Cassie McLemore

MIAA 350
Dr. Parker
27 March 2014
Reflection of Practice K-3 Number Line and Missing Addend
I did not actually teach a new lesson to a class of students in the K-3 range, instead I
interviewed a second grade teacher, named Catherine Long, who is also seeking her
supplemental credential in the same mathematical program at Teachers College of San Joaquin
that I am. Catherine is working on teaching her first grade students, at John R. Williams
Elementary, addition and subtraction, using a variety of strategies and differentiated instruction
(Gavin., M.K., Casa, T.M., Adelson, J.L., & Firmender, J.M., 2013). . One of the main focuses
in MIAA 350 has been to expand our differentiated toolbox to serve more students.
Catherine has used at least two of the strategies that we have learned in MIAA 350. One
of the strategies that she has used is the Human Number Line. In this activity 10 students were
given numbers from 0 to 9 and the other students without numbers were supposed to guide
students into the appropriate order along a rope (that represented a number line). After students
were able to complete this activity in order Catherine asked them to do it again in reverse order.
She noted that this was a much more difficult task then the original. It took students longer, but
they were able to navigate the activity. I had forgotten about this activity and was impressed at
Catherines ingenuity of reversing the order with such a young group. I was also envious that she
able to stay back and allow the students time to struggle through and figure out the problem.
Stepping back and allowing students time to figure out the problem is very difficult for me. I
have gotten better throughout this program, but still find myself jumping in to save kids from
embarrassing silence.
Another strategy that Catherine has tried is Find the Missing Addend. In this activity
students were given a problems (i.e. 3+2=__+4) and were asked to find the solution. Students
looked at the problem and most put 5 in the blank without hesitation, not considering the four at
all, but just solving the problem 3+2. Catherine then broke the problem us showing that 3+2 is
equal to 5 and then asking what does 4 need to make 5? Very few students were able to figure
out this problem. In Catherines reflection of this activity she admitted this might be above
where her students were currently operating, but should be an attainable skill with more practice.
I also believe that Catherines students will eventually get the strategy, but felt that she could
have strengthened their knowledge with drawings or manipulatives. I would have put a big equal
sign in the middle of the board and showed 3 + 2 on one side and _____+4 on the other and then
showed unit squares for each side and told students they had to be equal. I think that seeing the 5
unit boxes on one side and four on the other, more students would have found the missing
addend of 1 unit box.
I am a very numerically mathematics oriented problem solver. When I was coming up
through education there was no other instruction except numerical representation. Therefore I
was forced to learn the math (memorize facts and formulas). I was lucky enough to teach myself
strategies to remember what to do in each instance, but lots of my friends and family were not so
lucky. It is great for all learners to have strategies in their toolbox that work well for them.
Everyone has the ability to learn mathematics we just have to find the way that makes sense for
each person.

Reflection of Practice 7
th
Grade Area Model
I teach 7
th
and 8
th
Grade Mathematics Intervention for struggling students. Each student
in my mathematics classes loses an elective class in order to close the gap that has occurred
throughout their educational years in mathematics. Students receive instruction from myself, and
a computer-based program called ST Math. ST Math is a new program this year that we began
using in January 2014. This program targets students spatial problem solving abilities found in
the temporal lobe. What is fascinating about this program is there are no numbers during
instruction, only pictures. Students must struggle through figuring out what to do and
demonstrate that the skills are transferable to number operations on quizzes. In a sense this
program is much like the differentiated strategies that we have learned in MIAA 350.
In 7
th
Grade I decided to focus on multiplying fractions with an area model. I really
enjoyed this instruction during our course with Dr. Parker. I began by giving students a blank
sheet of paper and a crayon and asking them to get out a pencil or pen to write with. I told
students that I was going to show them a visual way to multiply fractions that I thought would be
beneficial to everyone. I then asked them to draw a box. On one side of the box I wrote 2/3 and
on the other side of the box I wrote 3/7. I explained that the denominator determined the number
of sections that the box should be divided (i.e. 3 going horizontally and 7 going vertically). I
showed them how to shade in the proper part of the box based on the fraction (only 2 of the
sections for 2/3 and only 3 of the sections for 3/7). Then in order to determine what the answer
was the numerator, like ST Math was the shaded portion and the denominator was the total
number of pieces (6/21 see examples).
Students were then asked to recreate the same operation with different numbers. Only
about of the students were able to complete the operation without assistance. In reflecting on
this process I think that I needed more time and more modeling before I asked them to try the
operation on their own. I should have also had them work in groups on one and talk about the
process before trying it on their own (Kastberg, S.E., DAmbrosio, B.S., Lynch-Davis, K.,
Mintos, A., & Krawczyk, K., 2013). . I do believe that my students could benefit from this type
of visual tool. Many students struggle with fractions and any additional strategies we can arm
them with will assist in their understanding.


















Reflection of Practice 8
th
Grade Rational and Proportional Relationships
Teaching intervention classes in 7
th
and 8
th
grade requires a interactive approach and lots
of scaffolding. Students in my classes are experiencing mathematics intervention often times for
the first time in their academic careers (Kastberg, S.E., DAmbrosio, B.S., Lynch-Davis, K.,
Mintos, A., & Krawczyk, K., 2013). Most students have been struggling with mathematics
concepts since at least the 3
rd
grade and believe them just arent good at math. This label is
more acceptable to students and adults. People truly believe that some people are just good at
math and others just cannot do it. I hear it from students, parents and even sometimes other
teachers. But all people can be good at math if we just find a strategy that makes sense to us. No
one would ever say Im just not good at reading and that would be okay. Mathematics can be
a very high source of frustration and finding innovative ways to connect students to mathematics
and gain some success is what I strive for everyday. In this course I have learned many
strategies that will assist me and my students in learning mathematics.
The strategies that I taught to my 8
th
grade students were the different ways in which
rational and proportional relationships can be solved or represented. In their regular mathematics
classes students are working to set up problems correctly with fraction bars and equal signs so
that they can cross-multiply and divide to find the correct missing ratio. After solving one
problem in this manner, I showed students how to use the same information with data sets drawn
out. I explained that each ratio was a set relationship that had to change at the same rate much
like an equivalent fraction (See examples).
I also showed them how to represent the relationship in groups with the following
scenario: If there is a rational relationship between yards gained and the number of carries in
football and that relationships is 5:1. When Seph gains 150 yards how many carries did he have
(See Examples)? This was much harder for students to grasp, but one student asked if they could
use unit boxes that were 5yrds each and count up to 150 yards. This was also a good way to
represent the relationship and helped other students understand this new process.
I have really enjoyed this class and the increase in my visual toolbox that it has provided
me. I have always struggled with differentiating in more than a couple of ways, because I did
not understand how to represent math visually. I am excited to try even more strategies that we
have learned as the topics are presented throughout the year. I know it will take some practice to
become proficient at utilizing all of the new tools I have acquired, but I look forward to the
challenge to assist all students.















Reflection of Practice 7
th
Grade Fraction Strips
When teaching middle school intervention classes in mathematics it is very important to
find a way to reach students without making them feel more negativity toward mathematics.
Fractions are the biggest barrier to upper level mathematics achievement and sometimes just
saying the word shuts students down. By the 7
th
grade students have experienced more failure
with fractions than with any other concepts. Unfortunately, without the number sense that
fractional mastery provides students will also fail at learning algebraic concepts. In my
classrooms some students will work the entire school year on different fraction concepts. In
MIAA 350 we were provided with visual strategies to assist in adding, subtracting, dividing and
multiplying fractions. One of these concepts is provided for evidence.
The concept that I taught to my students was adding fractions with unlike denominators
using visual aids to represent each addend. I wrote 1/4 on the board and then drew a candy bar
sized rectangle on the board and sectioned it out into fourth and colored one of them (making
sure the section lines could still be seen. Then I wrote 1/3 on the board and drew out the same
sized rectangle and sectioned it into thirds and colored one of them. I made sure that I positioned
both of the rectangles right over each other so students could see they were about the same size.
I then asked students if the pieces were equal? They said no that they were different sizes. I said
well what should we do in order to add them. Someone said they needed to be the same size. I
asked them how we could make them the same size? Crickets. I said what if we cut the thirds in
four and the fourth in three what would happen then? Someone said yes then there would be 12
equal pieces. So we cut the sections up so each fraction had 12
th
now and then we could add
them to get 7/12.
I then gave students a second problem and asked them to follow the steps with their
partner to add the fractions using visual mathematics. All but one group was able to recreate the
steps on their own and I went and worked with the group that needed additional support. After
we finished I gave them another problem to try on their own. Working individually was not as
productive as I thought. I should have showed the first step then recopied the visual and showed
the second steep and so on. I could have also used a different color for each step so students
could see what went together. I taught this lesson several weeks ago and have used it several
times since then and students are proficient at the task now that they have had some practice.
Some of them even use it when solving fraction problems with unlike denominators. It is nice to
see someone using a strategy that took some time to figure out. I have found that students are a
bit resistant at first when using something they are not sure is relevant to what they want to learn.
Like adults, students need you to give them a reason why this is important.