TWS Report and Reflection Emily Wilson th 7 Grade: Integer Operations Unit

Content Foc s of TWS !" pts# List with coding and wording $ontana Common Core Standards: Standards for $athematical %ractice: S$%&': Model with mathematics. S$%&": Use appropriate tools strategically. S$%&(: Attend to Precision S$%&7: Look for and make use of structure. (&)S&C&": Understand that positive and negative numbers are used together to describe uantities having opposite directions or values !e.g." temperature above#below $ero" elevation above#below sea level" credits#debits" positive#negative electric charge%& use positive and negative numbers to represent uantities in real'world conte(ts" e(plaining the meaning of ) in each situation. (&)S&C&(: Understand a rational number as a point on the number line. *(tend number line diagrams and coordinate a(es familiar from previous grades to represent points on the line and in the plane with negative number coordinates. (&)S&C&(a: +ecogni$e opposite signs of numbers as indicating locations on opposite sides of ) on the number line& recogni$e that the opposite of the opposite of a number is the number itself" e.g." ,!,-% . -" and that ) is its own opposite. (&)S&C&(*: Understand signs of numbers in ordered pairs as indicating locations in uadrants of the coordinate plane& recogni$e that when two ordered pairs differ only by signs" the locations of the points are related by reflections across one or both a(es. (&)S&C&(c: /ind and position integers and other rational numbers on a hori$ontal or vertical number line diagram& find and position pairs of integers and other rational numbers on a coordinate plane. (&)S&C&7: Understand ordering and absolute value of rational numbers 0ased on the pre'assessment data" describe the decisions you made in planning your instructional unit#lessons. According to the common core standards" 7th grade students should have learned integer operations in 1th grade. At 2arget +ange" however" 7th grade students did not learn integer operations in 1th grade

Using %re+,ssessment -ata !./ pts# 1-2 succinct paragraphs

therefore the low scores of the pre'assessments were not surprising. 3everal students did better than e(pected on the pre'assessment" perhaps they have worked with integers prior to this assessment or perhaps they got lucky. 0ased on the data collected" my cooperating teacher and 4 decided to progress as she usually would with this unit and monitor student5s integer operation skills as we went. 4nteger operation timings were given throughout this unit" and students who scored significantly lower than the average worked with me one on one to improve their skills. A few students who scored significantly higher on the pre'assessment were monitored and challenged by my cooperating teacher and 4 throughout each lesson. 2hese students who were working at a higher level participated in the same activities and homework but were asked higher level uestions in class and challenged by the integer operation timings. Using Formati0e -ata !./ pts# 1-2 succinct paragraphs 0ased on the formative assessment probe you administered" describe how you identified 6'7 small fle(ible groups in need of intervention and describe the intervention!s% you planned based on the data. 2hroughout this unit" 4 monitored students5 progress by checking their warm'up5s at the beginning of class each day. 8arm'ups are always based on what was taught in the previous lesson. 4f a student was struggling heavily with a warm up 4 would pull a single student or small group of students to the back table and work with them on the specific skill. 3tudents who were e(tremely far behind would work with me one on one during timings" practicing each integer operation rule as we went. As the unit ui$ approached 4 worked even more with struggling students. My cooperating teacher and 4 pulled a group of about 69 struggling students from their advisory period !a twenty minute period at the end of the day% to work with them e(clusively on integer operations. 2hese students were provided with a note card of operation rules to use for the ui$. Reflecting on %ost+ ,ssessment -ata !1/ pts# 1-2 succinct paragraphs 0ased on the post'assessment data" summari$e and analy$e your students: progress" including what your ne(t instructional steps would be. 4 was thrilled with the results of the post'assessment data. Although some students5 percent of change was lower than others" no student5s score decreased from pre'assessment to post'assessment. 3ome students have clearly mastered these basic integer operations" while others need more work. 2he post' test was given the day before the final unit ui$" so the scores accurately reflect what students are capable of after the entire unit. 2here is a small group of students who most certainly need some further practice with their integer

operations. 3tudent ;71 on the data sheet didn5t get a single uestion correct on the pre'assessment" but got < correct on the post'assessment. Although this may not seem like much progress" for this particular student it is big. =im and about three other students not included on this data sheet are in need of small group or individual intervention with these crucial skills. 4f 4 were going to be at the school the following week 4 would spend ten or fifteen minutes during each class working with these students. 4 am most likely student teaching with this same group of students" so my cooperating teacher and 4 have discussed differentiating instruction by splitting the three 7th grade math classes into two different levels one higher and one lower. 3he would teach one group and 4 the other" in hopes of giving the lower level students more one'on'one instruction. Reflection on St dent 2earning and Teacher %ractice !'/ pts# 1 succinct paragraph for each question 3ased on the collected data4 reflect on the follo5ing 6 estions: 6. 8hat have you learned about your students: progress> 4 have learned that over the course of an entire unit" students have the ability to progress from very little knowledge or ability to near mastery of a specific topic. *ven the students who didn5t get a single uestion correct on the pre'assessment got a few uestions correct on the post'assessment. ?ividing the test into sections based on different skills" helped me to analy$e which specific skills students understood and which they did not. 8hen looking at the post'assessment 4 found that nearly all students have mastered the addition and subtraction rules for integers and the ma@ority of the struggles occur in multiplication and division. 7. 8hat have you learned about the teaching of mathematics> 4 have learned that when teaching mathematics students need consistent reinforcement of skills. 4 have also learned that teaching by first modeling with real'world e(amples and having students discover the why of an integer operation before e(plicitly stating the skill helps them to better understand and remember that skill. /or e(ample when teaching all operations we used a number line taped on the floor. 2hroughout the unit" students were asked to come up to the number line and physically perform the given problem. After learning to do this and other models" such as the hot air balloon model" students easily picked up the rules for integer operations. 4f they forgot the rules students had various models to refer back to. 4 think this was a great way to teach integer operations.

-. 8hat have you learned about matching curriculum" methods" and assessment> Matching curriculum" methods" and assessment is much more difficult and intentional than 4 had reali$ed. My cooperating teacher helped me to align the lessons 4 taught with specific standards and to create a pre and post'assessment that assessed the specific skills being taught. Matching the curriculum to methods takes a lot of time as well as trial and error. 4 was fortunate to have a mentoring teacher to help me align all aspects of teaching integer operations. <. 8hat have you learned about the effect of your teaching on students> 4 have learned that one'on'one instruction with struggling students is e(tremely effective. 2he ma@ority of my teaching throughout this unit was to small group and individuals and was taught as we noticed struggling students. 4 have learned that by teaching students how to model with mathematics 4 can refer back to those specific models when e(plaining the reasoning behind a specific skill. 4 also learned the value of providing students with various models and skills" 4 hopes of giving each student the chance to choose which model or rule works best for them. 4 have learned that being an effective math teacher take time" effort" and a lot of planning. S pporting -oc mentation !." pts# Submit in Moodle as separate documents +*AU4+*?: Pre#Post Assessment /ormative Assessment Probe ?ata 3preadsheet BP24BCAL: 3amples of 3tudent 8ork !842=BU2 student names% 3amples of Lesson Plans and#or 3mall Droup 4ntervention Lesson Plans

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Answer the following problems: 6. A diver in the Blympics dives off of a platform 6) meters above the water. 4f the diver then descends - meters in the water" how many meters away from the platform is the diver>

7. After school" Jatie walks < blocks *ast from school then remembers she forgot to meet up with her friends for ice cream. 3he then turns around and walks 8est 7 blocks to the ice cream store. =ow many blocks away from the school is the ice cream store>

-. A cruise ship traveling to Alaska is 7)) feet above the surface of the ocean. 4f the bottom of the ship is 7) feet below the surface of the ocean" how tall is the ship from top to bottom>