Developing Students ' Mathematical Understanding

At: Students at grade level will be expected to complete 6-8 of the three digit addition problems during the provided activity time. At grade level students will be expected to use at least one of the provided strategies to solve for the sum. Students who finish early will be asked to draw a picture or write and explanation of the strategy/strategies they used to find the sum. The teacher will direct students who are early finishers to complete this task individually. Slow finishes will be provided with three, two-digit addition problems

The student will work with small and big numbers from 10 to 100 to solve the operations.

The math concepts taught in this lesson are teaching the students how to use certain math formulas, and practice addition and multiplication. It is beneficial for students to know what tools to use for capturing and displaying information that is important to them (Davis, 2011). The science concepts taught in this

Station 1 is an art integrated project creating paper Math Mountains, adding pompom Tiny Tumblers, and writing the correct addition math sentence. Station 2 is a tech-integrated station in which students explore and play various math addition apps on iPads. Station 3 allows students to use a spinner to find, write, draw, and compare which two different numbers are less or more. Station 4 will use dauber markers as a means of finding teen numbers on various worksheets. Station 5 is another hands-on activity, where students will shake and spill 10 red and yellow sided coins. They will color coins in a ten frame and write the corresponding math addition sentence. For example, color 4 yellow and 6 red coins then write 4+6=10.Throughout the three lessons, students will use Math Mountains and Tiny Tumblers as a powerful visual representation of number bonds and create math sentence relating to addition Each lesson allows students to work for whole and small, group, with peers, and individually on recording and adding sets of partners that equal whole

In order to successfully connect the data and the Focus Document, I have found a lesson that helps the students work with a variety of skills that they will need to know and work on. The lesson that I have chosen is adding and subtracting within 20. The objective for this lesson is to help students make a ten to add and subtract within 20. This lesson portrays a few of the

Chapter one in the book Number Talks introduces the rationale for number talks and gives an overview of the basis of what a number talk would look like in a classroom. Number talks can be conducted in a small group or whole group setting. It is used to help children develop strategies for solving math problems and to deepen their understanding of numerical relationships. The three main goals of teaching through number talk sessions are to help students compute with accuracy, efficiency, and flexibility (5). Chapter one gives examples of how to highlight different strategies.

Throughout this year I have been given various amazing opportunities for professional development. Being a reading anchor classroom has given me a variety of opportunities to complete professional development. Two of the most impactful pieces of professional development that I received were, training on the architecture of a mini lesson and creating a demonstration notebook. These two pieces have significantly helped me to increase student engagement for my whole class as well as in small groups and individual conferences. I have also worked very hard to consistently be aware of the level of engagement in my classroom. When I notice students aren't engaged I try to change my approach in order to increase engagement. After a math observation

What effect did your teaching strategies have in terms of promoting student learning and keeping your students meaningfully engaged? (APS 5.A–C)

Good Moring class, today we are going to be learning about how to add with a number line. Raise you hand if you have ever used a number line to add? If not that perfectly acceptable because after today, you will know how! Your I can statement for to is “I can add numbers using a number line.” We will start out with a demonstration of a number line and vocabulary, then we will use our bodies to understand number lines, we will practice and then you all will complete a worksheet independently. Let get our thinking caps on and get ready to work hard! Teacher will play a video of the jumping jelly bean which demonstrates how to use the number line to add. After the video is complete the teacher will draw a number line and an equation. The teacher will tell students that a number line had arrows at each end, and dashes along it to show where each number goes. The number line will go to 20. The teacher will explain that 4+8= is an addition equation and that each number is called an addend, the + and = are signs and the answer is the sum. The teacher will then demonstrate how to use the number line to add two addends. Once this is complete students will line up to go outside.

Concepts and skills are introduced to students through focus lessons that include statements of purpose as well as modeling, demonstrating and thinking aloud. The cognitive responsibility shifts more towards the student under my guided instruction. This allows students’ the opportunity to apply the learned skill or concepts to commit to learning.

Multiplication by ten gives students opportunity to explore larger numbers, and can also be extended on(Reys et al. ch. 11.4). In addition, multiples of 10 give students the knowledge that all digits move left one place and an additional place hundreths. This concept can be used to introduce the decimal place which is also moving place each time something is multiplied by tens. Exposing students to a range of examples which displays patterns that occur when multiplying by tens and hundreths will generate meaning of digits moving place (Reys et al., ch. 11.4).

1. Describe the content focus of the selected lesson and its importance in the overall context of the content area. (Rubric 1.2 B)

According to Piaget’s theory of cognitive development, 4th graders between the ages of 9 and 10 are primed to begin exercising more complex logical conceptualizations of knowledge. To illustrate, one of his basic assumptions includes the idea that by this age group -- they should be able to generate (construct) and analyze patterns (Ormrod, 2017, 29). This is evidenced as their thought processes are organized into larger systems of mental processes and operations that allow them to conceptualize information in more logical or “adult-like” manner. Furthermore, the content presented in this lesson is appropriate for this age group of students by virtue of the idea that though they are not keen to the purposes of double-digit multiplication in real life/authentic settings -- they are starting to mature and will be more eager/ready to learn more advanced concepts (Ormrod, 2017, 31). Finally, we perused the Georgia State Standards of Excellence’s guide for instruction in fourth grade. Our lesson was based upon the following two standards:

|Three ESL students- Reduce wordings on number labels and instead use digits to encourage ease of understanding |

Communication of mathematical ideas - Students learn the proper terminology associated with Math concepts and demonstrate their understanding in multiple ways (verbally, written, with the use of manipulatives, etc) I would give the students opportunities everyday to practice mathematical concepts verbally and in written form. Students could work on a problem and then go up to the SmartBoard to show what they did using the correct terminology.