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Megan Brooks
Customary Measurement and Conversion

Dates Taught: March 17, 2014; March 18, 2014 March 19, 2014; March 20, 2014 March 24, 2014; March 25, 2014

Fourth Grade Math

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Table of Contents
Standard 1-Contextual Factors File o Contextual Factors o Cover page o Table of Contents Standard 2- Unit Plan File o Unit Plan Standard 3- Lesson Plans File o Lesson 1 o Lesson 2 o Lesson 3 o Lesson 4 o Lesson 5 o Lesson 6 Standard 4- Analysis of Student Learning o Analysis of student learning Standard 5- Reflection o Reflection Standard 6- Appendices o Appendix A-References o Appendix B-Assessments Lesson 2 formative assessment Lesson 3 formative assessment Lesson 4 formative assessment Lesson 5 formative assessment Lesson 6 formative assessment Pre-Post-Lesson 1 assessment o Appendix C-Student Work Student 1 Student 8 Student 19

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Classroom Contextual Factors Gender There are 11 boys and 10 girls in Mrs. Gs 4th grade class. The students are either 9 or 10 years old. Refer to the chart 1.1 below.

Girls Girls Boys 0 10 20 Boys

Chart 1.1 Ethnicity Of the 21 students in Mrs. Gs 4th grade class 20 students, or 95%, are Caucasian and 1 student, or 4%, are of mixed race. Refer to chart 1.2 below.

Ethnicity
4% Caucasian Hispanic 95%

Cart 1.2

Special Needs There are two students in Mrs. Gs fourth grade class who are in Special Education (SPED) and therefore have Individual Education Plans (IEP). Both of these students have academic IEPs with no behavior problems in the classroom. One of the students spends most of

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the time in the SPED classroom and is not required to do the same kind of work as the rest of the class. The other student is in the classroom and is pulled out periodically. One of the students has an IEP for speech and another has a hearing problem. A microphone is worn during the day to ensure that the student with hearing loss can hear what is going on at all times. Mrs. G. has no Gifted and Talented Education (GATE) students in her classroom or English Language Learners (ELL). Refer to chart 1.3 below.

Special Needs
0 1 1 2 0 Academic IEP Speech IEP Hearing Loss GATE ELL

Chart 1.3 Policies and Procedures Mrs. G. sends a letter home at the beginning of the year that states the policies and procedures for her class and has both the students and the parents sign it. She has classroom rules that are posted on the wall in the classroom which state: 1. Students are to follow teacher directions at all times., 2. Students are to follow all rules of conduct., 3. Students are to speak quietly., 4. Students are to keep their hands to themselves., 5. Students are to put people up not down. When students choose to not follow the class rules, the following consequences will occur: First offense-Students will receive a warning with their name on the board., Second offense-Student will chop their strip of paper at their desk and lose one recess., Third offenseStudent will chop their strip of paper at their desk, lose all recess privileges for the day, and

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make a phone call home., Fourth offense-Student will be removed from the classroom and escorted to the office where appropriate action will take place. When students choose to follow the rules the following will occur: Students will earn class money to go towards the fourth grade store or earn extra recess time. Mrs. G. also gives out table points to the class when their table is on task. A t the end of the week the table with the most points gets a treat. She also gives out stickers for great class work and three stickers earn the student a treat. Little pieces of papers are given out throughout the day, called gotchas, to students who stay on task and at the end of the day there is drawing for a treat as well. I have used the table points and the gotchas during my lessons and they are great motivators for the students. Modifications/Accommodations While I teaching my six lessons in my unit plan, I ensured that there was a quiet environment for all students. I also made sure that the SPED student had the proper accommodations necessary before beginning. He is lower in level with math and reading but is required to do the same work as everyone else. The difference is that he is graded on his ability level. I used a microphone at all times while teaching to ensure that my hard of hearing student could follow along easily. I had small group lessons during centers with students who struggled with the lesson that day. I also used enrichment papers for the students who understood the concept quickly so that they could be engaged in learning while I was wrapping up my lessons with the rest of the class. I made sure to ask lower level questions for my lower level learners and higher level thinking questions for my higher level ability students. I wanted to keep things challenging for students on every level. I used the SMART board for every lesson while teaching my unit plan. I used the My Math program and it has pages straight from the students practice book so we can work together as a whole class. I used manipulatives like rulers, yard sticks,

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capacity containers, and even the students themselves to give them the opportunity to interact with one another as much as possible and help make the concepts more concrete.