danitavanregenmorter.weebly.comdanitavanregenmorter.weebly.com/uploads/3/8/8/8/38880… · Web viewRutland School District is a rural farming community. Most students have either

Teaching Work Sample

Danita VanRegenmorterRutland School District

Math/Counting and Number Patterns to 1201st Grade

March 22 2017

TABLE OF CONTENTSCONTEXTUAL FACTORS

Community

District/ School

Classroom

Implications for Instruction

GOALS AND OBJECTIVES

TIME LINE AND LESSON PLANSTime Line

Lesson Plans

Reflection log

ASSESSMENT

Pre-Assessment

Ongoing Assessment

Post- Assessment

DATA ANALYSI AND RECOMMENDATIONS

Individual Students

Whole Class

SUMMARY OF STUDENTS PROGRESS

Example: Letter to Parents

Example: Website posting regarding unit

Contextual FactorsRutland School District

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CommunityRutland School District is a rural farming community. Most students have either some part of farming in their family which

could include father, mother, grandparent, uncle or aunt etc. Rutland Elementary is in a very small town called Rutland. Rutland is a town of 30 people with mostly Caucasian people. The town of Nunda is also considered part of Rutland School District. There are several communities in the surrounding area that call Rutland School District home. Rutland Elementary has open enrollment so several students are from surrounding communities. 6 of the first grade students are a part of Rutland School District due to open enrollment. For sports Rutland School District teams up with Oldham, Ramona school districts. These communities have a few Native American, African Americans, and Hispanics. According to eafc 2014 Kids Count child well-being rankings South Dakota ranks 2nd in economic well-being. This is due to only 4% of kids work after school. South Dakota ranks 17th in overall well-being but ranks 33 in health and 32 in Education. According to schoolgrades.org 57% of the students are on free and reduced lunch. In small print it says that it gives extra credit to schools that serve disadvantaged students and holds schools that serve well-off students to a stricter standard.

District/SchoolRutland School district is a title 1 school. Rutland school district’s title 1 goes from grades K-8 and each general education

teacher does it on their own. Those who qualify for title 1 is based off of their dibbles scores. Those who score in the higher needs category called the red level then these students will the ones that get the services from the general education teacher. Rutland Elementary only provides services in reading not in math. These services are provided during what they call RTI time where the unqualified students are doing activities based off of what they are learning in the classroom that week. The qualified students work in a small group with the teacher working on strategies that will help them with their reading such as phonics. The school district also uses Accelerated Reading. With AR, the students read at their own level and take a test on a book they have read. AR test student’s comprehension and also some books allow student to test their vocabulary comprehension. The school district of Rutland report card for South Dakota Student Teacher Accountability and Reporting System (STARS) states that the overall academic growth is 11.49 out of 40 possible which is a 28.7%. This can be broken down into ELA and Math academic growth. For the ELA academic growth score is at roughly 30% and Math is at roughly at 25%. The school district also scored a 10.15 out of 40 which is a 25.37% overall in student achievement.

ClassroomThe Rutland 1st grade classroom consists of 13 students. The class has 6 girls and 7 boys they are from the white culture

background. The classroom ranges from slightly below level to slightly above grade level in reading. Two students struggle reading but are not on an IEP. The seating arrangement changes often due to student’s chattiness. There are four students who stay toward the front of the classroom due managing behaviors or they are student who need the most assistance during the lessons. Students go over some general expectations every day during morning meeting. The class schedule is usually consistent everyday unless there is a special event happening. Most of the content classes are an hour long. The content class that are taught every day is reading, writing/ grammar, and math. Science and social studies is only taught during writing time occasionally and usually includes writing in it. Every other day students have Physical Education and Music as specials, which are a half hour long. On Thursdays they have guidance class for 15 minutes during the normal writing time. Students need reminders to stay on task and to raise their hand when answering questions from teacher. Having manipulatives or interactive activities to keep engaged in the lesson and they get more out of it also. Independent work is not the best thing for this grade level. Students at this grade level need help reading instructions. Some group work at this grade level can be productive but can also be destructive to their learning depending on students and the activity. As a student teacher I need to moderate group work. Teachers also need to read the questions to the students especially for their tests. There are no students on a IEP but a few students struggle with reading. One students work on phonics during morning meeting with a paraprofessional. During the last half hour of writing the paraprofessional will take out two students who struggle with reading to work on reading strategies.

Implications for InstructionThe Rutland 1st grade classroom consists of 13 students. The class has 6 girls and 7 boys they are from the white culture

background. The classroom ranges from slightly below level to slightly above grade level in reading. Groups are usually picked by random except for RTI time. Some group work at this grade level can be productive but can also be destructive to their learning depending on students and the activity. As a student teacher I need to moderate group. work. During RTI time the teacher works with the lower reading students on reading skills while the other students are working through stations that vary from content. The teacher is to give the content instruction and students are required to practice the content taught. Students at this grade level need help reading instructions. Teachers also need to read the questions to the students especially for their tests. At this level work time is not graded and is used to work on getting to mastery.

GOALS AND OBJECTIVESCounting and Number Patters to 120

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Goals:1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Students will be able to count to 120 in multiple ways.

Students will be able to read and write numerals and also to represent a number of using objects.

Unit objectives:

By the end of the unit students will be able to read, count and write numbers 11 to 19.

By the end of the unit students will be able to count on a number chart.

By the end of the unit students will be able to count to find the total number of items arranged in sets of 10s.

By the end of the unit, Students will be able to solve problems by finding patterns in a table of related number pairs.

Lesson Objectives:Lesson 1: Students will be able to count in multiple ways up to 120. I can count by 10 to 100. I can count by 5 to 100. I can count by 1 to 120.

Lesson 2: Children will read, count, and write numbers 11 to 19. I can write numbers under 100. I can break numbers under 100 into tens and ones.

Lesson 3: Children will show numbers 11 to 19 as 1 or 2 more or fewer than another number. I can write number between 11 and 19. I can find what number is more or fewer.

Lesson 4: Children will count groups of 10, up to 12 tens, and write how many. I can count by 10s. I can write the numbers using letters.

Lesson 5: Children will count forward to 120. I can count to 120 by ones. I can fill out missing spot in a number line up to 120.

Lesson 6: Children will count forward to 120. I can count to 120 by ones. I can fill out missing spot in a number line up to 120.

Lesson 7: Children will count by 10s to find the total number of items arranged in sets of 10.I can count by 10s.

Lesson 8: Children will solve problems by finding patterns in a table of related number pairs. I can fill out a graph that helps determine how many items there are. I can count by 2.

Lesson 9: Children will read, count and write numbers 11 to 19. Children will count on a number chart. Children will count to find the total number of items arranged in sets of 10s. Children can solve problems by finding patterns in a table of related number pairs. I can count by 10s in many different ways. I know how to find how many objects there are without counting them individually.

Lesson 10: Children will read, count and write numbers 11 to 19. Children will count on a number chart. Children will count to find the total number of items arranged in sets of 10s. Children can solve problems by finding patterns in a table of related number pairs. I can count by 10s in many different ways. I know how to find how many objects there are without counting them individually.

TIME LINE AND LESSON PLANSReturn to ToC

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10

Date of 1/17 1/18 1/19 1/20 1/23 1/24 1/25 1/26 1/27 1/27

Objective Students will be able to count in multiple ways up to 120.

Children will read, count, and write numbers 11 to 19.

Children will show numbers 11 to 19 as 1 or 2 more or fewer than another number.

Children will count groups of 10 up to 12 tens, and write how many.

Children will count forward to 120.

Children will count forward to 120.

Children will count by 10s to find the number of items arranged in sets of 10.

Children will solve problems in a table of related number pairs.

Read, count and write numbers 11 to 19.Solve problems by finding patterns in a table of related number pairs.

Read, count and write numbers 11 to 19.Solve problems by finding patterns in a table of related number pairs.

Introduction Student will do a pre- assessment.

Students will be shown 10s blocks.

Number line activity working on 1 more and 1 less.

Watched a video that practiced counting by 10 with actions.

Practice counting to 100 by 10s.

Attention getter.

Manipulative activity.

Attention getter.

Attention getter.

Attention getter and discussion on what we learned.

Content delivery

A game that helps them practice counting by 10s to 100.

Students will be taught how to break 2 digit numbers into 10s and ones.

Student do worksheet that works on adding or subtracting by 1.

Student do worksheet that works on missing numbers in a number line.

Students do worksheet on 120s chart with missing numbers.

Student do worksheet with incomplete number line on own. Then discuss.

Students do a worksheet on finding how many item are there by counting by 10s.

Students do worksheet on groups of 2 or 5.

Jeopardy review game.

Post assessment and game helps practice counting by 10 and 25.

Closure Reviewed how to count by 10 and 5.

Exit card of breaking any number into 10s and 1s.

Review adding 1 more or 1 less and 2 more and 2 less.

Snowy tens worksheet to practice 10 more 10 less.

120 puzzle that students put together.

Review rules to filling out a number chart.

Review how to count equal groups of objects by 10s and exit card.

Review how patterns help us solve the problem and exit card.

Review how to separate 10s and 1s. How to find how many items we in something without counting them all.

Review what we learned during the unit.

Teaching strategy

Direct Direct Direct Direct Direct Indirect Direct Direct Indirect Direct

Form of assessment

Pre- assessment and game.

Game, discussion, and exit card.

Discussion and do questions 4 and 5 on own.

Discussion, worksheet, and snow tens worksheet.

Discussion, questions 6 and 9, and 120 puzzle.

Discussion, table charts and number chart puzzle.

Discussion, problem 8, student work during opening and exit card.

Discussion, problem 3 and 4, Exit card.

Individual answers on white board.

Post- assessment and game.

Approximately length of time for the lesson

1 hour 1 hour 1 hour 1 hour 1 hour 1 hour 1 hour 1 hour 1 hour 1 hour

Lesson Plans Return to ToC

Lesson 1- pre assessmentName: Danita VanRegenmorterGrade Level: 1st GradeSchool: Rutland ElementaryDate: 1/ 17 /17Time:10-11:00

Reflection from prior lesson: N/ALesson goals/ Standards:1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten1.NBT.B.2b Understand that the two digits of a two-digit number represents amounts of tens and ones. Special cases are from 11 to 19 are composed of a tens and one.1.NBT.B.2c Count to 120, starting at any number less than 120.All 8 math practicesLesson Objectives: Students will be able to count in multiple ways up to 120.

Materials Needed: Pre assessment paper,

Contextual Factors/Learner Characteristics: The first grade class consist of 13 students. The class has 6 girls and 7 boys they are from the white culture background. The classroom ranges from slightly below level to slightly above grade level in reading. Having manipulatives or interactive activities to keep engaged in the lesson and they get more out of it also. Independent work is not the best thing for this grade level. Students at this grade level need help reading instructions. Some group work at this grade level can be productive but can also be destructive to their learning depending on students and the activity. As a student teacher I need to moderate group work. I also need to read the questions to the students especially for their tests.

A. The Lesson

1.Introduction (30 minutes)● Getting attention: Today we are going to take an assessment that will help me see how much you already know.

Somethings you may know how to do and some you may not but try your best. This is not going to be graded it’s just for me to see how much you have learned and improved. - Hand students the assessment - Now we are going to play a game.

● Relating to past experience and/ or knowledge:You know how to count by one but there is an easier way to count.

● Creating a need to know:During this next couple weeks, we are going to working how to count by 5,10 and 1

● Sharing objective, in general terms:I can count by 10 to 100I can count by 5 to 100I can count by 1 to 120

2.Content Delivery (30 minutes) For this game we all get in a circle and count by whatever number I announce.Like if I announce 5 the first person will say 5 and then the next person says 10 and so on until 100 then the person who said 100 they are out for this round. If you get the number wrong then you are out too, so listen closely.First round 5 to 100Second round 10 to 100Counting by 1 starting with 88 to 120Counting by 1 starting with 95 to 120Counting by 1 starting with 74 to 120

3. Closure: Today we worked on counting by 5,10, and 1

B. Assessment Used: The pre assessment and monitor during gameC. Differentiated Instruction: If students miss counts a couple times, then edit the rule that if they get it wrong that they can stay in the game but the class needs to announce the missing number.D. Resources:Envision Math textbook

Lesson 2: 7-1Name: Danita VanRegenmorterGrade Level: 1st GradeSchool: Rutland ElementaryDate: 1/18 /17Time:10-11:00

Daily reflection log (pre test)

Date: 1/17/17

Lesson # 1

Summary of student progress (data analysis, what went well)

The thing that went well was that most of the students understood what 10s and ones were. Some students understood the number sentence but a few did not. The activity went really well they hardly forgot a number when counting by tens.

Were lesson objectives met?

The objectives were not fully met because this is a pre assessment and students were not taught the lesson. This helped show what they already knew.

Instructional decisions (were students engaged; how will you remediate difficulties or problems from this lesson?)

The things I saw that need the most instruction is story problems working with 2s and some number chart work especially when they cannot see the whole chart. I think one of the questions they would have done better if they understood what was required of them more and what it meant by counting by 10. Quite of a few students didn’t know what to put for 110 spot for the 120s chart.

Include in tomorrow’s lesson:

I will teach how to break numbers into tens and ones.

Slowly work on teaching them how to spell the numbers.

Reflection from prior lesson: Yesterday we took an assessment on what we are learning in the next couple of weeks and we also played last man standing by counting by 10s. Today we are continuing to count by 10s in different ways.Lesson goals/ Standards:

1NBT.B.2b Understand that the two digits of a two-digit number represents amounts of tens and ones. Special cases are from 11 to 19 are composed of a tens and one.1NBT.B.2a10 can be thought of as a bundle of ten ones — called a “tenMP1 Make sense of problems and persevere in solving them. MP4 Model with mathematics MP5 Use appropriate tools strategically.

Lesson Objectives: Children will read, count, and write numbers 11 to 19

Materials Needed: base ten blocks, whiteboard, marker, roll it make it expand it sheet, dice, closure sheet.


B. The Lesson

1.Introduction (10 minutes)● Getting attention:

Come to the center of the floor and sit criss cross apple sauce.- How blocks are in this group? 10 - How many is this worth? 1 - How would I make 19 using the blocks? 1 group and 9 singles- What if I would like to add one more to the singles box what should I do? I cannot have more than 9 singles ones why is that? What should I do with the 9 singles? I should exchange them for a tens group.How would we make 48, 36, 77Can we have 11 ones?Can you pick out a number that we can build?

● Relating to past experience and/ or knowledge: You have learned how to make numbers to ten using a ten frame.Creating a need to know: Today you will use a T model so that splits into tens and ones

● Sharing objective, in general terms:I can write numbers under 100. I can break numbers under 100 into tens and ones.

2.Content Delivery (50 minutes) - “Grab a white board and maker”. Show how to write the T on white board.- “Write a capital T like this.”- The left one is for tens and the right one is for ones.How would you write on your board when done show it to me?19 how many tens and how many ones27 how many tens and how many ones

Now write 17 using the T model now show me what you got. We can write this like 17 is _10_ and _7_. How would you write 14 in numbers first, now how would you write it the way I showed you? Show on your board. 10 and 4

- If students don’t fully understand expectations write on board again.How would you write 55 in numbers first, now how would you write it the way I showed you? Show on your board. 50 and 5

How would you write 65 in numbers first, now how would you write it the way I showed you? Show on your board. 60 and 5

- Do it with 79, 24,57 if students seem to not master concept.

- Play roll it! Make it! Expand it! game. Pass out game sheets.

“In the roll it section is where you write the number that I roll from the dice. Like in the picture above if I draw 3 and then 7 write it like that. Next in the tens part of make it draws tens value blocks and in the ones part draw single blocks. In the picture above there will be 3 tens blocks and 7 ones blocks. Last in the expand it part write the number. In the picture above break it into 30 + 7 = 37.”

3. Closure: In this lesson, you learned to make numbers 11 to 19 as one group of 10 and ones.

Hand students a piece of paper.“Before you can go to lunch Choose a number from 11 through 19. Draw a picture to show how to make the number with 2 ten frames. Write the number and the word.” Show students 10 as an example write 10 and Ten as a word then fill the whole first ten frame and explain with 10 there are no one’s so you would leave it blank or put zero.

B. Assessment Used: marker board numbers, closure question and dice game.

C. Differentiated Instruction: Add more examples if needed and explain in large group or if individual student needs help break number into two parts.

D. Resources: Envision Math textbook, roll it make it expand it by Rebecca Anderton.

Lesson 3: 7-2Name: Danita VanRegenmorterGrade Level: 1st GradeSchool: Rutland ElementaryDate: 1/19/17Time:10-11:00

Daily reflection log (7-1)

Date: 1/ 18/17

Lesson # 2

Summary of student progress (data analysis, what went well

When I started the lesson I used base ten blocks to show them how to break the numbers into tens and ones. The students comprehended well that they could only have five ones and also explained that they had to convert 10 ones to 1 tens block. Students also understood how to break up digits into tens and ones.


Yes, students were able to count, read, and write numbers 11-19. They did this through using tens blocks.


I felt students didn’t quite understand how to make their own base ten blocks. Their tens ones looked like one. Sometimes their ones were all grouped together. I didn’t get to the game because of time and behavior things. I feel that this work sheet would be help them practice making their blocks and also help them learn how to break numbers into an equation.

Include in tomorrow’s lesson:Start of lesson on reviewing breaking numbers into the tens and ones and how to create the base ten blocks of their own. Then do a few of the roll it, make it, expand it problems using dice.

Reflection from prior lesson:

Yesterday we learned that numbers are composed of tens and ones and there are several ways to show those numbers. We can use a T model or base ten blocks.Lesson goals/ Standards:1.NB.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.1.NBT. B.2b The numbers from 11 to 19 are composed of a ten and one, two,three, four, five, six, seven, eight, or nine ones.MP.2 Reason abstractly and quantitatively.MP.4 Model with mathematics.MP.5 Use appropriate tools strategicallyMP.6 Attend to precision

Lesson Objectives: Children will show numbers 11 to 19 as 1 or 2 more or fewer than another number.

Materials Needed: number lines, marker, and worksheet.


C. The Lesson


Explain and do the Roll It Make It Expand It game. Number line activityHand students number lines and a counter/ marker- We are going to play a game where I will announce a number and then start on that number and I will say 1 more or 1 less

or 2 more or 2 less and you will move your marker to that new number.- Let’s start with number 10 so place your marker on 10 now move to 1 more. - Go back to 10 do one less.- 15 move to 1 more and 1 fewer- 19 move to 2 more and 2 fewer- 13 move to 2 more and 2 fewer- 11 move to 1 more and 2 fewer- 16 move to 2 more and 1 fewer- 23 how would we move 5 more places and 3 less

If students don’t understand one above, then continue using 2 or 1.- 24 move 4 more and 5 less- 17 move 3 more and 4 less

● Relating to past experience and/ or knowledge:Yesterday you learned how to put number into tens and ones

● Creating a need to know:Today you will use numbers and find numbers that are more or fewer.

Sharing objective, in general terms:

I can write number between 11 and 19 I can find what number is more or fewer

2.Content Delivery (40 minutes)Hand student’s worksheet

“For number 1 what number is written there? What is one more than 12? What is 1 fewer than 12?”“For number 2 what number is written there? If students can read that number assist the by breaking the number

into two parts. What is two more than 17? What is two fewer than 17?”“For number 3 what number is written there? What is two more than 15? What is two fewer than 15?”“Do 4 and 5 on your own if you need any help just raise your hand.” “I’ll read number 6 to you and fill in the right bubble on your own”“For number 7 there are 12 birds in the tree. 1 bird flies away. Which bubble below tells how many birds are left in

the tree? B between 10 and 12Why is it not A? it’s not less than 10

If we have extra time students work on belt timesheets.

3. Closure: In this lesson you learned how to show 1 more, 2 more, 1 fewer, and 2 fewer than a number.

B. Assessment Used: Students do 4, 5, and 6 on own

C. Differentiated Instruction: If students struggle with reading the numbers in work sheet break it up into parts.

D. Resources: Envision Math textbook/ practice master



Date: 1/19 /17

Lesson # 3

Summary of student progress (data analysis, what went well.

The game that they didn’t get to last lesson went well. They showed greater understanding of tens and ones especially the doing the boxes. All but one student was confused on one more or fewer. This student was confused on what fewer meant. Most student even got the harder question of 5 more and 3 fewer. The number line was helpful for the struggling student on how to find 2 more and 2 fewer on the worksheet.


Yes, students were able to show numbers 11 to 19 as 1 or 2 more or fewer than another number. For one student it took a little instruction to get him to understand fewer.


With the game the several students were confused on the expand it part even after I explained it to them. I should have taught them how to expand on the previous lesson also. I individually explained to concept to the ones that were confused. The thing that I could’ve demonstrated or retaught was explaining what more and fewer means.


The thing that I think I should include in tomorrows is to continue practice with fewer and more. I will also include how to expand numbers as practice. I will also will add it to the morning meeting.

Reflection from prior lesson: Yesterday we learned how to add 1 more or one less, we also learned how to do two more two less.

Lesson goals/ Standards:

1.NBT.A.1 Count to 120, starting at any number less than 120. 1.NBT. B.2c Understand that the two digit of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The numbers 10,20,30,40,50,60,70,80,90 refer to one, two, three, four, five, six, seven, eight, nine tens (and 0 ones) MP1 Make sense of problems and persevere in solving them.MP3 Construct viable arguments and critique the reasoning of others.MP7 Look for and make sure of structure.Lesson Objectives: Children will count groups of 10, up to 12 tens, and write how many.

Materials Needed: YouTube: https://youtu.be/g5RG82acJpU, snow tens sheet, and lesson worksheet.


D. The Lesson


“Stand up next to your desk”. “I am going to play a movie and you follow along with the actions.- Play https://youtu.be/g5RG82acJpU

● Relating to past experience and/ or knowledge:You have learned to show numbers from 11 to 19 as a group of 10 and some more.

● Creating a need to know:Today you will learn how to show groups of 10s to help you count.

● Sharing objective, in general terms:I can count by 10s. I can write the numbers using letters.

2.Content Delivery (50 minutes) When might it be better to count by 10s instead of by 1s? when there is a lot of things to count.Hand out work sheets

- “Turn to the inside page”- “Find problem number 3 how many sets of tens are there?” 7 - “How can count to see how many dots there are? 10, 20, 30…?”- “How many dots are there all together?” 70- How would we write that in words?- “If you don’t know how to spell 70 where can we look it up? On the picture above?- Number 4 how many sets of tens are there?” 8 - “How can count to see how many dots there are? 10, 20, 30…?”- “How many are all together?” 80- How would we write that in words?

- Number 5 Look at the pattern. Write the missing numbers. - What is the first missing number? 50- What is the second missing number? 70- What is the third missing number? 80

- “Number 6 Jose has 3 boxes 10 books are in each box. How many books does Jose have? Draw ten- frames to solve. Write the numbers.”

- “How many tens are there?”- “How many books are there?”

- “How would you write this in words?’

- Number 7 Juan has 4 boxes. There are 10 books in each box. How many books does Juan have?- “Mark your answer.”- “if you think it’s A make a honk sound, if you think it’s B make a dong song, if you think it’s C make a zonk,

and if you think its d make a boom sound”. The answer is D- Number 8 do on your own but I will read it to you. Draw groups of 10 to show sixty. Then write the number.

You can use ten frames or boxes.

3. Closure: In this lesson you learned how to count by 10s to 120. If there is enough time hand student’s snowy tens worksheet. - “The directions are to write 10 more than the center number and then 10 less.” “for the first one what is 10 more than

44?” - “What is then less than 44?”

B. Assessment Used: discussion, worksheet and snow tens

C. Differentiated Instruction: If students need extra help spelling the words direct them to the chart above. If they struggle with how many 10s then point to the first number of total 10s or how many boxes there is.

D. Resources: YouTube: https://youtu.be/g5RG82acJpU , snows day worksheet (http://commoncoregaloreandmore.com), and Envision Math textbook/ worksheet.

Lesson 5: 7-4 Day 1Name: Danita VanRegenmorterGrade Level: 1st GradeSchool: Rutland ElementaryDate: 1/ 20 /17Time:10-11:00


Date: 1/20 /17

Lesson # 4


The thing that went well was they understood how to count by tens using tens frames. They also understood how to use story problems and break them into tens and ones and how to write the ones in words. They also understand how to count in tens.


Yes, students were able to count groups of 10, up to 12 tens, and write how many, when shown a numbers chart. Students struggle with this concept a bit.


The students struggled with the ten more and ten less on the snow tens sheet I gave them. After more instruction some students started to understand it. While I was working with other students I had a few that understood the concept to help teach it to another student. I had 1 student who instead of helping student get the answer they were just giving the answer the answer. For this activity I first didn’t hand out 100 number chart this was helpful for them.


I would reflect on what is ten more or ten less on the number chart when they are filling out their numbers chart instead of adding or subtracting one from the one they know. This would be especially helpful with problem 5.

Reflection from prior lesson: Students with 10 more and ten less. Reflect on what is 10 more or 10 less on a number chart instead of adding or subtracting one from the ones they know.Lesson goals/ Standards:

1.NBT.A1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. MP7 Look for and make use of structure. Lesson Objectives: Children will count forward to 120

Materials Needed: worksheet,120 puzzle


The Lesson


At school we celebrate when there has been 100 days of school. How would you count the school days that come after 10 days?

● Relating to past experience and/ or knowledge:You have learned how to count numbers up to 100.

● Creating a need to know:Today you will learn how to count to 120.

● Sharing objective, in general terms:I can count to 120 by ones.I can fill out missing spot in a number line up to 120

2.Content Delivery (55 minutes) Hand out worksheet - “When we are counting over one hundred what do we say”. One hundred and the number.- “Point to the first empty box. Which number comes after 100? Write that in the box”- “What number comes next?” “Write 102 in the box”- “Now let’s count aloud to 120. 101, 102,103….120”

- “What number is in the heart? 105 If we are counting up by one what would we put in the next line, then the next one…. Write it down on the paper. What number do we change? The last one or two numbers.

- For number 2 the circle how would we count up from 113.- For number 3 the square how would we count up from 109.

- Turn to the inside page

- For number 1 how would we count up from 102?- For number 2 how would you count up from 106? When we write it what changes with the last number?- For number 3 how would you count up from 112?- For number 4 how would you count up from 108? When we write it what changes with the tens place. You add a 1- For number 5 this is a number chart. They organize numbers into boxes, so its easier to see what numbers are coming

next. What is the first missing number? What is the next missing number?... help me complete the graph.- For number 6 try on your own and we will discuss after you are done.

o The first one is… 114,116,117, 119, 120

- Let’s skip 7 and 8 - Try number nine on your own but I will read it to you first. Nora is jumping rope. She is counting her jumps. So far,

she has counted 114 jumps. Write the numbers for the next 3 jumps. Let me check your work before you hand it in.3. Closure: In this lesson you learned how to count forward to 120. Now find a partner one group has a group of 3. On the back table grab a colored number chart puzzle. Put the chart together based off of their numbers.

B. Assessment Used: question 6 and 9 in workbook.

C. Differentiated Instruction: If students are struggling with counting numbers do numbers 7 and 8 also as a group count number bigger than 110.

D. Resources: Envision Math textbook, 120 chart puzzle from Mrs. Merager.

Lesson 6: 7-4 Day 2Name: Danita VanRegenmorterGrade Level: 1st GradeSchool: Rutland ElementaryDate: 1/24/17Time:10-11:00

Daily reflection log (7-4) d1

Date: 1/23/17

Lesson # 5


The things that went well was students felt that the number line stuff was easy. They understood how to add 1 from the number chart and also to add by ten using a number chart. Most of the students quickly could put their number chart puzzles together.


Yes, students knew how to count to 120. They only had trouble writing 110.


Some students got a little confused on 109 and 119 especially when counting by 10s. There was one group that took a while to get their puzzle together because they didn’t think about using the tens to help them find the next puzzle piece.


If time allows have them work on connecting a number chart. Also if time allows have students play the “What’s Missing” game. This game is where students use blockers of any type to cover up numbers on a number line and their partner needs to figure out what number is “missing” or covered on the numbers chart.

Reflection from prior lesson:Students struggled with 109 and 119. If time allows have students play the “What’s Missing” game. This game is where students use blockers of any type to cover up numbers on a number line and their partner needs to figure out what number is “missing” or covered on the numbers chart.Lesson goals/ Standards:1.NBT.A1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. MP7 Look for and make use of structure.Lesson Objectives: Children will count forward to 120

Materials Needed: 7-4 day 2 worksheet


E. The Lesson


macaroni and cheese… everybody freeze● Relating to past experience and/ or knowledge:

You have learned how to count numbers up to 100.● Creating a need to know:

Today you will learn how to count to 120.● Sharing objective, in general terms:

I can count to 120 by ones.I can fill out missing spot in a number line up to 120

2.Content Delivery (55 minutes) Hand out worksheet

- Try to do this worksheet on your own, we will discuss when everyone is done.- This first line is incomplete it ends with 4 and starts with one so we can’t start with 95. - How do we know how to start the numbers on the next line? We look at the ones above and add from the tens place.- We look at the column above which is a 91 so what is ten more than 91. - We can also just add to the tens place by one and keep the 1 in the column. - What do we do next for the next one? Add 1 or use the box above to add 10

Finish the table together.- For the next number chart what do we do to get the first blank.

Finish the table together

Hand students a number chart.- With this number chart you will draw a picture on it and we will cut it up like the ones we sorted yesterday.- Just like this chart draw whatever picture you want and then cut along the lines and make sure not to make the

pieces to small.- Find a partner and make their puzzle.

3. Closure: Today we practiced filling out number charts. What is the rule we learned when filling out a number chart? When we look above we need to add in the tens place.

B. Assessment Used: table charts and number chart puzzle

C. Differentiated Instruction: For struggling student fill in few of the banks on number chart. For early finishers have them play the what’s missing game

D. Resources:Envision Math textbook, own worksheet and Mrs. Merager’s idea for game.


Daily reflection log (7-4 d2)

Date: 1/24 /17

Lesson #6


The lesson went well today students got to practice how to use a hundreds chart. The second chart they filled out went well but they needed to review what they learned on yesterday’s lesson. They also didn’t quite understand that the chart I had given them was not a full chart.


Yes, they can count to 120 but struggled with not having a full number chart.


Students had difficulties with filling out the first chart mainly because they didn’t realize that the whole chart was not there. Some students didn’t know how to fill the chart with so many missing spot so I reviewed with the whole class that they need to look at top number and find what is 10 more than that number.


If enough time play the what’s missing game also during morning meeting include an incomplete chart that will help them practice the number chart.

Reflection from prior lesson:Students didn’t understand how to fill a partial chart. Practice filling out another partial chart. Lesson goals/ Standards:1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.1.NBT.B.2c Count to 120, starting at any number less than 120.1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “tenLesson Objectives: Children will count by 10s to find the total number of items arranged in sets of 10.

Materials Needed: connecting cubes, note card for exit card, worksheet


F. The Lesson


Give students 30 connecting cubes- “Jane is making 5 toys robots. She wants to put 2 buttons on each robot how many buttons does she need? Use the cubes

to help.- How can you use the cubes to show how many buttons are on 1 robot? 2- “Now use the cubes to show the number of buttons on 5 robots.”- Make 5 groups of 2- Instead of counting all the cubes how can we know how many cubes there are together – 2, 4,6,8,10

Relating to past experience and/ or knowledge:You have learned how to count on a hundred chart.

● Creating a need to know:Today you will use counting by 10s to find a total of objects.

● Sharing objective, in general terms:I can count by 10s.

2.Content Delivery (50 minutes) Hand student’s worksheet.

- For number one how do we count by 2s? Write the numbers on the line here.- For number 2 how can we count by 10s?

Skip 3,4,5 unless student needs assistance when everyone is done.Write number 5 on board 10_30_50 60_ _

- Turn to the back page.- For number 6 how would we count by 10s to see how many beads are on the bracelets. What if there were only

2 beads on each bracelet? We count by 2s.- For number 7 there are 10 buttons on each robot. How many buttons do they have all together? Circle your

answer. if you think it’s A make a honk sound, if you think it’s B make a bong song, if you think it’s C make a zonk, and if you think its d make a ding dong sound”. The answer was C

- For number 8 Sara has 6 boxes. Each box has 10 toys. Start by drawing the 6 boxes. Make sure you write a number sentence. If you need any help just raise your hand. Have me check your work before you hand it in.

3. Closure: In this lesson, you learned how to count equal groups of objects by 10s to find how many there are in all. Give students a note card- Write the answer to this story problem so listen carefully. Each boat has 2 sails and there are 5 boats total so how many sails are there in all.

B. Assessment Used: problem 8 and students work during opening and exit card.

C. Differentiated Instruction: If students are struggling to count by 10 don’t introduce 2 quite yet but if they understand counting by 10 continue to have them try counting by 2. If extra time play what is missing game. If enough time do what’s missing to practice the hundreds chart.D. Resources:Envision Math textbook



Date: 1/26/17

Lesson # 7


Today student got to use connecting blocks to help them find the answer to the problems. Students knew that each group of blocks had 10 blocks and that if we had 2 sets of blocks that equals 20 individual blocks together. They understood the content in the worksheet so they got done quickly.


Yes, they were easily able to count total number of items when arranged in sets of 10.


The things that didn’t go so well was that students didn’t understand how I wanted the exit card. I had to first repeat the question a couple times and then had to explain how to make the boats and that each boat has how many sails. Then when they were done they played the missing number game. Some students were confused how to play it.


I will do a better explain what is expected of them if I want them to do thing specifically. I will also try to clarify any confusions that the students have.

Reflection from prior lesson:Students got confused with directions. Give directions several times and make direction clearer.Lesson goals/ Standards:1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.1.NBT. B.2c Count to 120, starting at any number less than 120.MP. 1 Make sense of problems and persevere in solving them.MP. 4 Model with mathematics.Mp.8 Look for and express regularity in repeated reasoning.

Lesson Objectives: Children will solve problems by finding patterns in a table of related number pairs.Materials Needed: worksheet, stacking blocks, exit card


1. The Lesson


Zip it, lock it, …put it in your pocket● Relating to past experience and/ or knowledge:

Yesterday you learned how to find patterns and how to count by 10s.● Creating a need to know:

Today you will learn how to use number patterns to solve problems.● Sharing objective, in general terms:

I can fill out a graph that helps determine how many items there are.I can count by 2.

2.Content Delivery (55 minutes)

Hand out worksheets - There are 6 people. each person is wearing 2 shoes. How could you find how many shoes they are wearing in all?

You may use stacking blocks. - How many shoes does one-person wear?- How many shoes does two people, how many shoes would there be in all? How do you know?- So how would we fill out this table, how many people do we have all together. 6- So we write the number of people part what number do we start with? And until how many people.- For the second line each person has 2 so how do I fill out the bottom part of the table. - For table 2 each person has a box of 10 shoes fill out the table by yourself and we will talk about it as a class later.

What did you put in the first row for the second row what do we start with - 10Turn to the inside page

- For number 1 How many leaves are there? -5- How many lady bugs are on each leaf ? - 2- How do we write the first row? 1,2,3,4,5- How do we write the second row? 2, 4, 6,8,10

For number 2 - How many boxes are there? - 4- How many pencils are in each box ? - 10- How do we write the first row? 1,2,3,4- How do we write the second row? 10,20,30, 40

What number can you count by to find how many hats do 8 children wear? Try number 3 and 4 on your own For number 5 Sonjay has 4 hens. Each hen lays the same number of eggs. There are 8 eggs in all. How many eggs did each hen lay.

- This one is a little tricky for the first row there are 4 hens so we write out each hen. But for the second row there are 8 eggs in all so how do we determine that each hen lays.

For number 6 there are 6 stacks of potatoes and each sack has 10 potatoes. How many potatoes do they have in all.- “Mark your answer.”- “if you think it’s A make a honk sound, if you think it’s B make a dong song, if you think it’s C make a zonk, and if

you think its d make a boom sound”. The answer is DFor number 7 help me come up with a story problem for the table. What is the story problem going to be about?

3. Closure: In this lesson, you learned that number patterns can help you solve some problems. The numbers can be recorded in a table.For the exit card fill out this table. Jake has 20 model cars. He wants to buy a bookcase with 5 shelves to display them. Find a pattern then write the numbers.

B. Assessment Used: Problem 3 and 4, exit card

C. Differentiated Instruction: If students are not understanding 1 and 2 on the inside, then do 3 and 4 with them.D. Resources:Envision Math textbook

Lesson 9: ReviewName: Danita VanRegenmorterGrade Level: 1st GradeSchool: Rutland ElementaryDate: 1/27 /17Time:10-11:00

Daily reflection log 7-6

Date: 1/27/17

Lesson # 8


What went well in today’s lesson is that I had students come up to the projector and fill out the tables if the students made mistakes then we would discuss what they did wrong. This got the students more engaged in the lessons and more excited to work on the problems. Most students understood the concept of filling in the chart especially when using 10s and 2s but kind of got confused on by 5s.


Yes, students were able to fill out tables using patterns and related number pairs.


The thing that didn’t go so well today was that they were confused with the exit card because we did 5s. I feel this was a problem because we didn’t practice 5s and I also had a typo so that made things really confusing.


Tomorrow we are doing a review game but when we have another lesson I will let students be able to either come to board and fill out the problems or have them teach it to the class.

Reflection from prior lesson: Practice counting by fives and add this to the review game.Lesson goals/ Standards:

1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.1.NBT.B. 2a 10 can be thought of as a bundle of ten ones — called a “ten1.NBT.B. 2b Understand that the two digits of a two-digit number represents amounts of tens and ones. Special cases are from 11 to 19 are composed of a tens and one.1.NBT.B. 2c Count to 120, starting at any number less than 120.All 8 math practices

Lesson Objectives: Read, count and write numbers 11 to 19Count on a number chartCount to find the total number of items arranged in sets of 10s.Solve problems by finding patterns in a table of related number pairs. Materials Needed: jeopardy game, white boards


G. The Lesson


Hands on top ... that means everybody stop.● Relating to past experience and/ or knowledge:

These last 2 weeks we have been learning different things about number charts and different ways of counting.● Creating a need to know:

Today we are going to take a test over what we learned but now we are going to go over all we learned.Sharing objective, in general terms:

I can count by 10s in many different ways I know how to find how many objects there are without counting them individually

2.Content Delivery (55 minutes) Today we are going to play a jeopardy review game. We are going to take turns answering questions for points but everyone will write their answer on their boards. If the person who turn it is gets it wrong, then the person from other team has a chance to steal. If they get it wrong, then the first team has a chance at the answer. If the first team get the answer wrong, then the second team has a chance at the answer. The one with the most points wins.

3. Closure: Today we reviewed things throughout the unit. We reviewed how to separate 10s and 1s. We also reviewed how to find how many items we in something without counting them all.

B. Assessment Used: Individual answers on white boards.C. Differentiated Instruction: If students don’t understand 7-9 give them another problem with multiple questions to answer.D. Resources:Envision Math textbook

Lesson 10: Post AssessmentName: Danita VanRegenmorterGrade Level: 1st GradeSchool: Rutland ElementaryDate: 1/27 /17Time:10-11:00

Daily reflection log (review)

Date: 1/30 /17

Lesson # 9


What went well today was that the students were engaged in learning. They were excited for next question especially after they knew what was expected from that category. When students didn’t understand a concept of expanding numbers so I gathered that group together and work with them with different numbers until they understood how to get it.


The objectives were met except for the expanding part.


Students were really confused on expanding numbers. This kind of confused me because we previously worked on this in morning meeting and they seemed to understand the concept. Students also got quite loud during this and hard to get them to settle down.


Tomorrow I will work with expanding again in morning meeting and ask the students who were struggling the questions.

Reflection from prior lesson: Students reviewed for test but some didn’t understand expanding even though we went over often. Before I give the test I will go over expanding and during morning meeting.Lesson goals/ Standards:1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten1.NBT.B.2b Understand that the two digits of a two-digit number represents amounts of tens and ones. Special cases are from 11 to 19 are composed of a tens and one.1.NBT.B.2c Count to 120, starting at any number less than 120.All 8 math practicesLesson Objectives: Read, count and write numbers 11 to 19Count on a number chartCount to find the total number of items arranged in sets of 10s.Solve problems by finding patterns in a table of related number pairs.

Materials Needed: post assessment worksheet


H. The Lesson

1.Introduction (5 minutes)● Getting attention: hocus pocus …● Relating to past experience and/ or knowledge:

These last 2 weeks we have been learning different things about number charts and different ways of counting.Today we also reviewed several things that would be on the test.

● Creating a need to know:Today we are going to take a test over what we learned but now we are going to go over all we learned.

● Sharing objective, in general terms:I can count by 10s in many different ways I know how to find how many objects there are without counting them individually

2.Content Delivery (55 minutes)

Hand students test worksheets. o Read students the questions and answer their questions without giving the answer.o When done hand it into the math basket.

o Now we are going to play a game.o The game is called last man standing we are going to first count by 10s to 100s . whoever has to say 100 is out or

who says the wrong number say pay attention. Then we will do a round of 5 and then 2s.

3. Closure: today we were able to show how much we learned during this unit. We learned to read, count and write numbers 11 to 19. We can count on a number chart. We can count to find the total number of items arranged in sets of 10s. We also learned to solve problems by finding patterns in a table of related number pairs.

B. Assessment Used: Post assessment and last man standing game C. Differentiated Instruction: If students are struggling with post assessment have them come to back table with me and I can explain it more clearly to them. I could also give them a sheet of paper that they can write the problem on or picture.D. Resources:Envision Math textbook

Reflection Log Return to ToC

Lesson 1

Yesterday we took an assessment on what we are learning in the next couple of weeks and we also played last man standing by counting by 10s. Today we are continuing to count by 10s in different ways.


The thing that went well was that most of the students understood what 10s and ones were. Some students understood the number sentence but a few did not. The activity went really well they hardly forgot a number when counting by tens.


The objectives were not fully met because this is a pre assessment and students were not taught the lesson. This helped show what they already knew.


The things I saw that need the most instruction is story problems working with 2s and some number chart work especially when they cannot see the whole chart. I think one of the questions they would have done better if they understood what was required of them more and what it meant by counting by 10. Quite of a few students didn’t know what to put for 110 spot for the 120s chart.


I will teach how to break numbers into tens and ones. Slowly work on teaching them how to spell the

numbers.

Lesson 2

Yesterday we learned that numbers are composed of tens and ones and there are several ways to show those numbers. We can use a T model or base ten blocks.

Summary of student progress (data analysis, what went well

When I started the lesson I used base ten blocks to show them how to break the numbers into tens and ones. The students comprehended well that they could only have five ones and also explained that they had to convert 10 ones to 1 tens block. Students also understood how to break up digits into tens and ones.


Yes, students were able to count, read, and write numbers 11-19. They did this through using tens blocks.


I felt students didn’t quite understand how to make their own base ten blocks. Their tens ones looked like one. Sometimes their ones were all grouped together. I didn’t get to the game because of time and behavior things. I feel that this work sheet would be help them practice making their blocks and also help them learn how to break numbers into an equation.

Include in tomorrow’s lesson:Start of lesson on reviewing breaking numbers into the tens and ones and how to create the base ten blocks of their own. Then do a few of the roll it, make it, expand it problems using dice.

Lesson 3

Yesterday we learned how to add 1 more or one less, we also learned how to do two more two less.

Summary of student progress (data analysis, what went well.

The game that they didn’t get to last lesson went well. They showed greater understanding of tens and ones especially the doing the boxes. All but one student was confused on one more or fewer. This student was confused on what fewer meant. Most student even got the harder question of 5 more and 3 fewer. The number line was helpful for the struggling student on how to find 2 more and 2 fewer on the worksheet.


Yes, students were able to show numbers 11 to 19 as 1 or 2 more or fewer than another number. For one student it took a little instruction to get him to understand fewer.


With the game the several students were confused on the expand it part even after I explained it to them. I should have taught them how to expand on the previous lesson also. I individually explained to concept to the ones that were confused. The thing that I could’ve demonstrated or retaught was explaining what more and fewer means.


The thing that I think I should include in tomorrows is to continue practice with fewer and more. I will also include how to expand numbers as practice. I will also will add it to the morning meeting.

Lesson 4Students with 10 more and ten less. Reflect on what is 10 more or 10 less on a number chart instead of adding or

subtracting one from the ones they know.


The thing that went well was they understood how to count by tens using tens frames. They also understood how to use story problems and break them into tens and ones and how to write the ones in words. They also understand how to count in tens.


Yes, students were able to count groups of 10, up to 12 tens, and write how many, when shown a numbers chart. Students struggle with this concept a bit.


The students struggled with the ten more and ten less on the snow tens sheet I gave them. After more instruction some students started to understand it. While I was working with other students I had a few that understood the concept to help teach it to another student. I had 1 student who instead of helping student get the answer they were just giving the answer the answer. For this activity I first didn’t hand out 100 number chart this was helpful for them.


I would reflect on what is ten more or ten less on the number chart when they are filling out their numbers chart instead of adding or subtracting one from the one they know. This would be especially helpful with problem 5.

Lesson 5Students struggled with 109 and 119. If time allows have students play the “What’s Missing” game. This game is where

students use blockers of any type to cover up numbers on a number line and their partner needs to figure out what number is “missing” or cover done the numbers chart.


The things that went well was students felt that the number line stuff was easy. They understood how to add 1 from the number chart and also to add by ten using a number chart. Most of the students quickly could put their number chart puzzles together.


Yes, students knew how to count to 120. They only had trouble writing 110.


Some students got a little confused on 109 and 119 especially when counting by 10s. There was one group that took a while to get their puzzle together because they didn’t think about using the tens to help them find the next puzzle piece.


If time allows have them work on connecting a number chart. Also if time allows have students play the “What’s Missing” game. This game is where students use blockers of any type to cover up numbers on a number line and their partner needs to figure out what number is “missing” or covered on the numbers chart.

Lesson 6

Students didn’t understand how to fill a partial chart. Practice filling out another partial chart.Summary of student progress (data analysis, what went well)

The lesson went well today students got to practice how to use


Yes, they can count to 120 but struggled with not having a full

a hundreds chart. The second chart they filled out went well but they needed to review what they learned on yesterday’s lesson. They also didn’t quite understand that the chart I had given them was not a full chart.

number chart.


Students had difficulties with filling out the first chart mainly because they didn’t realize that the whole chart was not there. Some students didn’t know how to fill the chart with so many missing spot so I reviewed with the whole class that they need to look at top number and find what is 10 more than that number.


If enough time play the what’s missing game also during morning meeting include an incomplete chart that will help them practice the number chart.

Lesson 7

Students got confused with directions. Give directions several times and make direction clearer.


Today student got to use connecting blocks to help them find the answer to the problems. Students knew that each group of blocks had 10 blocks and that if we had 2 sets of blocks that equals 20 individual blocks together. They understood the content in the worksheet so they got done quickly.


Yes, they were easily able to count total number of items when arranged in sets of 10.


The things that didn’t go so well was that students didn’t understand how I wanted the exit card. I had to first repeat the question a couple times and then had to explain how to make the boats and that each boat has how many sails. Then when they were done they played the missing number game. Some students were confused how to play it.


I will do a better explain what is expected of them if I want them to do thing specifically. I will also try to clarify any confusions that the students have.

Lesson 8

Practice counting by fives and add this to the review game.


What went well in today’s lesson is that I had students come up to the projector and fill out the tables if the students made mistakes then we would discuss what they did wrong. This got the students more engaged in the lessons and more excited to work on the problems. Most students understood the concept of filling in the chart especially when using 10s and 2s but kind of got confused on by 5s.


Yes, students were able to fill out tables using patterns and related number pairs.


The thing that didn’t go so well today was that they were confused with the exit card because we did 5s. I feel this was a problem because we didn’t practice 5s and I also had a typo so that made things really confusing.


Tomorrow we are doing a review game but when we have another lesson I will let students be able to either come to board and fill out the problems or have them teach it to the class.

Lesson 9

Students reviewed for test but some didn’t understand expanding even though we went over often. Before I give the test I will go over expanding and during morning meeting.


What went well today was that the students were engaged in learning. They were excited for next question especially after they knew what was expected from that category. When students didn’t understand a concept of expanding numbers so I gathered that group together and work with them with different numbers until they understood how to get it.


The objectives were met except for the expanding part.


Students were really confused on expanding numbers. This kind of confused me because we previously worked on this in morning meeting and they seemed to understand the concept. Students also got quite loud during this and hard to get them to settle down.


Tomorrow I will work with expanding again in morning meeting and ask the students who were struggling the questions.

Lesson 10

Students took there test today. I feel that the test went well because I didn’t have to clarify to much to get them to understand what I was looking for. The students loved the game and completed it well.


I felt the test went very well the student didn’t need a lot of clarifying during the test. They also loved the game and did a good job doing it.


All objectives were met for this unit. Most students got 100% or just under.


A few students I saw had gotten 119 and 110 wrong on the numbers chart. These numbers were kind of tricky for the students but most student did get the answer right.


We are going to start a new unit but it continues to work on 10s and 1s.

AssessmentReturn to ToC

Pre-AssessmentPretest- Students will be given a pre-test to determine where they are standing in the subject manner. The students were not

told about anything before the test. Student were told to try their best and that they might not know this yet. The test will be graded by the student teacher.

Ongoing Assessment Return to ToC

Lesson 2: The students will do a closure question on a sheet of paper where they were supposed to make 2 tens frames and have students pick a number between 11 and 19. Students will write the number and display on ten frames.

Lesson 3: The students will work on a worksheet as a group except for 4,5, and 6 they did on their own.

Lesson 4: The students will work on parts of worksheet on their own and will work on an activity sheet.

Lesson 5: The students will work on 6 and 9 in the worksheet on their own.

Lesson 6: The students will work on a 120 table and will put together a number chart puzzle.

Lesson 7: The students will work on 8 in worksheet on their own and exit card.

Lesson 8: The students will work on 3 and 4 in worksheet on their own and exit card.

Lesson 9: The students will play a jeopardy game and the students individual response on white board.

Post- Assessment Return to ToC

Post-test: Students will be given a post test to determine how much they have learned from the pretest. The student was aware of the post test. Before the post-test we reviewed a few things the students struggled with.

DATA ANALYSIS AND RECOMMENDATIONSReturn to ToC

Individual Student

1 2 3 4 5 6 7 8 9 10 11 12 1302468

1012141618

First Grade Counting to 120 UnitPre-Test Results

pre-testIndividual StudentsIn

divi

dual

stud

ent s

core

s out

of 2

0 po

ints

Prior to the unit students were given a pre-test on a variety of questions that were going to be on the post- test. The questions are similar to the post- test question but not the same questions. The results show that individuals knew 16 or less of the 20 questions.

1 2 3 4 5 6 7 8 9 10 11 12 130

5

10

15

20

25

15

12 12 13

16 1513

10

15 14 13

17

11

19 19 20 20 20 20 2018 19 20 20 20 19

First grade Counting to 120 UnitPre-Test and Post- Test Results

Pre-Test Post- Test

Individual StudentsIndi

vidu

al st

uden

ts sc

ores

out

of 2

0 po

ints

Student were give a pre and post-test they were not the same test but they covered the same content the same way. The results show that during the post- test that almost every student except for one scored a 19 or 20. This means student met the unit goal.

Whole class Return to ToC

0

5

10

15

20

25

13.53

19.53

First Grade Counting to 120 UnitWhole Class Pre and Post Test

Pre- Test Post- Test

Whole Class

Aver

age

Scor

e of

the

Who

le C

lass

When given the pre- test the whole class scored an average of 13.5 points out of 20 points. When given the post-test the whole class scored an average of 19.5 out of 20 points. This is a 6-point increase between the pre-test and the post-test.

Recommendations Return to ToC

Before students took the post- test I felt that they were not quite ready for the test. I felt that the students needed a whole day to review. I felt that having a short game review wasn’t enough for a review for the test. I felt the students needed to work more on recognizing patterns when counting and also finding missing numbers in a hundreds chart especially if it wasn’t a full hundreds chart. After looking at the data analysis, I would have to say that it wouldn’t hurt to keep it the same. The students did very well with a short review. The students made a huge improvement. The class average went from a 13.5 out of 20 to a 19.5 out of 20. The students were able to easily grasp the concept of counting by 1s and 10s in order especially if you started from the beginning. I would recommend to practice filling in a partial 120 number chart because student struggle with this concept. They suspected that the whole chart is there and that all they have to do is count by one. I would also recommend to practice adding and subtracting by 10s. This is important strategy to fill an incomplete 120 chart and this concept is in a following unit. For this group of students, I would recommend to put the struggling students together during review and test day. The reason I recommend this that they tend to ask the same questions and they also ask for help on the same questions. Having these students together would probably help from you repeating yourself several times and also if you use manipulatives to explain something you can show them easily and answer their questions without distracting the whole class.

SUMMARY OF STUDENT PROGRESSReturn toToC

Example: Letter to parentsRutland Elementary

Ruland,SDMarch 22, 2017

Dear parent or Guardian of Student #8,

I am Danita VanRegenmorter, a student at Dakota State University majoring in Elementary Education. I had a chance to student teach in Mrs. Meragers’ 1st grade classroom. I also got the chance to work with your child. This experience of working hands on with students helps me in furthering my education. I enjoyed being able to share this experience with your child.

I taught the students a unit on multiple ways to count to 120.The students were given a pre-test to determine what they knew already about the topic. I took the information from the pre-test to determine what information we would spend the most time on and what we would just review. The students were assessed everyday using different types of assessments. I would track if the students reached the goal I had for them each day. Each day would build on each other and students were able to use blocks called manipulatives to help them visualize the problem. I would use a document camera for most of my lessons to display the worksheets or manipulatives.

Student 8 is a great student. The student participated in every lesson and every activity to the best of his abilities. The student would ask for assistance when needed. The student would ask for manipulatives to help him visualize when did not understand the problem. He participated well in group work, along with individual work. The student completed assignments in a timely manner. Student 8 had the least prior knowledge on the information but worked really hard and it showed in his post-test.

Student 8 scored a 10 points on the pre-test and a 18 points on the post-test. Student 8 got a good grasped on the subject manner. During assessments thought the lesson I wasn’t sure the student fully understood the concept because this student didn’t do so well with the assessments give. I feel that the extra help with the paraprofessional during the unit and also asking him to participate in the morning meeting problems helped the student grasp the concept more sufficiently. This student is the one in the class that saw the most improvement and the data analysis shows it.

Student 8 was a joy to work with. This student works hard in the classroom and with the paraprofessional and his post- test show that. Student 8 works well with others and asks questions when he is struggling with a problem. I enjoyed teaching your child.

Sincerely,

Danita VanRegenmorter

Example: Website Posting Regarding Unit Return to ToC

My example website is like a blog post of what has been happening in our class. It will have an explanation of the unit and a breakdown of what the class learned. It will state how the whole class did on pre and post test using a data analysis graph. Here is a screen shot of my portfolio that has this example website. Website address is: http://danitavanregenmorter.weebly.com/example-website-page.html

http://danitavanregenmorter.weebly.com/example-website-page.html

Documents

danitavanregenmorter.weebly.comdanitavanregenmorter.weebly.com/uploads/3/8/8/8/38880… · Web viewRutland School District is a rural farming community. Most students have either