Teaching Work Samplejerrickathompson.weebly.com/.../47089723/teaching_work_sample-je… · Teaching Work Sample Jerricka Thompson Mathematics | Place Value to 100 Madison Elementary

Teaching Work Sample

Jerricka Thompson

Mathematics | Place Value to 100

Madison Elementary School

2nd Grade

Fall Semester, 2017

Table of Contents

Contextual Factors

Community

District/School

Classroom

Implications for Instruction

Goals and Objectives

Time Line

Unit Lesson Timeline

Lesson Plans

Lesson Plans

Reflection Log

Assessment

Pre-Assessment

Ongoing Assessment

Post Assessment

Data Analysis

Individual Students

Whole Class

Recommendations

Summary of Student Progress

Example: Letter to Parents

Example: Website Posting Regarding Unit

Contextual Factors

Madison School District


Community

The Madison Elementary School is located in Madison, SD. Madison is located between

Lake Herman and Lake Madison. The population is about 6,500. Madison is located in Lake

County. Madison’s population is made up of mostly Caucasian, although the community is

seeing more diversity in the community and school district. Madison is considered a rural

community, as well as a farming community. 28.2% of students in the Madison School District

are eligible for free and reduced lunches. (SD DOE, 2015) The student to staff ratio is 14:3 and

the district attendance rate is 96.2%. (SD DOE, 2015) Madison School District’s 2015 fall

enrollment was 1,154 students. (SD DOE, 2015) Madison has an unemployment rate of Madison

is 3.6%. The median household income is 37,045. (US Census Bureau, 2015)

District/School

The Madison School District has 1,130 enrolled for the 2017-2018 school year, with 512

students being k-5th (SD DOE, 2016 Enrollment). Madison Elementary employs about 52 staff

members. Madison Elementary is a Title 1 school. Through this program students can receive

support in math and reading. Madison Elementary is a Targeted Assistance School, which allows

students to receive additional support from a Title 1 educator. Madison Elementary scores a

passing rate of 54% on the standardized math tests and 64% on the standardized English

Language Arts standardized test. Both of these scores are relatively high compared to other

South Dakota schools.

Classroom

The 2nd grade classroom at Madison Elementary has 21 students. There are 11 girls and

10 boys in the classroom. The class is mostly made up of Caucasian students. There is one

student who is Hispanic and Spanish speaking. The students sit in rows of 4, all facing the front

of the classroom. Most of the instruction takes place in the back of the classroom on the carpet.

The students gather in the back of the room and are taught mini lessons, as well as hands on

activities. This year the 2nd grade teachers have purchased many different varieties of flexible

seating. The students have the options of choosing; stools, lap desks, stability balls, yoga mats,

rugs, and spooners. The classroom has an open layout with a library located in the back left

corner, standing desks in the front right hand corner, and desks in the middle of the classroom

and meeting area located in the back of the room. There are 3 out of the 21 students on IEPs.

Two studnets are on IEP for SLD and one student is on an IEP for speech. The three students are

taken out of the classroom sporadically throughout the day. These students need many verbal

prompts throughout the day, but are able to complete the same materials as their classmates.

There is a daily schedule located on the front white board and the students know the expectations

and practice it daily. The classroom has a “take a break” area that includes a chair in the back of

the room behind the library and a timer. The students use this area if they are being disruptive or

decide they do not want to take part in a lesson or activity. There are also two students who have

behavior charts. The charts are broken into different time slots and the teacher gives the student a

score depending on their behavior. If the student follows directions, is not disruptive, and stays

on task the student receives a two. If the student is following 2 out of the 3 expectations the

student receives a one. A zero is given if the student decides to not comply with the expectations

he is given.

Implications for Instruction

The students in the 2nd grade classroom are at different learning levels. To differentiate

instruction, the classroom teacher uses many different instructional methods. She focuses on

visual learning as well as hands on experiences. There is not a full time aide in the classroom,

however, those who are on IEPs are taken out of the class at various times of the day to work one

on one with a special education teacher. These students need many prompts throughout the day

to stay on task. The teacher has manipulatives, such as hundreds charts and Base Ten Blocks that

the students can use during math if they prefer to do so.

Goals and Objectives

Mathematics | Place Value to 100

Goals

2.NBT.A.1a

o Understanding that the three digits of a three- digits number represents amounts of

hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.

Understand the following as special cases: 100 can be thought of as a bundle of

ten tens- called a hundred

2.NBT.A.2

o Count within 1000; skip-count by 5s, 10s, and 100s.

2.NBT.A.3

o Read and write numbers to 1000 using base-ten numerals, number names, and

expanded form.

2.NBT.A.4

o Compare two three-digit numbers based on meanings of the hundreds, tens, and

ones digits, using >, =, and < symbols to record the results of comparisons.

2.NBT.B.8

o Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or

100 from a given number 100-900.

2.OA.C.3

o Determine whether a group of objects (up to 20) has an odd or even number of

members, e.g., by pairing objects or counting them by 2s; write an equation to

express an even number as a sum of tow equal addends.

Students will read and write number words for numbers 0-99.

Students will compare two-digit numbers using symbols.

Students will identify and write numbers that are one before and one after given numbers.

Students will identify and write numbers that are 10 more and 10 less than given

numbers.

Students will learn to identify even and odd numbers.

Unit Objectives

By the end of the unit, students will be able to group objects into tens and ones to show two-digit

numbers with 80% accuracy.

By the end of the unit, students will be able to identify and write numbers that are one before and

one after given numbers with 80% accuracy.

By the end of the unit, students will be able to identify and write numbers that are one before and

one after given numbers with 80% accuracy.

By the end of the unit, students will be able to learn to identify even and odd numbers in 4/5

trails.

By the end of the unit, students will be able to read and write number words for numbers 0-99

with 80% accuracy.

By the end of the unit, students will be able to compare two-digit numbers using symbols with

80% accuracy.

Lesson Objectives

Lesson 1:

Students will group objects into tens and ones to show two-digit numbers with 80% accuracy.

Lesson 2:

Students will read and write number words for numbers 0-99 with 80% accuracy.

Lesson 3:

Students will compare two-digit numbers using symbols with 80% accuracy.

Lesson 4:


Lesson 5:

Students will identify and write numbers that are one before and one after given numbers with

80% accuracy.

Lesson 6:

Students will identify and write numbers that are 10 more and 10 less than given numbers with

80% accuracy.

Lesson 7:

Students will learn to identify even and odd numbers in 4/5 trails.

Time Line

Date:

October 3rd, 2017

Day 1 Lesson 1

Objectives

Students will group objects into tens and ones to show two-digit

numbers with 80% accuracy.

Introduction

Whole Group Discussion and Practice Building Models for Tens and

Ones

Content Delivery

Review Material Adding and Subtraction Fractions with Like

Denominators; Finding Multiples of Numbers

Closure

Review Covered Material

Teaching Strategies

Discussion, Whole Group Instruction, Individual Work Time

Form of Assessment

Handout 5-1 Models for Tens and Ones

Length of Lesson

30 Minutes

Date:

October 5th, 2017

Day 2 Lesson 2

Objectives

Students will read and write number words for numbers 0-99 with

80% accuracy.

Introduction

Whole Group Discussion

Content Delivery

Reading and Writing Numbers

Closure

Review Covered Material

Teaching Strategies

Discussion, Whole Group Instruction, Individual Work Time

Form of Assessment

Participation, Handout 5-2 Reading and Writing Numbers

Length of Lesson

30 Minutes

Date:

October 6th, 2017

Day 3 Lesson 3

Objectives

Students will compare two-digit numbers using symbols with 80%

accuracy.

Introduction

Whole Group Discussion, Small Group Activity

Content Delivery

Building of Numbers

Closure

Review Material, Clean Up Work Area

Teaching Strategies

Discussion, Whole Group Instruction

Form of Assessment

Participation, Observation, Kahoot Review

Length of Lesson

30 Minutes

Date:

October 10th, 2017

Day 4 Lesson 4

Objectives

Students will compare two-digit numbers using symbols with 80%

accuracy.

Introduction


Content Delivery

Building of Numbers

Closure

Review Material

Teaching Strategies

Discussion, Whole Group Instruction

Form of Assessment

Participation, Observation, Handout 5-3 Using Symbols to Compare

Numbers

Length of Lesson

30 Minutes

Date:

October 11th, 2017

Day 5 Lesson 5

Objectives

Students will identify and write numbers that are one before and one

after given numbers with 80% accuracy.

Introduction


Content Delivery

Counting to 100

Closure

Review Material

Teaching Strategies

Discussion, Whole Group Instruction, Independent Practice

Form of Assessment

Participation, Observation, Handout 5-4 Counting to 100

Length of Lesson

30 Minutes

Date:

October 12th, 2017

Day 6 Lesson 6

Objectives

Students will identify and write numbers that are 10 more and 10 less

than given numbers with 80% accuracy.

Introduction


Content Delivery

10 More or 10 Less

Closure

Review Material

Teaching Strategies


Form of Assessment

Participation, Observation, Handout 5-5 10 More or 10 Less

Length of Lesson

30 Minutes

Date:

October 13th, 2017

Day 7 Lesson 7

Objectives

Students will learn to identify even and odd numbers in 4/5 trials.

Introduction


Content Delivery

Even and Odd Numbers

Closure

Review Material

Teaching Strategies


Form of Assessment Participation, Observation, Handout 5-6 Even and Odd Numbers

Length of Lesson

30 Minutes

Lesson Plans

Lesson 1:

Dakota State University

College of Education

LESSON PLAN FORMAT

Name: Ms. Thompson

Grade Level: 2nd

School: Madison Elementary School

Date: 10/3/17

Time: 1:00 PM

Reflection from prior lesson:

Lesson 5.1 will be the first lesson of Topic 5 Place Value to 100. This unit will be a review of 1st

grade. The students took a pre-assessment with 10 questions. The students did well on the pre-

assessment, but there are areas from each lesson of Topic 5 that need to be reviewed.

Lesson Goal(s) / Standards: Models for Tens and Ones (Page 123) Terms to know- none

2.NBT.A.1a

o Understanding that the three digits of a three- digits number represents amounts of

hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.

Understand the following as special cases: 100 can be thought of as a bundle of

ten tens- called a hundred

MP.1 Make sense of problems and persevere in solving them.

MP.5 Use appropriate tools strategically.

MP.6 Attend to precision.

MP.8 Look for and express regularity in repeated reasoning.

Lesson Objectives:

Students will group objects into tens and ones to show two-digit numbers with 80% accuracy.

Materials Needed:

Models for Tens and Ones Handout (21), pencil, white board, Dry Erase Markers, Marker

Boards, Folders (21), Tens & Ones Mats (21), Base Ten Blocks

Contextual Factors/ Learner Characteristics:

Students work well together in groups. Sometimes the students can be talkative right before

lunch. The math period is right after lunch. The period lasts from 1:00 until 2:00. The students

get anxious towards the end of the lesson because they are ready to go outside at 2:05 for their

afternoon recess.

A. The Lesson

1. Introduction (3 minutes)

● Getting attention - Students will be in the back of the room for math talk with

Mrs. Morse. After Mrs. Morse’s math talk I will keep the students there for a

moment and explain to them that they will need their marker boards out. I will

also tell them that I will be handing out tens and ones mats. I will make sure to

explain that we are going to work on building numbers using the mats. Ask

students if they remember building tens and ones using a tens mat. Can they give an

example of how to use a tens and ones chart?

● Relating to past experience and/or knowledge- “Last year we practiced forming

groups of tens and ones.”

● Creating a need to know- “Today, in math you will be practicing the same strategy.”

● Sharing objective, in general terms- … “and you will be able to group objects into

tens and ones to show two-digit numbers.”

2. Content Delivery

Guided Practice (10 minutes) –

Before Building Numbers Activity: “Okay boys and girls, today I am going give you some

numbers that I want to see you build on the tens and ones mat. After you have built the number I

want you to write the number on your marker board. Make sure you do not erase your number or

remove your Base Ten Blocks from the mat until I have check your work. ”

Give the numbers 56, 74, 97, and 33. Make sure to keep a checklist of students who are

struggling and not struggling.

After Activity: “Okay students you may put your marker boards away. I need the helper of the

day please hand out today’s handout while I pick up the mats.”

“We are now going to work on the 5-1 Handout Models for Tens and Ones.”

Independent Practice (15 minutes)

Cross off the front page. The students model their understanding during the activity.

I will do problems 7 and 8 with the students. I will model the questions on the white

board.

Students will finish problems 1-4 and 5-6 of the hand out by themselves.

● If students are struggling, prompt them by asking them how many groups of ten can they

make and how many ones are left over?”

3. Closure (5 minutes)

Once all students have finished the handout bring them back together as a whole class.

“Today, we talked about making models of tens and ones. Tomorrow we will work on

reading and writing numbers.”

B. Assessments Used

Formative Assessment- Models For Tens and Ones Handout

Discussion- Students discussed and modeled building tens and ones.

C. Differentiated Instruction

● For students who are struggling, I will allow them to use Base Ten Blocks while they are

completing the handout.

● Students who finished the handout early will be able to work with a partner in their math

binders.

D. Resources

● enVision MATH Common Core – 2nd Grade

Lesson 2:



LESSON PLAN FORMAT

Name: Ms. Thompson

Grade Level: 2nd


Date: 10/5/17

Time: 1:00 PM


The last lesson covered was 5.1 Models for Tens and Ones. The students were given 4 problems

on the board to check for understanding. Each student showed that they could build and record

models of tens and ones. The students did well on the handout, most of the mistakes that were

made were from not taking their time and checking their work.

Lesson Goal(s) / Standards: Reading and Writing Numbers (Page 127A) Terms to know-

digits, number word

2.NBT.A.3

o Read and write numbers to 100 using base-ten numerals, number names, and

expanded form.




MP.7 Look for and make use of structure.

Lesson Objectives:

Students will read and write number words for numbers 0-99 with 80% accuracy.

Materials Needed:

Reading and Writing Numbers Handout (21), pencil, Folders (21), Promethean Board, Computer,

Poster, Promethean Board Activity-Writing Numbers & Number Words, Math Binders





afternoon recess.

A. The Lesson



Mrs. Morse. After Mrs. Morse’s math talk I will keep the students there for a

moment and explain to them that today we will work on reading and writing

numbers and number words. Ask students where they have seen numbers written as

words (books, stories).

● Relating to past experience and/or knowledge- “Yesterday we practiced forming

groups of tens and ones.”

● Creating a need to know- “Today, in math you will be practicing writing numbers

and number words.”

● Sharing objective, in general terms- … “and you will read and write number words

for numbers 0-99.”

5. Content Delivery


During Discussion: “Okay boys and girls, today we are going to practice writing numbers and

number words.” Go over the poster about reading and writing numbers.

After Discussion: Pull up the activity on the promethean board

(http://exchange.smarttech.com/details.html?id=cc670b84-3376-490b-ab98-8b9d3a69e02d ).

Explain the activity directions to the students. Have volunteers come to the board and answer the

questions from the activity.

After Activity: “We are now going to work on the 5-2 Handout Reading and Writing Numbers.”

http://exchange.smarttech.com/details.html?id=cc670b84-3376-490b-ab98-8b9d3a69e02d


Go through front page as a class.


board.


● If students are struggling with spelling, prompt them to look in the back of their word

journals for the spellings of each number word.”

Once students have handed in the handout allow them to get into groups of 2 or 3 and work in

their math binders.


Once all students have finished the handout bring them back together as a whole class.

“Today, we practiced reading and writing numbers. Tomorrow we will begin working on

using symbols to compare numbers.”

B. Assessments Used

Formative Assessment- Reading and Writing Numbers Handout

Discussion- Students discussed reading and writing numbers


● For students who are struggling, I will allow them to use Base Ten Blocks and their word

journals while they are completing the handout.


binders.

D. Resources


● Smart Exchange: http://exchange.smarttech.com/details.html?id=cc670b84-3376-490b-

ab98-8b9d3a69e02d

Lesson 3:



LESSON PLAN FORMAT

Name: Ms. Thompson

Grade Level: 2nd


Date: 10/6/17

Time: 1:00 PM


Lesson 5.3 will be the third and fourth lesson of Topic 5 Place Value to 100. This unit will be a

review of 1st grade. Prior to the lesson, the students learned how to read and write number words

for number 0-99. The students did well on this lesson, but struggled with writing numbers such

as two for twenty.

Lesson Goal(s) / Standards: Using Symbols to Compare Numbers Terms to know- >

(greater than), < (less than), and = (equal to)

2.NBT.A.4





MP.2 Reason abstractly and quantitatively.



Lesson Objectives:


Materials Needed:

Building and Comparing Numbers Activity Cards (1 Per Group of 2), Comparing Numbers

Worksheet (21), Kahoot Review, Kahoot QR Codes (21), IPads (21) Comparing Numbers

Poster, pencil, Fact Cards





afternoon recess.

A. The Lesson



Mrs. Morse. After Mrs. Morse’s math talk I will keep the students there and talk

about today’s topic. Ask students what they remember about comparing numbers

with <,> and = to from first grade. Can they give an example using >, <, and =.

● Relating to past experience and/or knowledge- “Yesterday we practiced writing

numbers and number words.”

● Creating a need to know- “Today, in math you will be practicing using symbols to

compare numbers.”

● Sharing objective, in general terms- … “and you will be able to compare two-digit

numbers using symbols.”

8. Content Delivery


Reviewing Poster: “Okay boys and girls, today we are going to be practicing using symbols to

compare numbers.” Go through poster on the back carpet. Go through examples.

Have the students get into a fish bowl.

Activity: “Today you are going to be in groups of two. You are going to practice comparing

numbers. You and your partner will each draw a number. Once you have discussed your

numbers compare using the >, <, and = card, record it on the sheet. You will each need to record

your answers on your own sheet.”

After Activity: Have students go to their desks. Hand out IPads and QR codes for the Kahoot

Review.


“Okay boys and girls, we are going to use Kahoot to review today’s lesson. Please scan your QR

code and join using the class pin.” Once all students are logged in, begin the review.

Kahoot Review: https://play.kahoot.it/#/lobby?quizId=be119986-8748-4e24-bdf8-

4650fb5695e4


Once all students have finished the Kahoot review, review today’s lesson. “Today, we

practiced using symbols to compare numbers. Tuesday we will continue working on

comparing numbers.

B. Assessments Used

Formative Assessment- Using Symbols to Compare Numbers Activity, Kahoot Review



doing the activity.

● Students who finished the worksheet early will be able to work with a partner on fact

cards.

D. Resources


● Kahoot.com

https://play.kahoot.it/#/lobby?quizId=be119986-8748-4e24-bdf8-4650fb5695e4

https://play.kahoot.it/#/lobby?quizId=be119986-8748-4e24-bdf8-4650fb5695e4

Lesson 4:



LESSON PLAN FORMAT

Name: Ms. Thompson

Grade Level: 2nd


Date: 10/10/17

Time: 1:00 PM


Lesson 5.3 will be the third and fourth lesson of Topic 5 Place Value to 100. This unit will be a

review of 1st grade. The students learned how to compare two-digit numbers using symbol. Most

students did well on this lesson and knew which way to place the symbols. Some students did not

understand the concept of the symbol < and > and what they stood for.

Lesson Goal(s) / Standards: Using Symbols to Compare Numbers (Page 131A) Terms to

know- > (greater than), < (less than), and = (equal to)

2.NBT.A.4






Lesson Objectives:


Materials Needed:

Using Symbols to Compare Numbers Handout (21), pencil, Folders (21), Fact Cards





afternoon recess.

A. The Lesson



Mrs. Morse. After Mrs. Morse’s math talk, I will keep the students there for a

moment and explain to them that today we will continue working on using

symbols to compare numbers. Ask students what they remember from yesterday’s

lesson. Can they give an example using >, <, and =.

● Relating to past experience and/or knowledge- “Yesterday we practiced using

symbols to compare numbers.”

● Creating a need to know- “Today, in math you will continue practicing using


● Sharing objective, in general terms- … “and you will be able to compare two-digit

numbers using symbols.”

11. Content Delivery


Before the Handout: “Okay boys and girls, today we are going to continue to practice using

symbols to compare numbers.” (Posing a problem) Have you ever seen a box of crayons that

holds 72 crayons? How would you compare it to a box that contains 64 crayons? Talk with your

neighbor to decide which of these numbers are greater and be ready to tell how you know. Have

volunteers share their answers with the class.

Have the students go back to their desks. Distribute the 5.3 handout.

After Activity: “We are now going to work on the 5-3 Handout Using Symbols to Compare

Numbers.”




board.

Students will finish problems 1-13 of the hand out by themselves.

● If students are struggling, I will allow them to use Base Ten Blocks to compare

numbers.”

Once students have handed in the handout allow them to get into groups of 2 or 3 and work on

fact cards.


Once all students have finished the handout, bring them back together as a whole class.

“Today, we practiced using symbols to compare numbers. Tomorrow we will begin

working on counting to 100.”

B. Assessments Used

Formative Assessment- Using Symbols to Compare Numbers Handout

Discussion- Students discussed using symbols to compare numbers



completing the handout.

● Students who finished the handout early will be able to work with a partner on fact cards

D. Resources


Lesson 5:



LESSON PLAN FORMAT

Name: Ms. Thompson

Grade Level: 2nd


Date: 10/11/17

Time: 1:00 PM


The last lesson covered was 5. 3 Using Symbols to Compare Numbers. Each student showed that

they could compare two-digit numbers using symbols. The students did well on the handout,

most of the mistakes that were made were from not taking their time and checking their work.

Lesson Goal(s) / Standards: Counting to 100 (Page 135A) Terms to know- before, after

2.NBT.A.2

o Count within 1000; skip-count by 5s, 10s, and 100s.




MP.8 Look for an express regularity in repeated reasoning.

Lesson Objectives:

Students will identify and write numbers that are one before and one after when given numbers

with 80% accuracy.

Materials Needed:

Counting to 100 Handout (21), pencil, Folders (21), One Before/One After Poster, Math Binders





afternoon recess.

A. The Lesson




about today’s topic. Ask 3 children to stand in line so the class can see them. “How

can you use words like before and after to describe where the children are standing?”

● Relating to past experience and/or knowledge- “Yesterday we practiced using


● Creating a need to know- “Today, in math you will be practicing using the words

before and after to help you describe the position of numbers. You will also count on

and count back...”

● Sharing objective, in general terms- …and you will be able to write numbers that

are one before and one after.”



Poster: “Okay boys and girls, today we are going to practice writing numbers that are one before

and one after given numbers.” Go through poster. Have volunteers come to the board and fill in

the empty squares on the poster. Have students go back to their desks. Handout the 5.4 handout.

After Activity: “We are now going to work on the 5-4 Handout Counting to 100.”



I will do problems 19, 20, and 21 with the students. I will model the questions on the

white board.


● If students are struggling, I will prompt them to look at the 120s chart provided at the top

of the handout. I will tell them to use what they know using the terms before and after.”

Once students have handed in the handout, allow them to get into groups of 2 or 3 and work in

their math binders.


Once all students have finished the handout, bring them back together as a whole class.

“Today, we practiced writing numbers that are one before and one after when given

numbers. Tomorrow we will begin working on writing numbers that are 10 more and 10

less.”

B. Assessments Used

Formative Assessment- Counting to 100 Handout

Discussion- Whole group discussion, Poster


● For students who are struggling, I will allow them to use a 120s Chart.


binders.

D. Resources


Lesson 6:



LESSON PLAN FORMAT

Name: Ms. Thompson

Grade Level: 2nd


Date: 10/12/17

Time: 1:15 PM


The last lesson covered was 5.4 Counting to 100. The students were given 10 problems on the

board to check for understanding. Each student showed that they could identify the number one

before and one after a certain number. The students did well on the handout, most of the

mistakes that were made were from not taking their time and checking their work. The students

also struggled with the terms counting on and count back.

Lesson Goal(s) / Standards: 10 More or 10 Less (Page 139A) Terms to know- none

2.NBT.B.8

o Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or

100 from a given number 100-900.





MP.8 Look for an express regularity in repeated reasoning.

Lesson Objectives:

Students will identify and write numbers that are 10 more and 10 less than given numbers with

80% accuracy.

Materials Needed:

10 More or 10 Less Handout (21), pencil, Folders (21), Tens and Ones Mat (21), Base Ten

Blocks, Hundreds Chart, Ten More or Ten Less Poster, Math Binders





afternoon recess.

A. The Lesson


Getting attention - Students will be in the back of the room for math talk with Mrs.

Morse. After Mrs. Morse’s math talk, I will keep the students there and talk about

today’s topic. Ask students if they have an idea about some ways we could find the

number that is ten less than and ten more than a certain number. Talk about how they can

use the count back/ on method or use a 120s Chart.

● Relating to past experience and/or knowledge- “Yesterday we practiced describing

numbers using one before and one after.”

● Creating a need to know- “Today in math, you will be practicing naming a number

that is 10 more or 10 less than another given number”

● Sharing objective, in general terms- …and you will be able to write numbers that

are ten more and ten less than given numbers.”



Poster: “Okay boys and girls, today we are going to practice writing numbers that are 10 more

or 10 less than a given number.” Go through poster. Have volunteers come to the board and fill

in the empty areas on the poster.

Activity: Have students go back to their desks. Hand out the tens mats, base 10 blocks, and 120s

Chart. Give students a number (Example 24). Have the students show 24 with ten more and ten

less using the blocks. Do 5 more problems on the board. Walk around and monitor student

progress. Have the students clean up their area when they are done.

After Activity: “We are now going to work on the 5-4 Handout Counting to 100. You will need

a pencil and your folder out.”




board.


● If students are struggling, I will prompt them to look at the 120s chart provided at the top

of the handout.”

Once students have handed in the handout allow them to get into groups of 2 or 3 and work in

their math binders.


Once all students have finished the handout, I will bring them back together as a whole

class. “Today, we practiced writing numbers that are 10 more and ten less than a given

number. Tomorrow we will begin working on identifying even and odd numbers.”

B. Assessments Used

Formative Assessment- 10 More or 10 Less Handout



● For students who are struggling, I will allow them to use a 120s Chart.


binders.

D. Resources


Lesson 7:



LESSON PLAN FORMAT

Name: Ms. Thompson

Grade Level: 2nd


Date: 10/13/17

Time: 1:15 PM


The last lesson covered was 5.5 10 More and 10 Less. The students were given 10 problems on

the board to check for understanding. Each student showed that they could identify the number

that are 10 more and 10 less than a given number. The students did well on the handout, most of

the mistakes that were made were from not taking their time and checking their work. The

students also struggled with the wording of some of the problems. Ex. 35 is ten less than what

number? The student would answer 25 instead of 45.

Lesson Goal(s) / Standards: Even and Odd Numbers (Page 143A) Terms to know- even,

odd

2.OA.C.3

o Determine whether a group of objects (up to 20) has an odd or even number of

members, e.g., by pairing objects or counting them by 2s; write an equation to

express an even number as a sum of tow equal addends.



MP.3 Construct viable arguments and critique the reasoning of others.




Lesson Objectives:

Students will learn to identify even and odd numbers in 4/5 trails.

Materials Needed:

Even and Odd Handout (21), pencil, Folders (21), Even and Odd Poster, Math Binders





afternoon recess.

A. The Lesson




about today’s topic. The students have been covering even and odd in the last

couple of math talks. Ask the class, “What do you know about even and odd

numbers? What does the word even mean? What does odd mean? How can you tell if

a number is even or odd?”

● Relating to past experience and/or knowledge- “Yesterday we practiced writing

numbers that are 10 More or 10 Less than a given number.”

● Creating a need to know- “Today, in math you will practice classifying numbers as

even or odd even and odd numbers”

● Sharing objective, in general terms- …and you will be able to identify even and

odd numbers.”



Poster: “Okay boys and girls, today we are going to practice identifying numbers that are even

and odd.” Go through poster. Have volunteers come to the board and fill in the empty areas on

the poster.

After Activity: “We are now going to work on the 5-6 Even and Odd Handout.”




board.


● If students are struggling, I will allow them to use Base Ten Blocks to make groups of

numbers to help them identify the number as even or odd.

Once students have handed in the handout, allow them to get into groups of 2 or 3 and work in

their math binders.


Once all students have finished the handout, I will bring them back together as a whole

class. “Today, we practiced identifying numbers that are even and odd. Tuesday we will

take our post assessment to see what you have learned the last two weeks in math.”

B. Assessments Used

Formative Assessment- Even and Odd Handout



● For students who are struggling, I will allow them to use Base Ten Blocks to make

groups of numbers to help them identify the number as even or odd.


binders.

D. Resources


Reflection Log

Lesson 1:

Prior to beginning of the unit place value to 100 and lesson 5.1, the students had been working

on doubles and near doubles. A common mistake that the students made was taking the double

and adding one to find the nearby neighbor. As the students completed the pre-assessment for

place value to 100, the students appeared to remember most of the topic from first grade. The

unit I am teaching is a review from first grade. As I begin teaching the unit, I will have to find

ways to challenge the students so that they are engaged in the lessons and continue to strengthen

their understanding of place value to 100.


(Data Analysis, What Went Well)

After teaching lesson 5.1, I noticed that the

students had a good understanding over the

concept.

Were lesson objectives met?

19 out of 21 students met the objective of

80% or higher on the handout.

Instructional Decisions (Were students

engaged?; How will you remediate

difficulties or problems from this lesson?)

The students were engaged during the whole

group discussion and the hand-out. I will use

activities throughout the unit to keep the

students engaged.

Include in tomorrow’s lesson:

Students will begin to work on reading and

writing number words. Students will read and

write number words for numbers 0-99 with

80% accuracy.

Lesson 2:

Prior to lesson two, the students were taught how to build numbers using models of tens and

ones. A common mistake that the students made was looking for the missing numbers in the

pattern and saying a number such as 50, had 50 tens instead of 5 tens. As the students completed

the handout for section 5.1, I noticed that many students met the objective of receiving an 80

percent or higher. The lesson 5.1 was a review from first grade. As I continue teaching the unit, I

will need to find more ways to challenge the students, so that they are engaged.




students had a good understanding of the

concept. The students did well when it came

to writing the number that matches the

number word. The students struggled when it

came to writing the number word. Most

students would use the teen word for the tens

word. ex: fifteen- six for 56



80% percent or higher on the handout.




The students were engaged during the

promethean board activity. The students

continued to be engaged during the handout. I

will continue to use activities throughout the

unit to keep the students engaged.


Students will work on comparing numbers

using symbols. Students will compare two-

digit numbers using symbols with 80%

accuracy.

Lesson 3:

Prior to lesson three, the students were taught how to compare numbers using symbols. A

common mistake that the students made was using greater than vs. less than. As the students

completed the handout for section 5.3, I noticed that many students met the objective of

receiving an 80 percent or higher. The lesson 5.3 was a review from first grade. As I continue

teaching the unit, I will need to find more ways to challenge the students, so that they are

engaged.





concept. Most of the students did well when

comparing numbers using symbols. Some

students struggled with which direction the

symbol should go depending on if the number

was greater or less than.







The students were engaged during the 5.3

activity with partners. The students enjoyed

building, comparing, and recording the

numbers. I will continue to use activities

throughout the unit to keep the students

engaged.


Students will identify and write numbers that

are one before and one after given numbers

with 80% accuracy

Lesson 4:

Prior to lesson four, the students were taught how to compare numbers using symbols. A

common mistake that the students made was flipping the sign around so that the small side was

pointed at the greater number and the big open angle of the symbol was pointed at the less than

number. I reviewed the symbol and the direction it should go, because the students struggled on

the direction in the prior lesson. As the students completed the handout for section 5.3, I noticed

that many students met the objective of receiving an 80 percent or higher. The lesson 5.3 was a

review from first grade. As I continue teaching the unit, I will need to find more ways to

challenge the students, so that they are engaged in the lessons.





concept. The students did well when

comparing numbers using symbols.







The students were engaged during the 5.3

handout. I will continue to use activities

throughout the unit to keep the students

engaged.


Students will work on. Students will identify

and write numbers that are one before and one

after given numbers with 80% accuracy

Lesson 5:

Prior to lesson five, the students were taught how to compare numbers using symbols. A

common mistake that the students made flipping the sign around so that the small side was

pointed at the greater number and the big open angle of the symbol was pointed at the less than

number. As the students completed the handout for section 5.4 I noticed that many students met

the objective of receiving an 80 percent or higher. The lesson 5.4 was a review from first grade.






to figuring out numbers that were one before

and one after a given number. The students

struggled with the terms counting on and

counting back.







The students were engaged during the one

before and one after activity. The students

continued to be engaged during the handout. I

will continue to use activities throughout the

unit to keep the students engaged.


Students will identify and write numbers that

are 10 more and 10 less than given numbers

with 80% accuracy.

Lesson 6:

Prior to lesson six, the students were taught how to identify and write numbers that are one

before and one after. A common mistake that the students made were counting on when they

were asked to count back and vice versa. As the students completed the handout for section 5.5, I

noticed that some students met the objective of receiving an 80 percent or higher. The lesson 5.4

was a review from first grade.




students had a good understanding of the


to figuring out numbers that were 10 before

and 10 after a given number. The students

struggled with the wording. Ex. 35 is ten less

than what number? The student would answer

25 instead of 45.







The students were engaged during the ten

more ten less activity. The students continued

to be engaged during the handout. I will

continue to use activities throughout the unit

to keep the students engaged.


Students will learn to identify even and odd

numbers in 4/5 trials.

Lesson 7:

Prior to lesson seven, the students were taught how to compare numbers using symbols. A

common mistake that the students made was understand the wording and what the question was

asking. Ex. 35 is ten less than what number? The student would answer the redundant instead of

45. As the students completed the handout for section 5.5 I noticed that many students met the

objective of receiving an 80 percent or higher. The lesson 5.5 was a review from first grade.






to figuring out which numbers were odd and

which numbers were even. Some students

struggled with the concept overall.







The students were engaged during the even

and odd activity. The students continued to be

engaged during the handout. Lesson 7 was the

last lesson to be taught during topic unit 5.


Students will take the post-assessment. After

the assessment, I will review the data and

create a chart showing the students

progression.

Assessment

Pre-Assessment

Pretest The students will be given a pre-test with 10 questions to determine their ability to solve

problems including models for tens and ones, place value to 100, and even and odd numbers.

The students have worked on these skills in first grade, however this will be their first exposure

to it in 2nd grade. The students will not be told they are having the assessment before it is given.

The student teacher will explain to the 2nd graders what a pre-assessment is and to do their best.

The results of the assessment will be looked at and analyzed by the student teacher.

Ongoing Assessment

Lesson 5.1 In Class Assignment: The students will complete the handout 5.1 Models for Tens and Ones

activity from the enVision Math Common Core Student Booklet. The assessment asks students

to group objects into tens and ones to show two-digit numbers. The handout includes visual

learning, guided practice, independent practice, journal and problem solving questions.

Lesson 5.2 In Class Assignment: The students will complete the handout 5.2 Reading and Writing Numbers


to read and write number words for numbers 0-99. The handout includes visual learning, guided

practice, independent practice, journal and problem solving questions.

Lesson 5.3 Day 1 In Class Assignment: The students will complete the activity to practice Using Symbols to

Compare Numbers. The assessment asks students to compare two-digit numbers using symbols.

The activity includes visual learning, guided practice, independent practice, journal and problem

solving questions.

Lesson 5.3 Day 2 In Class Assignment: The students will complete the handout 5.3 Using Symbols to Compare

Numbers activity from the enVision Math Common Core Student Booklet. The assessment asks

students to compare two-digit numbers using symbols. The handout includes visual learning,

guided practice, independent practice, journal and problem solving questions.

Lesson 5.4 In Class Assignment: The students will complete the handout 5.4 Counting to 100 activity from

the enVision Math Common Core Student Booklet. The assessment asks students to identify and

write numbers that are one before and one after given numbers. The handout includes visual

learning, guided practice, independent practice, journal and problem solving questions.

Lesson 5.5 In Class Assignment: The students will complete the handout 5.5 10 More or 10 Less activity

from the enVision Math Common Core Student Booklet. The assessment asks students to

identify and write numbers that are 10 more and 10 less than given numbers. The handout

includes visual learning, guided practice, independent practice, journal and problem solving

questions.

Lesson 5.6 In Class Assignment: The students will complete the handout 5.6 Even and Odd Numbers


to identify even and odd numbers. The handout includes visual learning, guided practice,

independent practice, journal and problem solving questions.

Post-Assessment

Post-Test The students will be given a post-test that will evaluate their ability to solve problems including

models for tens and ones, place value to 100, and even and odd numbers at the end of the unit.

The results of the pre-assessment and post-assessment will be evaluated and put into a graph to

chart the progress students made over the course of the 8-day lesson.

Data Analysis

Individual Students

Prior to the unit, students were asked to answer 10 questions involving place value to 100. Three

of the students received a score of 80% or better. 18 of the students scored less than an 80%.

After the unit, I would like all of the students to receive a score of 80% or higher.

0

1

2

3

4

5

6

7

8

9

Nu

mb

er o

f Q

ues

tio

ns

(10

Qu

esti

on

s)

2nd Grade Place Value to 100 Unit Pre-Assesment

Pre-Assessment

Individual Students Cont.

After the completion of the unit, the students were given the same assessment to see if there was

any growth. Each student made significant progress. Every student progressed throughout the

unit and were able to score an 80% or higher on their post-assessment.

0

2

4

6

8

10

12

Nu

mb

er o

f Q

ues

tio

ns

(10

To

tal Q

ues

tio

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2nd Grade Place Value to 100 Unit Pre-Assesment & Post-Assesment Results

Pre-Assessment

Post-Assessment

Whole Class Average

After breaking down the pre and post-assessment scores, the class average exceeded the unit goal

of receiving an 80%. The class averaged a 54.8% on the pre-assessment and 95.2% on the post-

assessment.

54.8

95.2

0

10

20

30

40

50

60

70

80

90

100

Pre-Assessment Post-Assessment

Ave

rage

Tes

t Sc

ore

s(I

n P

erce

nts

)

Whole Class

2nd Grade Place Value to 100 Unit Pre & Post-Assesment Class Average

Recommendations

After breaking down the data for the unit, I was overjoyed to see that the students had all met

the unit goal of an 80% or higher. I would continue to use the basal from enVision MATH common core. I

like how the curriculum has each teaching step laid out for you from how to engage the students, to

how to implement independent and guided practice. The basal did a great job laying out how I should

explain each step to the students. It was nice to see the students succeed when they came to the

independent practice section of the lesson. The students were able to explain how they knew the

answers using the new vocabulary that each section introduced.

The unit is broken down to meet each individual’s needs. For example, the homework can be

broken down into 3 leveled homework sections; reteaching master, practice master, and enrichment

master. The math curriculum also provided differentiated instruction for students at all levels.

One change I would make to the unit would be to have some lessons last longer than one day. I

think the students could have benefited from another day covering the topics Ten More and Ten Less

and Even and Odd Numbers. The students did well on the topics, however, I think extra time would have

provided them with more clarity over the topic. Overall, I would continue to use the basal to make sure

that I am meeting each student’s needs.


Example Letter to Parents:


Madison, SD

October 23rd, 2017

Dear Parent or Guardian of Student 1,

Hello, my name is Jerricka Thompson and I am a student at Dakota State University, majoring in

Elementary & Special Education. I have had the privilege of working with your student over the course of

the first nine weeks. I have enjoyed getting to know the students, as well as watching them grow in their

academic abilities. I have learned a lot over the course of these nine weeks, and I am glad that I have

gotten to experience them with your child.

During my time at Madison Elementary, I am required to teach a specific content area to the whole

class. I am required to a unit over the course of a two week period. During this time, I was required to

prepare lessons, analyze data, and research certain topics. I chose to work with the 2nd graders on the

mathematic unit place-value to 100. The students practiced applying place-value skills to 100 by

comparing numbers, using a hundreds chart, and finding number patterns. I have been able to break

down the data from the unit and am overjoyed to announce that each student met the unit goal of

receiving an 80% or higher on the post-assessment.

Student 1 has been great to work with. She was always willing to raise her hand and participate

throughout all of the lessons. She is always willing to help her neighbor if he or she is struggling with a

problem. Her energetic personality makes it fun to have her in class.

Student 1 scored a 50% on the pre-assessment. The student knew basic facts about place-value to 100.

She was able to receive a score of 90% by the end of the unit. She exceeded the unit goal of receiving an

80% or higher.

The students in Mrs. Morse’s 2nd grade class have taught me the skills I need to be successful in my

future classroom. I am so grateful to I have had the opportunity to work with your daughter over the

course of these first nine weeks.

Sincerely,

Jerricka Thompson

Example Website Posting Regarding Unit:

Documents

Teaching Work Samplejerrickathompson.weebly.com/.../47089723/teaching_work_sample-je… · Teaching Work Sample Jerricka Thompson Mathematics | Place Value to 100 Madison Elementary