates and deepens academic learning through the
Arts. They focus lessons on arts-based skills and strategies that magnify student engagement and
improve cognition. The school and community places a high value on the Arts and makes time
for them in the schedule with each grade receiving 80 minutes of music, art, and physical
education each week. The elementary has a % of free and reduced lunches.
Classroom Factors
The classroom is
Student Characteristics
2 autism spectrum
4 BIC interventions
3 see a therapist
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Student Skills
Student skills range drastically in the classroom. There are 4 students receiving BIC
interventions for reading.
Standard 2: Learning Goals
Standard 2: The teacher sets significant, challenging, varied and appropriate learning goals.
Standard 3: Assessment Plan
Standard 3: The teacher uses multiple assessment modes and approaches aligned with learning
goals to assess student learning before, during and after instruction.
Assessment Plan Table: First Grade
Addition Strategies and Story ProblemsLearning Goals Assessments Format of Assessment Adaptations
Learning Goal 1
The students will be
able to use an
equation to represent
Access Prior
Knowledge
0
1
2
3
4
5
6
Studetn 1 Studetn 2 Student 3 Student 4
Pre Test
Post Test
Student
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a problem with
unknowns in all
positions
-I can use an equation
to represent a
problem.
Formative
Assessment
Post-
Assessment
Learning Goal 2
The students will use
strategies to solve
addition and
subtraction problems.-I can use strategies
to solve addition and
subtraction problems.
Access Prior
Knowledge
Formative
Assessment
Post-
Assessment
Standard 4: Design for Instruction
Standard 4: The teacher designs instruction for specific learning goals, student characteristics
and needs, and learning outcomes.
Pre-assessment
Unit Overview
Day Lesson Name/ Activity Learning Goals
1
2
3
4
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5
6
7
8
9
10
Activities
Technology
Standard 5: Instructional Decision-Making
Standard 5: The teacher uses on-going analysis of student learning to make instructional
decisions.
Standard 6: Analysis of Student Learning
Standard 6: The teacher uses assessment data to profile student learning and communicate
information about student progress and achievement.
Standard 7: Classroom Management
Standard 7: The teacher uses appropriate strategies to maintain standards of responsible student
behavior.
Standard 8: Reflection and Self-Evaluation
Standard 8: The teacher analyzes relationship between his or her instruction and student learning
in order to improve teaching practice.
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Appendices
Lesson 1.page xx
Lesson 2.page xx
Lesson 3.page xx
Lesson 4....page xx
Lesson 5....page xx
Lesson 6....page xx
Lesson 7....page xx
Lesson 8....page xx
Lesson 9....page xx
Lesson 10......page xx
Math Games..page xx
Addition Strategy Poster Examples...page xx
Student Work Samples......page xx
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UPPER IOWA UNIVERSITY
UIU Student: Mrs. Amanda Marean
Classroom Teacher: Mrs. Lindsey Redlinger
Wright Elementary- Des Moines Public Schools
1/28/2014 1stGrade/ Math
Addition Strategies and Story Problems
Lesson 1-Counting all and problems with zero
I. Learning Goals, Standards and Objectives
Learning Goal
LG 1: The students will be able to use an equation to represent a problem with unknowns in all
positions.
I can use an equation to represent a problem.
LG 2: The students will use strategies to solve addition and subtraction problems.
I can use strategies to solve addition and subtraction problems.
Standards
National Standards:
Pre-K2 ExpectationsUse mathematical models to represent and understand quantitative
relationships
Model situations that involve the addition and subtraction of whole numbers, using objects,
pictures, and symbols.
Pre-K2 Expectations: Compute fluently and make reasonable estimates
Develop and use strategies for whole-number computations, with a focus on addition and
subtraction.
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Iowa Core:
Mathematics: Grade 1/ Operations and Algebraic Thinking
1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all
positions.
1.OA.B.3- Apply properties of operations as strategies to add and subtract.
District Standards:
Operations and Algebraic Thinking 1:
Use addition and subtraction within 20 to solve word problems involving situations of adding to,
taking from, putting together, taking apart, and comparing, with unknowns in all positions.
Operations and Algebraic Thinking 3:
Apply properties of operations as strategies to add and subtract.
Objective
- Each student will be able to solve word problems using count all addition strategy andwrite the number sentence for the problem with a partner on the recording sheet correctly
answering the 4th
question with a picture and accurate number sentence.
II. Assessment of Student Learning/Performance.
Formativeo Students will use operation spoons to tell the teacher what operation is
needed for the story problem demonstrated on the board.
o Questioning during whole group story problems.
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o Students will explain their process during partner work when the studentscome to the board to answer story problems.
Summativeo Students will complete a recording sheet with a partner solving the 4 word
problems with pictures and then writing the number sentence correctly
choosing the operation.
III. Procedure
Access Prior Knowledge (2-3 minutes)
TTW ask the student what sort of strategies they know for doing addition and compile
a list on the white board.
TTW explain that we are going to learn some strategies for doing addition so they canhave more tools for solving problems quickly.
TTW put the learning goals on the board for the unit and read them aloud for thestudents. (I Can statements are attached to this lesson plan)
Acquire New Information (10-15 minutes)
TTW introduce the strategy of count all to the students and explain when it is agood time to use this strategy when the numbers are small and easy to count all
together without taking too much time. Use manipulatives on the magnet board to
show this strategy.
TTW fill in the count all section of the anchor chart having the students volunteerlanguage to use.
o Show two parts of the problem in boxes and manipulative.
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TTW introduce problems with zero to the students and explain that anytime one ofthe numbers is zero there is no change so the result is the same as what you start with.
TTW fill in the problems with zero section of the anchor chart having the studentsvolunteer language to use. Follow template provided.
TTW place a number sentence frame on the board with three empty squares and namethem the start, change, and solution. Ask students to watch out for what we are
trying to figure out and at what part
TTW ask the questions below and with each question move the manipulative on theboard and ask volunteers to help you move them in relation to the story problem.
1. Five friends are playing outside, three more join them.a. Will that make more or less friends playing together? How do you know?b. What can you do to figure out the total number of friends playing outside
now?
2. Later on, 3 friends had to go inside for lunch.a. How many did that leave playing outside?b. Are there more students inside or outside now? How do you know?c. What did you do to figure it out?d. How was that different from what we did at the beginning of the story, in
other words, how did the actions for solving or thinking about the
problem change?
TSW use spoons with plus or minus or greater than, less than to answer questions onwhich operation to use to help solve the problem.
Apply Declarative/Procedural Knowledge (15 min.)
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TTW split the students into pairs using the partner wheel, and have each pair ofstudents go and get a recording sheet and baggie of counters.
TSW will find a spot on the floor or carpet where they can see the screen with thedocument projected onto it.
TTW show the first problem on the document camera and read it to the class. Thengive them time to draw the picture and number sentence.
TSW work together using the counters to describe the story problem then draw theproblem on the recording sheet.
TSW write the number sentence that represents the story problem.-Repeat this process for the first three problems and leaving the third problem for
the students to do by themselves.
Generalize or Summarize-Closure of the Lesson (2-3 min.)
TSW come to the projector and show how they found the answer. Which additionstrategy they used to find the answer and where the unknown was in the number
sentence?
TSW finish the remaining three problems and then turn in the recording sheet to thein box located at the front of the room.
Homework
No homeworkIV. Materials Needed (e. g. video, simulation, graphic organizer, equipment, etc.)
Teacher Materials:o Magnet/ Dry erase display boardo Magnetic manipulative
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o Dry erase markerso Cardstock paper for Addition Strategy posters.Draft this template before class leave space to fill in with students
Count All Facts with Zero
o Operation Spoons (class set)o Document camera and projectoro Recording sheeto
Partner Wheels are on the side of bookcase- rotate one position to the right
Student Materials:o Recording sheeto Baggie of counters (red and yellow chips- 20/ bag)o Math notebook and pencil
V. Accommodations/Modifications for Diverse Learners
TAG- Students who finish the story problems before their peers will be asked to writea story problem about a number sentence. Then show the problem with pictures. A
separate sheet of paper is available for them
At-Risk- Student will work on the carpet where they will be in close proximity to theteacher and can get help quickly when questions arise.
VI. Summative Assessment
11 out of 22 students were able to solve word problems using count all addition
strategy and write the number sentence for the problem with a partner on the recording
sheet correctly answering the 4th
question with a picture and accurate number sentence.
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VII. Teacher Reflections
Partners did not work well together and it became apparent that they were not going to
work on the problems because of reading difficulties and inability to understand the problems
well enough on their own. For the rest of the unit I will need to rework the story problems with
easier language and keep it to one problem per worksheet with clear directions. Since it wasnt
working I had them return to their seats and we completed the worksheet together at their desks.
I gave them time to use the manipulatives and draw their picture then I demonstrated the problem
with manipulatives on the ELMO. After that we verbally discussed what the start and what the
change was. Then I let them write their number sentence. The assessment isnt a true assessment
since we filled it out together and I demonstrated what they should have. Next time I would skip
trying to do it in partners and then work with them for the first three and let them do the 4th
problem on their own.
I didnt plan enough for the long Tuesday period because I had originally though that this
lesson would be taught on a Monday. I had 40 minutes after what I had planned that I needed to
do something. So we broke into groups by ability and then worked in small groups on finding the
number sentence out of a story problem. We rotated groups and they played two math games that
I taught them how to use the day before. Each game works on one addition strategy that we will
work on in this unit so they reinforce skills taught in whole group. The math games keep them
very engaged and we have very few behaviors during math game time. The behaviors that I did
encounter are ones where there needs to be a few more rules about the games that they are
allowed to play.
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UPPER IOWA UNIVERSITY
UIU Student: Mrs. Amanda Marean
Classroom Teacher: Mrs. Lindsey Redlinger
Wright Elementary- Des Moines Public Schools
1/29/2014 1stGrade/ Math
Addition Strategies and Story Problems
Lesson 2- Counting on/ Change Unknown
I. Learning Goals, Standards and Objectives
Learning Goal
LG 1: The students will be able to use an equation to represent a problem with unknowns in all
positions
I can use an equation to represent a problem.
LG 2: The students will use strategies to solve addition and subtraction problems.
I can use strategies to solve addition and subtraction problems.
Standards
National Standards:
Pre-K2 ExpectationsUse mathematical models to represent and understand quantitative
relationships
Model situations that involve the addition and subtraction of whole numbers, using objects,
pictures, and symbols.
Pre-K2 Expectations: Compute fluently and make reasonable estimates
Develop and use strategies for whole-number computations, with a focus on addition and
subtraction.
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Iowa Core:
Mathematics: Grade 1/ Operations and Algebraic Thinking
1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all
positions.
1.OA.B.3- Apply properties of operations as strategies to add and subtract.
District Standards:
Operations and Algebraic Thinking 1:
Use addition and subtraction within 20 to solve word problems involving situations of adding to,
taking from, putting together, taking apart, and comparing, with unknowns in all positions.
Operations and Algebraic Thinking 3:
Apply properties of operations as strategies to add and subtract.
Objective
- Each student will be able to correctly answer the story problem with the change unknownon the worksheet Winter: Change Unknown- Counting On,showing their work and the
correct number sentence scoring 3 out of 3 points possible.
II. Assessment of Student Learning/Performance.
Formativeo Teacher will question during whole group instruction on how they can answer
story problems.
o Students will show understanding of the concept during small groupinstruction on their white boards.
Summative
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o Students will answer the story problem on the worksheet showing theirthinking in pictures and words. They will also include the number sentence for
the story problem.
III. Procedure
Access Prior Knowledge (1-2 minutes)
TTW review with the students the addition strategy covered yesterday (count all andfacts with zero).
TTW review that we talked about story problems where we needed to find thesolution because they told us the start and the change. Today we are going to learn
about problems where they tell you what you start with and what the solution is and it
is your job to find the change.
TTW show that number sentence on the board with a box and a question mark inplace of the change.
Acquire New Information (10-15 minutes)
TTW show the students the 100s chart and demonstrate how the numbers directly infront and right after are neighbor numbers and that is what you get when you add or
subtract 1.
TTW show the numbers directly above and below each number are what you getwhen you add or subtract 10. Use the see through plastic squares to mark +10 and -10
as well as +1 and -1.
TSW practice counting on with a few practice problems. Students should fold theirhands and tuck them under their chins so they are not tempted to use their fingers.
o 47+2, 83-1, 12+2, 17-1
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TTW remind them that when they are counting on they need to hold the biggernumber in their minds and then count up or down. You only want to use this strategy
with numbers that are small. When one number is 5 or below counting on is a good
strategy to use. You dont want to be counting on for very long in your head. For
those you will need other strategies that we will learn later.
TTW go back to the anchor chart that showed the number sentence with start,change, and solution from yesterday. Point to the change portion and talk about
what it might sound like if you didnt know what the change was?
TTW ask the questions below and with each question move the manipulative on theboard and ask volunteers to help you move them in relation to the story problem.
3. 12 friends are making snow angels and some more are building snowmen. Thereare 16 friends in the snow. How many are building snowmen?
a. What dont we know about the problem? What words tell you that you aremissing something?
b. What is the start? What is the solution?c. What can you do to figure out the number of friends building snowmen?
4. 8 students are playing in the snow. 6 get cold and go inside. How many studentsare still playing in the snow?
a. What dont we know about the problem?b.
What is the start? What is the solution?
c. What did you do to figure it out>
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d. How is it different from what we did at the beginning of the story, in otherwords how did the actions for solving or thinking about the problem
change?
TTW manipulate magnets on the board to show the story problem and then fill in thenumber sentence.
TSW answer questions and discuss how they know what to do.Apply Declarative/Procedural Knowledge (15 minutes per group & 4-5 minutes for transition
between groups)
TSW break into groups. Each group is divided by ability and has been differentiatedto suit each levels needs. Numbers increase and scaffolding decreases with each
group. Below level group focuses on showing problems with manipulatives. On level
group focuses on showing problems with pictures. High level group will work with
higher numbers and show understanding with number sentences and with words.
High level group will only briefly meet with teacher to get their activity and then goto work in partners. This meeting should only take a few minutes.
Rotation Schedule
High Level Group- 1) Small group instruction/
2) Wheel shop activity in place of seat work
3) Partner math game
On Level Group- 1) Individual seat work
2) Partner math game
3) Small group instruction
Below Level Group- 1) Individual Seat work
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2) Small group instruction to complete Snowmen worksheet
3) Partner math game
Small Group Instruction
TTW be working with small groups at the carpet focusing on story problems wherethe change is unknown on the marker boards.
1. Peter had 6 marbles. Mike gave Peter some more marbles and then he had 3 in all.How many marbles did Mike give Peter?
2. Tess picked 7 flowers on Monday morning. In the afternoon she picked some more. IfTess picked 15 flowers in all, how many did she pick in the afternoon?
TTW explain that when you are writing a number sentence for a problem with anunknown in the middle like these you can fill in the number sentence with what you
know and put a ? where you dont know.
TSW use manipulatives to describe the story problems then they will write a numbersentence and solve the problem.
Differentiated activity for high level group
Wheel shop activity attached. Follow directions provided and hand out materials thatthey will need to complete assignment.
Individual seat work
TSW complete Winter: Change Unknown- Counting onat their seat and when theyare finished they will turn it into the green basket located at the front of the room.
Partner Game
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TSW work with a partner to play Counting On. Directions are included in the gameand partners need to get their materials from the bookcase. Write down number
sentences in their math notebook.
Generalize or Summarize-Closure of the Lesson (2-3 minutes)
TTW have the students put games away and come back to the carpet. TSW debrief saying what they found was hard about understanding problems where
the change is unknown.
TSW say what they find useful and not useful about the strategy counting on. When isit good to use? When does it take too long?
Homework
No homeworkIV. Materials Needed (e. g. video, simulation, graphic organizer, equipment, etc.)
Teacher Materials:
o Cardstock paper for Addition Strategy posters.Draft this template before class and leave space to fill it in with students.
Counting Ono Winter: Change Unknown/ Counting On worksheet (one for each member of
On-Level and Below Level Group)
o The wheel shop activity sheet and construction paper (once for each memberof High Level Group)
o Partner Wheels are on the side of bookcase- rotate one position to the rightStudent Materials:
Student Materials
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o High Level Group Wheel Shop Activity Sheet (1 per student) and cut apart manipulatives
(one per group)
Large sheet of construction paper Scissors, pencil and glue
o On Level and Below Level Group Marker and White board Winter: Change Unknown/ Counting On worksheet
Manipulatives (base ten blocks)
o Math game Counting on 0-9 numeral cards, 1&2 dice, directions
V. Accommodations/Modifications for Diverse Learners
TAG-Students will work on The Wheel Shop activity during the other groupssmall group instruction. The teacher will meet with them briefly at the beginning of
small group time and go over the directions for the activity and model what I want
them to find and produce. They will work together in groups of two or three to
complete the activity and show the solution with their thinking in numbers and words
as well as the manipulatives on a piece of construction paper. They will complete it
and turn it into the in box.
At-Risk-Students will receive guided instruction after whole group instruction and
work with story problem and manipulatives with the teacher and write their answers
down on a marker board.
VI. Summative Assessment
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7 out of 13 students were able to correctly answer the story problem with the change
unknown on the worksheet Winter: Change Unknown- Counting On, showing their
work and the correct number sentence scoring 3 out of 3 points possible.
VII. Teacher Reflections
Yesterday I planned too little and today I planned too much. We didnt get a chance to do
small groups today because we had a fire drill at the end of the day. So instead of getting to do
groups after whole group we had to start packing up and getting ready for dismissal much too
early. Whole group lesson went well and students did well with the change unknown.
I continued this lesson on the next day because we did not get to complete it. I quickly
reviewed what we went over in whole group the day before and the addition strategy that was
introduced. Then we met with our small groups and did the rotations. This was the first real time
that we did rotations and it didnt go as smoothly as I wanted it to. I wish that there was a smart
board available because I would have been able to place a timer on the board with a rotation list.
Instead I had to keep time during group and then get their attention to clean up and rotate centers.
I thought that it would have gone much more smoothly because they do Daily 5 every day but
that wasnt the case. We lost a lot of time while switching and my last group didnt get a chance
to meet with me as much as I wanted. I am glad that I did the rotation the way I did because that
left the most time with the group that needed the most help. I need a better way to have the
groups switch and rotate centers and we need to have some expectations listed so they know
better what they are to be doing during math centers.
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Name:______________________ Date:__________________
The Wheel Shop
The Wheel Shop sells bicycles and go-carts. Each bicycle has only one
seat and each go-cart has only one seat. There are a total of 7 seats
and 18 wheels in the shop.
How many are bicycles and how many are go-carts?
Use pictures, words, and numbers to show your math thinking. Use the tires and bicycle
seats to help you solve the problem. (Attached is the sheet they can use to cut out)
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UPPER IOWA UNIVERSITY
UIU Student: Mrs. Amanda Marean
Classroom Teacher: Mrs. Lindsey Redlinger
Wright Elementary- Des Moines Public Schools
2/3/2014 1stGrade/ Math
Addition Strategies and Story Problems
Lesson 3- Turn Around Facts
I. Learning Goal and Objectives
Learning Goal
LG 1: The students will be able to use an equation to represent a problem with unknowns in all
positions
I can use an equation to represent a problem.
LG 2: The students will use strategies to solve addition and subtraction problems.
I can use strategies to solve addition and subtraction problems.
Standards
National Standards:
Pre-K2 ExpectationsUse mathematical models to represent and understand quantitative
relationships
Model situations that involve the addition and subtraction of whole numbers, using objects,
pictures, and symbols.
Pre-K2 Expectations: Compute fluently and make reasonable estimates
Develop and use strategies for whole-number computations, with a focus on addition and
subtraction.
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Iowa Core:
Mathematics: Grade 1/ Operations and Algebraic Thinking
1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all
positions.
1.OA.B.3- Apply properties of operations as strategies to add and subtract.
District Standards:
Operations and Algebraic Thinking 1:
Use addition and subtraction within 20 to solve word problems involving situations of adding to,
taking from, putting together, taking apart, and comparing, with unknowns in all positions.
Operations and Algebraic Thinking 3:
Apply properties of operations as strategies to add and subtract.
Objective
Each student will be able to correctly answer the story problem with the change unknown
on the worksheet Winter: Change Unknown- Counting Back,showing their work and
the correct number sentence scoring 3 out of 3 points possible.
II. Assessment of Student Learning/Performance.
Formativeo Teacher will questions students on how too Teacher will monitor understanding of turnaround facts with manipulatives at
the carpet.
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o Students will show understanding of turnaround facts by building theproblems with manipulatives at the carpet and the corresponding number
sentence.
Summativeo TSW complete the worksheet Winter: Change Unknown-Counting Back at
their seats individually.
III. Procedure
Access Prior Knowledge (2-3 minutes)
TTW review the addition strategy posters with the students and call on student
volunteers for an example of each.
TSW give an example of how they use each strategy. TTW ask the students if they remember what a turnaround fact is, and call on
students for a definition of what it might be.
Acquire New Information (8-10 minutes)
TTW explain that today they are going to learn a new addition strategy calledTurnaround facts.
TTW show them that they can use one color to represent one addend of the problemand the other for the other addend.
TTW demonstrate how to make the problem 4+3 with the unifix cubes and write it onthe board. Then show them that they can flip the problem around to 3+4 (meanwhile
flipping the stick around) and have the same problem.
o Did we take away/ add more cubes to our stick? So our sum should be thesame.
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TSW take a two tens sticks of unifix cubes from the basket and they need to be twodifferent colors.
TSW practice making the problems with their unifix cubeso 7+2/2+7, 6+4/4+6,5+8/8+5
TTW show the students the started poster about turn around facts and call on studentsfor an example. Use the example and visually show the math fact with a picture and a
number sentence. Follow the template provided.
TTW add this poster to the bulletin board I can use strategies to solve problems!Apply Declarative/Procedural Knowledge (15 minutes per group)
TSW break into groups. Each group is divided by ability and has been differentiatedto suit each levels needs. Numbers increase and scaffolding decreases with each
group. Below level group focuses on showing problems with manipulatives. On level
group focuses on showing problems with pictures. High level group will work with
higher numbers and show understanding with number sentences and with words.
Rotation Schedule
High Level Group- 1) Partner Math Game/ Fact Family House
2) Seat Work- Snowmen Fact Families
3) Small Group Instruction
On Level Group- 1) Seat WorkSnowmen Fact Families
2) Small Group Instruction
3) Partner Math Game/ Fact Family House
Below Level Group- 1) Small Group Instruction
2) Seat Work- Snowmen Fact Families
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3) Partner math game/ Fact Family House
Small Group Instruction
TTW be working with small groups at the carpet focusing on story problems wherethe change is unknown on the marker boards.
1. Peter read 10 pages of his book before lunch. After lunch he read some more. IfPeter read 19 pages in all, how many did he read after lunch?
2. Tess gave out 8 cookies to girls in her class. She then game out cookies to boys inher class. If Jess gave out 14 cookies in all, how many cookies did she give to
boys?
TTW explain that when you are writing a number sentence for a problem with anunknown in the middle like these you can fill in the number sentence with what you
know and put a ? where you dont know.
TSW use manipulatives to describe the story problems then they will write a numbersentence and solve the problem.
Generalize or Summarize-Closure of the Lesson (approx. time)
TTW project the Winter: Change Unknown- Counting Back worksheet on thedocument projector.
TSW volunteer and solve the problem on the board by drawing an appropriate pictureand putting the equation and solution in the appropriate places.
Homework
No homeworkIV. Materials Needed (e. g. video, simulation, graphic organizer, equipment, etc.)
Teacher Materials:
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o Cardstock paper for Addition Strategy posters.Draft this template before class and leave space to fill it in with students.
Turn Around Factso Unifix cubes in tens sticks (2 for each student)o Winter: Change Unknown- Counting Back worksheet (one for each student)so Partner Wheels are on the side of bookcase- rotate one position to the right
Student Materials:
o Fact Family House Materials (available on the Math bookshelf)o
Unifix cubes (2 tens sticks)
o Math notebook and pencilo Winter: Change Unknown- Counting Back worksheet
V. Accommodations/Modifications for Diverse Learners
TAG- Students- Students will work with a partner and play the Counting On gameand use a regular die instead of the one that has only the numbers 1 or 2 on it. This
variation of the game requires that students are adding larger numbers but still
focuses on using the strategy correctly of putting the larger number in their head and
counting up the smaller number.
At-Risk- Students will meet with the teacher first in the rotations group and go overthe story problems with the change unknown. The teacher will demonstrate the story
problem with manipulatives while the students follow along with their own
manipulatives. Together we will write a number sentence that shows the story
problem.
VI. Summative Assessment
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13 out of 24 students were able to correctly answer the story problem with the change
unknown on the worksheet showing their work and the correct number sentence scoring 3
out of 3 points possible.
VII. Teacher Reflections
This lesson went well but the class can become very distracted with the manipulatives
that they used on the carpet. If I was to do this again I might do this part of the lesson in small
group where they are a little less distracted. I think that I could have demonstrated the use of the
unifix cubes to show a turnaround fact and not had them use the cubes and been effective. If they
did not use them at whole group and only at small group it would make the time at group less
focused on the story problems like I wanted them to be. Perhaps this lesson needs to have only 2
rotations and the two higher groups could meet together. That seems like a lot of changing of
plans because they couldnt use materials in the way they were intended so perhapsthe best
course would be to lay out clear expectations and consequences of improper use of the math
materials at their carpet spots.
Groups are easier to handle with the rotations although I still dont have a great idea to
rotate them through the groups. They are better at cleaning up now and switching to the next
group so I think that they just need more practice with math rotations and centers.
Having the students do the worksheet on the projector was a great choice and it showed
them clear expectations of what they need to do on the seat work. Since these papers are not
getting passes back I think this is a great way to have some feedback about how they are doing. I
didnt want them to correct them for the purposes of the teacher work sample but if I wasnt
doing that I would have them go through it with a crayon and make corrections to the worksheet.
The worksheet seems to be a much better route than other options with only one problem to do
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well. Some finish early and are off to games earlier, but it is just enough work for most of the
class so I will keep this format for the remainder of the unit.
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UPPER IOWA UNIVERSITY
UIU Student: Mrs. Amanda Marean
Classroom Teacher: Mrs. Lindsey Redlinger
Wright Elementary- Des Moines Public Schools
2/4/2014 1stGrade/ Math
Addition Strategies and Story Problems
Lesson 4- Fact Families
I. Learning Goals, Standards and Objectives
Learning Goal
LG 1: The students will be able to use an equation to represent a problem with unknowns in all
positions
I can use an equation to represent a problem.
LG 2: The students will use strategies to solve addition and subtraction problems.
I can use strategies to solve addition and subtraction problems.
Standards
National Standards:
Pre-K2 Expectations: Compute fluently and make reasonable estimates
Develop and use strategies for whole-number computations, with a focus on addition and
subtraction.
Iowa Core:
Mathematics: Grade 1/ Operations and Algebraic Thinking
1.OA.B.3- Apply properties of operations as strategies to add and subtract.
District Standards:
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Operations and Algebraic Thinking 3:
Apply properties of operations as strategies to add and subtract.
Objective
- Each student will be able to correctly complete the two addition and two subtraction factsfor each family of numbers on the worksheet Snowmen fact families scoring 4 out of 4
points possible.
II. Assessment of Student Learning/Performance.
Formativeo
Students will answer questions while writing the fact family in whole group
o Students will use manipulatives to show their understanding of each numbersentence within the fact family during small group.
o Teacher will listen to students explanation of how learning fact families willhelp them to become more fluent at math facts.
Summativeo Students will complete the Snowman Fact Families worksheet at their desks
and correctly fill in the two addition and 2 subtraction number sentences for
each family of numbers.
III. Procedure
Access Prior Knowledge (3-4 minutes)
TTW ask the students to look at the three numbers placed on the board. (3,4,7) what
do you noticed about those numbers. (put numbers in circle in center of the board so
you can create a web off the center with student ideas.
Questions to lead them along:
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What is the relationship between those numbers? How do two of the numbers together relate to
the other number?
TSW raise their hands and volunteer what they notice about the numbers. TTW write down ideas in a web pattern off of the three numbers in the circle.
Acquire New Information (10-12 min. )
TTW have on a large chart paper the fact family house and place the boss numberin the top spot on roof and the worker numbers in the bottom corners of roof.
TTW explain that these numbers belong to a Fact Family. In a fact family you havetwo worker numbers or two smallest numbers. * Underline worker numbers*
o Which two numbers are the worker numbers in this fact family?o Thumbs up or down if you can see why these numbers are called the worker
numbers.
TTW explain that in a fact family you have a big Boss number or the biggestnumber. *Circle the Boss number*
o Which number is the boss number?o Thumbs up or down if you can see why this number is called the Boss
number.
TTW explain that in a fact family these three numbers get together to make anaddition sentence.
o How could I use these three numbers to fill in the addition number sentence?o How could we use what we learned yesterday to make another addition
sentence?
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TTW explain that is a fact family these three numbers get together to make asubtraction sentence.
o How could I use these three numbers to fill in the subtraction numbersentence?
o How could I use what we learned yesterday about turnaround facts to makeanother subtraction sentence?
TTW fill in the small cardstock poster to add to the I can use strategies to help solveproblems! bulletin board. Use template provided and use student language and
numbers.
TTW go over the instructions for the Partner Math Game being played today in mathrotations. They will play Fact Family House.Directions and materials are found on
the math games bookcase.
Apply Declarative/Procedural Knowledge (15 minutes per group)
TSW break into groups. Each group is divided by ability and has been differentiatedto suit each levels needs. Numbers increase and scaffolding decreases with each
group. Below level group focuses on showing problems with manipulatives. On level
group focuses on showing problems with pictures. High level group will work with
higher numbers and show understanding with number sentences and with words.
Rotation Schedule
High Level Group- 1) Partner Math Game/ Fact Family House
2) Seat Work- Snowmen Fact Families
3) Small Group Instruction
On Level Group- 1) Seat WorkSnowmen Fact Families
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2) Small Group Instruction
3) Partner Math Game/ Fact Family House
Below Level Group- 1) Small Group Instruction
2) Seat Work- Snowmen Fact Families
3) Partner math game/ Fact Family House
Small Group Instruction
o TTW work with the students on building fact families with unifix cubes.o TSW build each worker number out of different colored cubes and then hook
them together to make the boss number.
o TSW write the first addition sentence making sure that we are building up tothe boss number. Then do the turnaround fact for the second number.
o TSW take one color of blocks away from the boss number and write thesubtraction fact that describes the action they did. Then take the other color
away and write the other subtraction fact.
o TTW explain that each action you did you never changed the numbers youwere working with you were only changing how they were relating to each
other. That is how fact families work by never changing value but by
changing how they relate to the other members of the family.
o Low Level Group will work through the numbers that are on the SnowmanFact Family worksheet and use manipulatives to help them see the
relationships.
Generalize or Summarize-Closure of the Lesson (approx. time)
TSW come back to the carpet and find their carpet spot.
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TTW ask the class how understanding fact families can help them do fact fluently orquickly off the tops of their heads.
TSW first think about how it will help them to do facts more quickly. Then they willturn to their elbow partner and discuss how they think that it will help them.
TTW call on volunteers to share how they think it will help them to solve facts morequickly.
Homework
No homeworkIV. Materials Needed (e. g. video, simulation, graphic organizer, equipment, etc.)
Teacher Materials:
o Cardstock paper for Addition Strategy posters.Draft this template before class and leave space to fill it in with students.
Fact Familieso Snowmen Fact Families worksheet (one per student)o Unifix cubeso White boards and dry erase markerso Partner Wheels are on the side of bookcase- rotate one position to the right
Student Materials:
o Snowmen Fact Families worksheeto
Unifix cubes
o White board and dry erase markerV. Accommodations/Modifications for Diverse Learners
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TAG- Students will play the Fact Family House with one 1-6 die and one 6-12 die.This will allow them to use larger numbers in their number sentences and expand
their fluency of facts beyond 1-10 and into 10-20 as well.
At-Risk- Students will complete the worksheet at small group with the teacher. Theymay use manipulatives to create the 4 number sentences for each fact family on the
work sheet.
VI. Summative Assessment
18 out of 24 students were able to correctly complete the two addition and two
subtraction facts for each family of numbers on the worksheet Snowmen fact families scoring
4 out of 4 points possible.
VII. Teacher Reflections
This lesson went well and it was clear that there was some background knowledge for
most of the class. Those students who were able to see the relationship between the numbers has
little trouble completing the assessment. Those students who were not able to see the relationship
really benefitted from being able to use the unifix cubes during small group instruction time. The
manipulatives really helped them and lead me to believe that these students were still
developmentally at the concrete stage of mathematics so they will still need to use manipulatives
until they can move on to just drawing the pictures to represent their problem.
The game went well and I think that they learned from the game. Was it the most
engaging game? No. There were a lot of behavior issues because the game was just practicing
facts. I decided that after they played through 3 times that they could get one of the other math
games that they liked playing. Addition I Spy is a favorite among all the students and we had to
add another deck of cards to the bookshelf so everyone could play at the same time.
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We didnt work on story problems with this lesson but I wanted to have a solid
foundation for the future with fact families. I thought that just focusing on the one skill for today
would be enough and I think I was right. Getting through the lower groups and making sure that
they understood the relationships between the numbers in a fact family was more than enough
for the day. We will add using those skills to help solve story problems tomorrow.
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UPPER IOWA UNIVERSITY
UIU Student: Mrs. Amanda Marean
Classroom Teacher: Mrs. Lindsey Redlinger
Wright Elementary- Des Moines Public Schools
2/5/2014 1stGrade/ Math
Addition Strategies and Story Problems
Lesson 5-Change Unknown and Doubles 1-5
I. Learning Goals, Standards and Objectives
Learning Goal
LG 1: The students will be able to use an equation to represent a problem with unknowns in all
positions
I can use an equation to represent a problem.
LG 2: The students will use strategies to solve addition and subtraction problems.
I can use strategies to solve addition and subtraction problems.
Standards
National Standards:
Pre-K2 ExpectationsUse mathematical models to represent and understand quantitative
relationships
Model situations that involve the addition and subtraction of whole numbers, using objects,
pictures, and symbols.
Pre-K2 Expectations: Compute fluently and make reasonable estimates
Develop and use strategies for whole-number computations, with a focus on addition and
subtraction.
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Iowa Core:
Mathematics: Grade 1/ Operations and Algebraic Thinking
1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all
positions.
1.OA.B.3- Apply properties of operations as strategies to add and subtract.
District Standards:
Operations and Algebraic Thinking 1:
Use addition and subtraction within 20 to solve word problems involving situations of adding to,
taking from, putting together, taking apart, and comparing, with unknowns in all positions.
Operations and Algebraic Thinking 3:
Apply properties of operations as strategies to add and subtract.
Objective
- Each student will solve a story problem at small group on a white board using appropriatepictures or manipulatives to describe problems with the correct number sentence with
scoring 3 out of 3 points.
II. Assessment of Student Learning/Performance.
Formativeo Students will sing the doubles rap along with the computer.o Students will fill in half of the doubles foldable with the sum of the doubles
and a picture that helps them remember the doubles fact.
o Teacher will question students and monitor their thinking during small groupinstruction.
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Summativeo Teacher will give the students a story problem at small group time and the
students will answer it with drawings/ manipulatives and a correct number
sentence.
III. Procedure
Access Prior Knowledge (3-5 minutes)
TTW talk about previous strategies we have learned about during the unit. Go overposters that have been made.
TSW quickly recap fact families and the relationships between numbers with theirelbow partner.
TSW help fill in a fact family house on the board with the numbers 8,3,11. They willcome to the board and identify the boss and worker numbers and the 4 number
sentences that go with the fact family.
Acquire New Information (approx. time)
TTW Explain that you can help your brain remember and learn by connecting thingsyou already know it new information that you are learning. Today we are going to
connect pictures of things that we know to a math fact so we can remember them
more quickly. We are going to learn our doubles facts or when you add the same
number twice. So that way we know them fluently or off the tops of our head very
quickly.
TTW show the students the doubles posters (1-5) and go over each fact with thematching visual reminder. Ex. When you see this fact4+4, I want you to think of a
spider and how it has 8 legs and that will help you remember that 4+4=8
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TSW say the picture that goes with each fact that the teacher holds up. Repeat untilthe class feels comfortable with the picture-fact relationship
TTW play the doubles rap 1-5 edition. http://egomez321.weebly.com/addition.html.Replay video until students are able to sing along and feel comfortable with the song.
Apply Declarative/Procedural Knowledge (15 minutes per group)
TSW break into groups. Each group is divided by ability and has been differentiatedto suit each levels needs. Numbers increase and scaffolding decreases with each
group. Below level group focuses on showing problems with manipulatives. On level
group focuses on showing problems with pictures. High level group will work with
higher numbers and show understanding with number sentences and with words.
Rotation Schedule
High Level Group- 1) Partner Math Game/ Doubles Slide
2) Seat Work- Doubles Foldable 1-5
3) Small Group Instruction
On Level Group- 1) Seat Work- Doubles Foldable 1-5
2) Small Group Instruction
3) Partner Math Game/ Doubles Slide
Below Level Group- 1) Small Group Instruction
2) Partner math game/ Doubles Slide 1-5
3) Seat Work- Doubles Foldable
Small Group Instruction
o TTW work with the students on story problems with the change unknown anduse manipulatives to help them see the relationships.
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o TSW use manipulatives and pictures on the marker boards to depict the storyproblem and then write the number sentence that solves the problem.
Small group story problems:
- Dad baked cakes for the Bake Sale. He baked 9 cakes before breakfast and more cakesafter breakfast. If dad baked 5 cakes in all, how many cakes did he back after breakfast?
- A bakery sold 11 birthday cakes before midday. After midday more birthday cakes weresold. If 16 birthday cakes were sold in all, how many were sold after midday?
- Assessment Question/ Jack ate 12 grapes at morning snack time and more grapes at lunchtime. If Jack ate 20 grapes in all, how many grapes did he eat at lunch time?
Partner Game/ Doubles Slide
TTW demonstrate the game to the class before dismissing the students to rotations.Directions are on the game board and are similar to the game they know of already
Chutes and Ladders.
o Directions: Roll a die. Move your marker that many spaces. Find the sum. Ifyou are correct, you can stay. If you are not correct, move back. If you land on
a ladder, climb up. If you land on a slide, slide down. First one to the end is
the winner.
Seat Work/ Doubles Foldable 1-5
TSW take a foldable and fold it down the middle on the dotted line.
TSW cut to the fold on the dotted to separate the doubles facts. On the inside where
the flap covers they are to write the sum for that doubles fact and draw a small picture
that helps them remember.
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o Remind the students that they need to open it back up before they cut so theydont cut through both sides of the foldable.
o Make sure that the picture that you draw is only visible through the flap anddoesnt get too big or you wont be able to see it when you lift the flap.
o TSW only do the 1-5 section of the foldable and they can finish the other halftomorrow.
Generalize or Summarize-Closure of the Lesson (approx. time)
TSW bring their foldable to the carpet and share with a neighbor the pictures that theychose to draw under the flaps.
TTW choose a student example to show to the class.Homework
No homeworkIV. Materials Needed (e. g. video, simulation, graphic organizer, equipment, etc.)
Teacher Materials:
o Doubles Facts Poster 1-5o Computer with speakers and InFocus
http://egomez321.weebly.com/addition.htmlo Doubles Foldable (one for each student)o Doubles Slide Game (materials located on Math Bookcase)o
Partner Wheels are on the side of bookcase- rotate one position to the right
Student Materials:
o Doubles Foldableo Writing Utensils and Crayons
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V. Accommodations/Modifications for Diverse Learners
TAG- Students will be asked to write a story problem from a number sentence wherethey dont know the change. This will be used after the assessment question in small
group. Students will work in pairs to come up with a story problem for the problem
8+?=14 or 6+?= 14 and then they will share the story problem with the rest of the
group.
At-Risk- Students will meet with the teacher first out of the rotations and studentswill use manipulatives to describe the story problems. The teacher will model and
demonstrate how to show the story problem with a picture and then use that picture to
write a number sentence.
VI. Summative Assessment
22 out of 25 students solved a story problem at small group on a white board using
appropriate pictures or manipulatives to describe problems with the correct number sentence
with scoring 3 out of 3 points.
VII. Teacher Reflections
First 5 doubles facts were easy for them to remember with the help of the pictures. I
think that I could have done more in this lesson that just those 5 facts but I know that the next
group of facts will be harder to remember so I didnt want to overload one day.
The doubles rap that I found online was perfect for this class. They really loved singing
along and then one time through the song instead of saying the sum we said the picture that we
were using to remember it. The poster of all the facts that I hung up in the class gets referred to
all the time now. During the doubles slide game that was also a big hit I could hear them saying
Thats the calendar fact! which means that the picture memory device is working.
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The doubles slide game was also a big hit and was much more fun than the Fact Family
House game from yesterday. I think that since it is similar to a game that they already like to play
it was an easy transition into this game. It took very little teaching because they knew the rules
from Chutes and Ladders and were able to connect the two.
I wasnt asprepared as I wish I would have been with the sound for the video. I thought
that my computer would be loud enough but it wasnt and it was all garbled sounding. Tomorrow
when we do the next portion of this song (6-10 doubles facts) I will be better practiced and get
the speakers set up so everyone can hear the song.
Doubles Poster for 1-5
Individual posters available but not included in the TWS.
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Iowa Core:
Mathematics: Grade 1/ Operations and Algebraic Thinking
1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all
positions.
1.OA.B.3- Apply properties of operations as strategies to add and subtract.
District Standards:
Operations and Algebraic Thinking 1:
Use addition and subtraction within 20 to solve word problems involving situations of adding to,
taking from, putting together, taking apart, and comparing, with unknowns in all positions.
Operations and Algebraic Thinking 3:
Apply properties of operations as strategies to add and subtract.
Objective
Each student will be able to correctly answer the story problem with the change unknown
on the worksheet Winter: Start Unknown- Doubles Addition,showing their work and
the correct number sentence scoring 3 out of 3 points possible.
II. Assessment of Student Learning/Performance.
Formativeo Students will sing the doubles rap along with the computer.o Students will fill in half of the doubles foldable with the sum of the doubles
and a picture that helps them remember the doubles fact.
o Teacher will question students and monitor their thinking during small groupinstruction.
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Summativeo Students will complete the Winter: Start Unknown- Doubles Addition
worksheet showing an appropriate picture and accurate number sentence.
III. Procedure
Access Prior Knowledge (3-5 minutes)
TTW talk about previous strategies we have learned about during the unit. Go overposters that have been made.
TSW sing along to the doubles rap 1-5 edition while the teacher holds up theAcquire New Information (approx. time)
TTW Explain that we are going to learn some more doubles facts and ways toconnect them to pictures so we can remember them more easily.
TTW show the students the doubles posters (6-10) and go over each fact with thematching visual reminder. Ex. When you see this fact 7+7, I want you to think of a
calendar and how each week is 7 days and two weeks is 14 days and that will help
you remember that 7+7=14
TSW say the picture that goes with each fact that the teacher holds up. Repeat untilthe class feels comfortable with the picture-fact relationship
TTW play the doubles rap 6-10 edition. http://egomez321.weebly.com/addition.html.Replay video until students are able to sing along and feel comfortable with the song.
Apply Declarative/Procedural Knowledge (15 minutes per group)
TSW break into groups. Each group is divided by ability and has been differentiatedto suit each levels needs. Numbers increase and scaffolding decreases with each
group. Below level group focuses on showing problems with manipulatives. On level
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group focuses on showing problems with pictures. High level group will work with
higher numbers and show understanding with number sentences and with words.
Rotation Schedule
High Level Group- 1) Partner Math Game/ Doubles Slide
2) Seat Work- Doubles Foldable 1-5
3) Small Group Instruction
On Level Group- 1) Seat Work- Doubles Foldable 1-5
2) Small Group Instruction
3) Partner Math Game/ Doubles Slide
Below Level Group- 1) Small Group Instruction
2) Partner math game/ Doubles Slide
3) Seat Work- Doubles Foldable 6-10
Small Group Instruction
o TTW work with the students on story problems with the start unknown anduse manipulatives to help them see the relationships.
o TSW use manipulatives and pictures on the marker boards to depict the storyproblem and then write the number sentence that solves the problem.
Small group story problems:
- Some birds are sitting on a telephone wire. 7 more fly and join them now there are 17birds on the wire, how many were there first?
- There were some cupcakes on the table at a party and 8 of them fell on the floor. Only 3cupcakes were left on the table to eat. How many were on the table before some fell?
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- My friends and I made snowballs to have a snowball fight. We only got to throw 3snowballs before we got in trouble. We still had 11 snowballs to throw when we had to
go inside. How many snowballs did my friends and I make?
Partner Game/ Doubles Slide
TTW demonstrate the game to the class before dismissing the students to rotations.Directions are on the game board and are similar to the game they know of already
Chutes and Ladders.
o Directions: Roll a die. Move your marker that many spaces. Find the sum. Ifyou are correct, you can stay. If you are not correct, move back. If you land on
a ladder, climb up. If you land on a slide, slide down. First one to the end is
the winner.
Seat Work/ Doubles Foldable 6-10
TSW take a foldable and fold it down the middle on the dotted line. TSW cut to the fold on the dotted to separate the doubles facts. On the inside where
the flap covers they are to write the sum for that doubles fact and draw a small picture
that helps them remember. They should be finishing the 6-10 facts and the 1-5 facts
should be done from yesterdays lesson.
o Remind the students that they need to open it back up before they cut so theydont cut through bothsides of the foldable.
oMake sure that the picture that you draw is only visible through the flap and
doesnt get too big or you wont be able to see it when you lift the flap.
o TSW finish the foldable doing the 6-10 section today and finishing up anythink from yesterday that didnt get done.
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Generalize or Summarize-Closure of the Lesson (approx. time)
TSW bring their foldable to the carpet and share with a neighbor the pictures that theychose to draw under the flaps.
TTW choose a student example to show to the class. TSW sing the Doubles rap song without the music going through all the facts.
Homework
No homeworkIV. Materials Needed (e. g. video, simulation, graphic organizer, equipment, etc.)
Teacher Materials:
o Doubles Facts Poster 6-10o Computer with speakers and InFocus
http://egomez321.weebly.com/addition.htmlo Doubles Foldable (one for each student)o Doubles Slide Game (materials located on Math Bookcase)o Winter: Start Unknown- Doubles Addition worksheet (one for each student)o Partner Wheels are on the side of bookcase- rotate one position to the right
Student Materials:
o Doubles Foldableo Writing Utensils and Crayonso
Winter: Start Unknown- Doubles Addition
V. Accommodations/Modifications for Diverse Learners
TAG- Students will be asked to write a story problem from a number sentence wherethey dont know the start. Students will work in pairs to come up with a story
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problem for the problems ?+6=12, ?+9=15 and then they will share the story problem
with the rest of the group.
At-Risk- Students will meet with the teacher first out of the rotations and studentswill use manipulatives to describe the story problems. The teacher will model and
demonstrate how to show the story problem with a picture and then use that picture to
write a number sentence.
VI. Summative Assessment
18 out of 19 students were able to correctly answer the story problem with the change
unknown on the worksheet Winter: Start Unknown- Doubles Addition,showing their
work and the correct number sentence scoring 3 out of 3 points possible.
VII. Teacher Reflections
This assessment speaks for itself as far as if the students understand story problems when
the start is unknown and their doubles addition facts. Out of 19 students that turned in the
assessment only one student didnt get all the points right. I have had a problem with students
turning this assessment in and I think it is because they were working on finishing the foldable at
their desks so they had too much to do at their desks. There were more than 19 students here that
day so it isnt a very good example because not every student turned in the assessment. I wish
that I was able to hand back some of this work to show to parents because I was impressed with
quality on some of them and they are getting much better about showing the correct work on the
worksheet.
The second half of the doubles rap was just as awesome and effective as the first part.
The students really are getting good at remembering the rap. I think if I do this again I will make
up some actions to go with the song and pictures. I think if I added a movement component it
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would help kinesthetic learners to really remember the doubles facts. I didnt have any good
ideas for this unit but hopefully if I teach this again I will have a good PLC to help make up a
really great dance or actions to the song.
Doubles Poster for 6-10
Individual posters available but not included in the TWS.
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UPPER IOWA UNIVERSITY
UIU Student: Mrs. Amanda Marean
Classroom Teacher: Mrs. Lindsey Redlinger
Wright Elementary- Des Moines Public Schools
2/11/2014 1stGrade/ Math
Addition Strategies and Story Problems
Lesson 7- Doubles +1and Start Unknown
I. Learning Goals, Standards and Objectives
Learning Goal
LG 1: The students will be able to use an equation to represent a problem with unknowns in all
positions
I can use an equation to represent a problem.
LG 2: The students will use strategies to solve addition and subtraction problems.
I can use strategies to solve addition and subtraction problems.
Standards
National Standards:
Pre-K2 ExpectationsUse mathematical models to represent and understand quantitative
relationships
Model situations that involve the addition and subtraction of whole numbers, using objects,
pictures, and symbols.
Pre-K2 Expectations: Compute fluently and make reasonable estimates
Develop and use strategies for whole-number computations, with a focus on addition and
subtraction.
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Iowa Core:
Mathematics: Grade 1/ Operations and Algebraic Thinking
1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all
positions.
1.OA.B.3- Apply properties of operations as strategies to add and subtract.
District Standards:
Operations and Algebraic Thinking 1:
Use addition and subtraction within 20 to solve word problems involving situations of adding to,
taking from, putting together, taking apart, and comparing, with unknowns in all positions.
Operations and Algebraic Thinking 3:
Apply properties of operations as strategies to add and subtract.
Objective
- Each student will solve a story problem at small group on a white board using appropriatepictures or manipulatives to describe problems with the correct number sentence with
scoring 3 out of 3 points.
II. Assessment of Student Learning/Performance.
Formativeo Students will answer questions during whole group instruction on doubles +1
strategy.
o Teacher will question students and monitor their thinking during small groupinstruction.
Summative
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o Teacher will give the students a story problem at small group time and thestudents will answer it with drawings/ manipulatives and a correct number
sentence.
III. Procedure
Access Prior Knowledge (approx. time)
TTW review the strategies that we have learned thus far. TSW sing the doubles rap while the teacher holds up the picture cards that go with the
doubles facts.
Acquire New Information (approx. time)
TTW explain that since they are so good at doubles facts the next strategy will be soeasy for them. This strategy is doubles plus one. Where all you do is add one to the
doubles fact sum.
TTW show that 6+7 is the same as 6+6+1 by decomposing the number 7 into 6 and1(students already know decomposing numbers so this is a review)
TTW explain the foldable sheet with the students and how they will be filling out theinformation that they have learned about
TTW show that neighbor numbers or numbers that sit next to each other on thenumber line are doubles+1 problems. You use the doubles fact of the lower number
and count on 1 more.
TSW practice this new strategy by choosing which number to double out of thefollowing facts and then finding the sum +1.
o 6+7, 4+5, 9+8, 10+11, 8+9
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TTW show the doubles +1 foldable and explain that they need to fill in the pages witha pencil. The first two pages are review and the third and fourth pages are about
doubles+1 strategy and they can fill in the sums for the number sentences.
Apply Declarative/Procedural Knowledge (15 minutes per group)
TSW break into groups. Each group is divided by ability and has been differentiatedto suit each levels needs. Numbers increase and scaffolding decreases with each
group. Below level group focuses on showing problems with manipulatives. On level
group focuses on showing problems with pictures. High level group will work with
higher numbers and show understanding with number sentences and with words.
Rotation Schedule
High Level Group- 1) Partner Math Game/ Student Choice
2) Seat Work- Doubles +1 Foldable
3) Small Group Instruction
On Level Group- 1) Seat Work- Doubles +1 Foldable
2) Small Group Instruction
3) Partner Math Game/ Student Choice
Below Level Group- 1) Small Group Instruction
2) Partner math game/ Student Choice
3) Seat Work- Doubles +1 Foldable
Small Group Instruction
TTW work with the students on story problems with the start unknown and usemanipulatives to help them see the relationships.
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TSW use manipulatives and pictures on the marker boards to depict the story problemand then write the number sentence that solves the problem.
Small group story problems:
- Some cookies were baking in the oven. Mom was making 9 more on the counter. Whenshe was all done she had 17 cookies. How many were in the oven.
- I was eating some grapes and later I ate 6 more grapes. I ate all the grapes that I broughtto school, which were 13. How many grapes did I eat first?
- Assessment Question- On Monday some caterpillars hatched from eggs. On Tuesday 5caterpillars hatched. If 12 caterpillars hatched in all, how many caterpillars hatched on
Monday?
Seat Work- Doubles +1 Foldable
TSW fill in the pages with correct information and solve the final page problemshowing an appropriate picture with accurate number sentence.
TSW cut out the pages and then assemble in order on their desks. TTW staple the four pages together like a book, placing staples were directed.
Generalize or Summarize-Closure of the Lesson (approx. time)
TSW bring their doubles+1 foldable to the carpet. TTW go over each page and what should be on them for answers. TSW share with their elbow partner the last page and how they solved it, and the
picture that they used to represent the story problem.
Homework
No homework.
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IV. Materials Needed (e. g. video, simulation, graphic organizer, equipment, etc.)
Teacher Materials:
o Cardstock paper for Addition Strategy posters.Draft this template before class leave space to fill in with students
Doubles +1o Doubles+1 foldable (2 page document for each student)o Math Games (available on math bookshelf)o Partner Wheels are on the side of bookcase- rotate one position to the right
Student Materials:
V. Accommodations/Modifications for Diverse Learners
TAG- At-Risk- Students will bring their doubles +1 foldable to the carpet and small group
time and will get assistance from the teacher on how to figure out each doubles+1 fact
using manipulatives.
VI. Summative Assessment
20 out of 24 students solved a story problem at small group on a white board using
appropriate pictures or manipulatives to describe problems with the correct number sentence
with scoring 3 out of 3 points.
VII. Teacher Reflection
This strategy was harder than anticipated it would be for the majority of the students to
grasp. I thought that since they were all starts at doubles facts, adding one more would be easy.
They needed more scaffolding during the decomposing of the larger number to show that it was
just +1 from the doubles fact. During groups I actually had them make a double fact out of unifix
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cubes and place them side by side. Then they added one more cube onto one of the columns to
show the plus 1. This helped all of the students even the ones that I thought would have it right
away. If I was to teach this again I would include the use of the manipulatives when I first
introduce the idea of a doubles +1 fact. I think I started off too abstract for 1stgraders and need to
remember to start at concrete and work my way to abstract.
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Images for the Doubles+1 Foldable are available in a PDF named FreeDoublesFlipBook.
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UPPER IOWA UNIVERSITY
UIU Student: Mrs. Amanda Marean
Classroom Teacher: Mrs. Lindsey Redlinger
Wright Elementary- Des Moines Public Schools
2/13/2014 1stGrade/ Math
Addition Strategies and Story Problems
Lesson 8- Making a ten
I. Learning Goals, Standards and Objectives
Learning Goal
LG 1: The students will be able to use an equation to represent a problem with unknowns in all
positions
I can use an equation to represent a problem.
LG 2: The students will use strategies to solve addition and subtraction problems.
I can use strategies to solve addition and subtraction problems.
Standards
National Standards:
Pre-K2 ExpectationsUse mathematical models to represent and understand quantitative
relationships
Model situations that involve the addition and subtraction of whole numbers, using objects,
pictures, and symbols.
Pre-K2 Expectations: Compute fluently and make reasonable estimates
Develop and use strategies for whole-number computations, with a focus on addition and
subtraction.
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Iowa Core:
Mathematics: Grade 1/ Operations and Algebraic Thinking
1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all
positions.
1.OA.B.3- Apply properties of operations as strategies to add and subtract.
District Standards:
Operations and Algebraic Thinking 1:
Use addition and subtraction within 20 to solve word problems involving situations of adding to,
taking from, putting together, taking apart, and comparing, with unknowns in all positions.
Operations and Algebraic Thinking 3:
Apply properties of operations as strategies to add and subtract.
Objective
- Each student will solve an equation using the make a ten strategy with manipulativesand show the number sentence on a white board with 100% accuracy.
II. Assessment of Student Learning/Performance.
Formativeo Students will give the tens friends number sentences and the turnaround
facts for them.
o Students will answer questions about how many circles to move to fill up thetens frame and how many are left outside the tens frame.
o Teacher will observe groups during the game to see how they are using skillsto help them solve the addition problems.
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o Students will fill in the recording sheet with the Roll a Twenty game. Summative
o Students will meet with the teacher in groups of two and solve an equationusing the make a ten strategy and show number sentence on the white board.
Manipulatives and the tens frame will be available for student use.
III. Procedure
Access Prior Knowledge (5 minutes)
TTW ask the students to raise their hands if they have ever heard of Tens Friendsbefore or two numbers that add together to make ten.
TTW make a Tens Friends rainbow on chart paper with the students. TSW help write the Tens Friends number sentences on the chart paper also
including the turnaround facts for each number sentence.
TTW explain that today they will be using what they know about how to make a tenand the tens friends to help them when they are adding and the sum of two
numbers is above ten.
Acquire New Information (10-12 minutes)
TTW use the InFocus to project the PPT file onto the screen and use themanipulatives to fill in a tens frame. Use the file in normal view, because in
slideshow view you cannot move the purple circles into the tens frame to fill it in.
o PPT file is attached at end of lesson. TTW point out the number sentence in the purple box at the top of the screen and
show that those numbers are represented with black circles in the tens frame for the
first addend and purple circles below the tens frame for the second addend.
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o Ask How many do we need to make a teno Move enough purple circles into the tens frame to fill it up. We now have a
full tens frame making 10.
o Ask How many are left over? (count the purple circles below the tensframe)
o Add the leftover purple circles to the full tens frame and make a new numbersentence that tells the same thing as the first number sentence.
TTW go through the 4 slides with the digital manipulatives and on the last slide askthe students to do it in their minds. Ask the questions at the bottom of each slide
TTW switch from the lap top to the document projector and show the Roll toTwenty game board.
TTW explain how to do the partner game.o Students will be in pairs based on the partner wheel and each pair of students
will have a tens frame paper and a recording sheet with two sets of
manipulatives and one dice.
o One student will roll the dice and then place that many counters on the tensframe board. They will then record that addition on their recording sheet
which would be 0+ (what they rolled) = sum.
o The next student will roll the dice and they will place their counters on thetens frame board. They will record their roll on the recording sheet as (what
was already on the board) + (what they rolled) = sum.
o They will continue until they reach twenty then they clear the board and startagain.
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Apply Declarative/Procedural Knowledge (1