Tapia Teacher Work Sample

Teacher Work Sample
Lilibeth Tapia
General Education Student
Teaching
Parkside Elementary, 5th Grade
Table of Contents
Funds of Knowledge3
Interview Questions
Interview Analysis
Community Inquiry Activity (CIA)..8
Surrounding Community
School Community
Classroom Community
Unit Plan..15
Thematic Planning Cluster
Objectives
Essential Questions
Enduring Understanding
Pre-Assessment
Assessment Analysis
Pre- and Post- Assessment Data
Post-Assessment Analysis
Learning Guides
Daily Unit Reflections37
Annotated Bibliography..45
Annotated Bibliography
Resources to Expand Unit
2
Funds of Knowledge
3
Interview Questions
Student interviewed: Jax
Question: What subject does your child like to study at school?
Answer: Math and science
Question: Are there aspects of school that your child has indicated he does
not like?
Answer: He doesnt like when students in his class get very loud and he cant
concentrate
Question: What are your child's strengths?

Answer: He is very organized and he loves anything hands-on
Question: What are some things your child might do on a particular

weekend?
Answer: Ride bikes, play basketball, rollerblade, play with friends, video
games, read
Question: What aspect of the school do you like the most?

Answer: That my child is learning how to be social and to respect others
around him
Question: What kind of book are you reading right now, Jax?
Answer: I just started, Where the red fern grows.
Question: Do you have any brothers or sisters?

Answer: I have an older sister and she is in 8th grade.
Question: What is your favorite part about math?

Answer: That we get to use the manipulatives to work and play with.
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Interview Analysis
Out of my classroom, I decided to interview Jax. Jax is a 5th grade
student that has been attending Parkside Elementary since he was in
Kindergarten. He also has a sister that attended there as well but now she is
attending junior high school. His favorite school subject is Math because he
loves to work with the manipulatives. On the weekends he likes to ride his
bike with his neighbor and classmate Stockton. He also likes to use his
rollerblades most of the time. I also asked Jax, that if he could change
anything about his school, what would it be? Jax said, I would make it so
that there will be no bad kids in the school.I asked Jax to clarify what he
meant by badkids, he said, like kids that write on the walls in the
bathrooms.
From the interview I got to understand that Jax is a student that sticks
to the rules and gets very upset when others break the rules. I talked to my
principal, Lindsey Romero, and she said that the prior school principal had a
big problem with vandalism and graffiti to the inside and outside of the
school. This issue is important to Jax, because he really enjoys being at
school and he wants others to see what a great school Parkside is as well.
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Parent Interview
I was able to interview Jax mom, Alicia. She said that her sons favorite
school subjects are Math and Science. She knows that Jax does not like it
when students in his class get very loud because it causes him to not be able
to concentrate. Jax is a very organized student and he loves everything
hands-on. On the weekend, Jax enjoys, riding his bike, playing basketball,
rollerblading, plying with his friends, playing video games, and reading. I
asked Alicia, what aspect of the school do you like the most? She said, that
the faculty is helping my child to learn how to be social and to respect others
around him.
The student and parent interviews helped me to learn a lot more about
Jax inside and outside of school. I also learned from Jax mom that he is a
very sensitive student when it comes to his classmates hurting his feelings or
when his classmates are not following directions that makes the teacher
upset. All of this new information given to me will help me to better instruct
Jax in Math by giving him and the class more opportunities to be able to use
manipulatives to have more hands-on activities. From my own observations,
Jax is a very creative student that enjoys working with all of his classmates. It
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would also benefit Jax the most by being able to work with classmates with
the manipulatives.
7
Community Interview Analysis (CIA)
and Analysis
8
The Surrounding Community
The Murray city park, which is the backyard of the school, is a
beautiful and kid- friendly aspect part of the community. Many families
spend their leisure time at the Murray city park because of the various
activities that are offered, like the ice skating center, an aquatic center,
soccer fields, and the amphitheater. Most of the children and their families
also enjoy going to the city library that is only a few blocks away from the
school. Across the street from the library there is a shopping and dining
center that is continuously growing and changing. There is a Best Buy,
Barnes and Noble, a hotel, a Coldstone Creamery, Costco, Ihop, Mimis Caf,
etc. The biggest growth in the area has been the addition of one of the
newest and main headquarters of the Intermountain Medical Center.
The most surprising thing to me about the community is the houses that
surround the school and neighborhood. Parkside elementary is a Title-1
school but most of the houses directly in front of the school are large sized
homes for upper class families. The socioeconomic status of the school is
that, more than half of the population is of low-income families, but there
are families in the middle and higher income status.
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The school has much diversity and support from most of the parents.
The families attending the school vary from across world like, Uganda,
Africa, Mexico, Brazil, Japan, India, the middle eastern countries. The
parents and community seem to be the most proud of the faculty and their
support system to the parents. There is one parent that her and her daughter
have not had a stable living situation for years (sometimes homeless) and
every year she fights with the school district to let her daughter attend
Parkside elementary.
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The School Community
In the halls, I see various different kinds of social groups throughout the
school. There are the outgoing, the academic focused, the tech savvy, etc.
Many of the social groups do include various culture diversity. The students
that seem to be alone at recess are the students that do not speak much
English because they have recently moved into the country. The students
who are alone are quieter and do not seem to understand where they fit in
and who to trust.
During lunch the students are very social and energetic. While the
students are at lunch recess, many of the students are teasing each other
about who they like in the class. The students have to sit at the table that is
designated for their classroom. Most of the students sit at a different spot
everyday but they always sit next to the same classmates. The ELL students
sit at their classroom table but are quieter because they just sit and eat and
listen to their classmates talk.
Most of the students come to school well dressed and groomed but there
are a few students in each classroom that return to school with the same
clothes from yesterday or their hair looks greasy because it hasnt been
washed in a few days. Some students have clothes that have not been washed
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in a few days or they have been worn out. The students that are the best
dressed and groomed are the students that have the most confidence and
the more outgoing among their peers.
In-class and out-of-class language seems to be slightly different. Out-of-
class language tends to have teasing of who likes who in the class room.
Some of the students seem to express humor out of the teasing but once they
return to class they show a different emotion of frustration and
embarrassment that they vent to me about.
1. Interests. Most of the boys like to talk about basketball and their
favorite basketball teams. Some of the students like to talk to me about
soccer and Real Salt Lake. Most of the girls like to talk about slime and
what kinds of slime they have made and what kinds of slime they want
to make. There are not specific culture social groups because the
students just hang around with whoever has similar interests to them.
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The Classroom Community
The classroom layout has been changed once within the first week of school
because there were students that were facing the wall and it was difficult for them to stay
on task or to be following along with the lesson because of the direction of their desks.
The room does not seem to be too crowded and was cleared out of any old materials that
were not going to be used the following school year. The new desk layout seems to have a
better effect for being able to face the front of the room but it makes it difficult to be able
to have students work in groups during in-class rotations/centers.
The students that are usually at the beginning of the morning line-up are Jax or
Stockton, which are the most well-behaved students in the classroom. The student that is
usually late to class is Oakley, which is a student that seems to not care much for school
but she still gets her work completed and turned in. The students are grouped into four
rows of five and then six desks flowing down the middle of the row. During our math
class, Stockton and Cody are always answering. Then, Fadul and Hailey are students that
never answer during math lessons. Most of the students are cooperative and really enjoy
doing partner work especially when they can work with their friend that does
understanding the math lesson.
After looking and observing closely the students, the classroom, and the school, I
have seen how so many of the different aspects correlate with each other. Like, how a
student dress effects how their peers view them and effects their self-confidence, which
in turn effects their popularity and who their group of friends are. By seeing the diversity,
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income status, and the surrounding large sized homes, it was confusing trying to
understand how those aspects correlated. By investigating, I found out that there are
many low-income apartments that are in the schools boundary.
All of this information has helped me to understand what my students home
situations may be like. I will also better understand when a student is having a different
kind of behavior or if a student is having social difficulties, many aspects could be
because of their home life, or how their night ended last night, or maybe they had a
difficult morning because they couldnt have a dinner or breakfast because they ran out of
food.
Those are all aspects of students lives that we, as teachers, cannot control but we
can try to understand the students point of view and how we can best help them in order
to be able to focus on their education. By thinking as a students point of view, on how the
classroom is set up and arranged, that has helped me to see how students would be able
to work best together and in which areas students may be more off task or distracted. In
order to best improve my instruction for the students, all of the previous information is
what defines my classroom of students as individuals with individual wants and needs
that I need to know and understand to be able to put myself into their young kid yet big
potential sized shoes.
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UNIT PLAN
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Thematic Planning Cluster
Unit Theme:
Number and Operations in Base Ten

Unit Objectives:
5.NBT.A.3b (M)Compare two decimals to

thousandths based on meanings of the digits in Essential Questions:
each place, using >, =, and < symbols to record
the results of comparisons. How can I use decimals in
5.NBT.A.4 (M)Use place value understanding real-world situations?
to round decimals to any place. How does place-value help
5.NBT.B.7 Add, subtract, multiply, and divide me to understand
decimals to hundredths, using concrete models decimals?
or drawings and strategies based on place How do decimals affect the
value, properties of operations, and/or the real world?
relationship between addition and subtraction;
relate the strategy to a written method and
explain the reasoning used.
Understanding
The place value system is the foundation of the number system.
Students should know:
The patterns of base ten and how they relate to decimals and fractions
Students understand:
Sums and differences, Decimal sums and differences
Students should be able to:
Read, write, and compare decimals to the thousandths to be able to reapply those
skills in real world situations.
Explain and add and subtract decimals to hundredths.
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Pre-Assessment
The pre-assessment consisted of four questions on adding and
subtracting decimals. Each question was different from the last and the next
question. Some of the questions included models or story problems and each
question had a different level of ability such as; surface learning, deep
learning, and transfer learning. The assessment showed me which level of
learning/ability each student is already able to do when adding/subtracting
decimals. The majority of the students were able to add/subtract decimals
when a model was involved. None of the students were not able to complete
question 4 which involved a longer story problem than question 2, which
about half of the class was able to answer correctly.
During the unit, I will need to focus on story problems and how to
break apart the information given in the story and how to create visual
models out of that same information. Many of the students knew which
numbers needed to be added or subtracted but were not able to line up their
decimals and place values correctly which caused them to get the incorrect
answer. Most of the students did well at adding decimals with number lines
and in money terms, I will not need to review that kind of information.
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I was very surprised by the results because the average score was 3/7,
meaning that most of the students even had a difficult time adding and
subtracting decimals when given models to work with. Some of the students
could not recall how they worked with decimals in the fourth grade, which is
why the majority of the classroom received such low scores on their pre-
assessment. This information has helped me to understand where we need
to begin in the unit in order for more students to receive the appropriate
background knowledge to build upon. Math can be a very frustrating subject
for students to learn but when they are placed into small groups to work
together they feel more comfortable working and solving problems. My
classroom has had a more positive attitude since we began working in math
centers, which is what I plan to continue implementing throughout the unit.
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Assessment
Scanned by CamScanner
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Scanned by CamScanner
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Pre and Post Assessment Data
Lesson 7- assessment results

6
5 5 5
5
4
4
3 3
3
2 2 2 2 2
2
1 1 1
1
0 0
0
0 points 1 point 2 points 3 points 4 points 5 points 6 points 7 points
Pre-test Post-test
I will be focusing on two specific students scores and their
growth/lack of growth between the pre-assessment and post-assessment.
Student 1 received half of a point out of seven points in the pre-assessment.
This student struggled to understand what the questions were asking. They
also received half of a point because one of the questions had more than one
answer but they only made on choice. In The post-assessment, student 1,
received zero points out of seven. The student continued to struggled to
understand what the questions were asking but this time the student had
made different choices of answers to the question that they had received
partial credit for in the pre-assessment. This student had a lack of focus and
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connection making which caused them to attain a lack of growth for the
unit.
Student 2 received a score of 4/7 points in the pre-assessment. This
student struggled with being able to read the models and number lines
given, which caused the student to lose two points. The student also
struggled with being careful of which information is needed in order to solve
the problem. This caused the student another point. In the post-assessment,
student 2, received 7/7 points, a perfect score. The student was able to
carefully read the problems and questions that helped them to better
understand what the question was asking. They were also able to decide
which problem-solving strategy would be the best one to use.
In the post-assessment, student 2, received 7/7 points, a perfect score.
The student was able to carefully read the problems and questions that
helped them to better understand what the question was asking. They were
also able to decide which problem-solving strategy would be the best one to
use.
Most of the students had a difficult time comprehending the base ten
models and number lines. After the pre-assessment, it will be most beneficial
to the class to focus on understanding the meaning of the models for adding
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and subtracting decimals to the hundredths place-value. I will begin by using
pre-printed base-ten hundredths models. Then, I will focus on
understanding how to read an already made timeline.
After focusing on reading base-ten models and given number lines,
throughout informal assessments, the students seemed to be making
progress throughout the unit. After giving the formal assessment at the end
of the unit, scores showed that few students made adequate progress. A lot
less progress than I had expected.
In the future, when I reteach this unit, I would adjust my teaching of
understanding models by using more hands-on manipulatives. Instead of
having the printed-out base-ten hundreds model, a semi-concrete example,
I would incorporate a concrete model and use the actual base-ten hundreds
block as a hundredths model and give the students dry-erase markers to
cross out blocks, which would be representing subtracting decimals to the
hundredths place.
The next accommodation that I would make would be to give the
students more opportunities to explore the measurements of a given time
line and label the missing parts of the number line. This would help the
students to have a problem-solving skill when they have a difficult time
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understanding a given time line, which is what the students continued to
struggle with during the post-assessment.
Post-Assessment Analysis
Most of the students scores improved. In the post-assessment, some
students received 7/7, whereas in the pre-assessments none of the students
received 7/7. Many of the scores improved but the scores have a wide range.
Less than half of the class received a 4/7 or higher score and more than half
of the class received a score of 3/7 or less. Most of the scores were still really
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low and it was surprising that there were more students that received a score
of 0/7 in the post-assessment. That made me question if students had a
difficult morning and were not able to focus effectively and/or had less
motivation to complete the assessment.
I would keep the same assessment because the models are extremely
helpful for all of students of all abilities. What was the most difficult for all of
the students, was being able to understand the information in the story
problems. Many of the students, struggle to break apart the story and ask
themselves and figure out what information is needed in order to solve the
problem.
As we worked through the unit, I adapted my lessons by giving the
students more explicit instruction than I anticipated for. By the third lesson,
I also included more manipulatives for the students to work with and to have
concrete examples. The biggest change that I made was that I began to do
small group instruction and math centers sooner in the unit than I expected
to because I saw how much the students were struggling to focus with whole
class instruction.
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One of the questions, gave three different weights for three different
limes and the question asked for the difference in weight, between the
heaviest and lightest lime. With this question, the students struggled to
realize that they only needed to compare two of the weights and not all three
of the sizes that were given in the story problem. The transfer learning skills
is where we need to continue working explicitly on throughout the school
year.
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Learning Guides
Day 1- Three Phase Learning Guide
Grade Level: Fifth grade

Topic: Add and subtract decimals intro
Curriculum Areas: Math

Utah State Core Objectives:
5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or
drawings and strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written method and explain the
reasoning used.

Essential Questions:
How can I use decimals in real-world situations?
How does place-value help me to understand decimals?

Key Vocabulary:
Decimal: a number containing a decimal point that separates a whole from fractional place
values
To estimate: to give an approximate number or answer based on mathematical thanking
Place value: the value assigned to a digit based on its position in a number; for example, the 2
in 3.52 is in the hundredths lace and has a value of 2 hundredths or 0.02.
Sum: the result of addition
Difference: the result of subtraction

Materials:
Add and subtract decimals worksheet
Before This Lesson:
In math, previous lessons have been taught about specific vocabulary and place value

Phase 1: Exploration and Explanation
We have been working on learning about place value for a few weeks now. This week
we will use the information we learned about place value to learn about adding and
subtracting decimals.
In grade 4, you learned to add whole numbers by adding the values of digits with the
same place value. Now you will add decimals the same way. Take a look at this story
problem on page 50.
Sabrina and Christie are running in a relay. Sabrina runs 100 meters in 13.25 seconds,
and Christie then runs the same distance in 12.2 seconds. What is their total time?
First, we need to ask ourselves what is the problem and how am I going to solve it?
27
We want to figure out how much total time both of the girls run. One girl ran about 13
seconds, I estimated the first total time of 13. 25 seconds to about 13 whole seconds
because 13.25 is less than half of a whole of one minute which is 60 seconds.
Next, I am going to estimate the total time of Christie. The story is telling me 12.2
seconds which is twelve and two tenths. Two tenths is less than half of one minute so I
am going to round it down to 12.
When I add up 12 and 13, I have about 25 seconds.
Transition to Phase II:
Next, we will work together to complete the answers A through E.
Your responsibility is to follow along with me.
Phase 2: Guided Practice/Differentiation
Lets begin with question a. When we estimated the second the girls ran altogether,
how much did we get?
Correct, we got about 25. Write your answer down and write down an explanation for
how we got the answer. You have about 3 minutes to write down one complete
sentence.
Lets move onto question b. You can think of Sabrinas time as 1 ten + 3 ones + 2 tenths
+ 5 hundredths. Write down Christies time in the same way. In the same way each
number with the place value written out. Christies time was 12.2 which is 1 ten + 2 ones
+ 2 tenths. Make sure you are writing this down as I am writing it down as well.
Next, question c. Combine Sabrinas and Christies times. We are adding up each place
value. How many tens in all? 2. How many ones in all? 5. How many tenths in all? 4.
How many hundredths in all? 5.
Next, question d. Write the sum of the tens, one, tenths, and hundredths as a decimal.
We are putting it all together now, 25.45.
Next, question e. How does the sum compare to your estimate? Is your answer
reasonable? Our estimate is 25 and the answer is 25.45, are they close to each other?
And is the answer reasonable? Write you answer in full sentences, you have 3 minutes.
Transition to Phase III:
Next, you will be completing questions F and 1 on your own.
You will need to answer these questions in full sentences.
I am happy to answer any questions that you may have.
When you are finished turn in your receipt in to the turn in box.
Phase 3: Independent practice/Assessment
Students will be completing questions F and 1 on their own.
I will Roam the room scaffolding, answering questions and pushing for deeper
understanding.
After students turn in their completed assignment, I will be looking for the various
answers and understanding to question F and 1.
Accommodations/Modifications:
1. Write key vocabulary up on the board.
2. Students with hearing troubles will sit in the front row closest to the teacher.

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DAP Principles:
1. Students with a wide range of abilities should be able to participate
2. Begins with assessment of prior knowledge
3. Development proceeds towards greater complexity
4. Social context
5. Mentally active in seeking to understand the world around them

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Topic: Adding decimals to hundredths

reasoning used.


Key Vocabulary:
values

Materials:
Adding decimals to hundredths worksheet
Before This Lesson:
In math, previous lessons have been taught about specific vocabulary, adding decimals.

Yesterday, we learned about adding decimals by estimating and adding each place
value, today we will work on lining up our decimals to be able to add decimals quicker.
We will also be exploring different ways to understand how to add decimals
Next, I will be looking at the story problem given on page 52. From his home, Tim rides
the bus 3.82 miles. Then he walks 0.4 mile from the bus stop to school. How many miles
does Tim travel from home to school?
First, we are going to look at two different models for adding decimals.
The first model is a number line, it begins at 3.8 and Tim starts at 3.82. Then, you can
make 4 jumps of 0.1 to the right of the number line to show the sum of 3.82 and 0.4.
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Below the number line is a model using a place-value chart. The place-value chart helps
you to line up the digits in the correct place value. Once your place-values and decimals
are lined up you begin adding, starting at the hundredths place.
The sum is 3 ones + 12 tenths + 2 hundredths.
Next, we will be working questions 2 through 6 together.
Your responsibility is to follow along.
Lets begin on question 2. How can you use the number line in Picture it to figure out
how many miles Time travels from home to school? In other words, the first jump takes
you to which number on the number line? Now, where does the second jump take you
to? Etc. You will have 3 minutes to complete the answer.
Next, question 3. Look at Model it on the previous page. What is another way to express
12 tenths? Can we have more than 9 in one place value? So then, we need to carry over
as 1 one and 2 tenths. What is another way to express the sum without having more
than 9 in one place value? 4 ones + 2 tenths + 2 hundredths.
Question 4, you can add the decimals without a place-value chart by stacking them
vertically. Line up the decimal points to keep track of place values. Why do you align the
8 in 3.82 with the 4 in 0.40? What is the same about these two? They are both tenths.
Question 5, The addition problem to the right is partially completed. Explain why there
is a 1 above the ones place? Possible answer: 8 tenths + 4 tenths = 12 tenths.
Question 6, complete the problem. How many miles does Tim travel from home to
school? After you complete the problem, what is your sum?

Next, you will be completing questions 7 and 8 on your own.
You will need to answer question 7 in a complete sentence.
I am happy to help with any other questions that you may have.
When you are finished turn in your receipt in to the turn in box.
Students will be completing questions 7 and 8 on their own.
I will Roam the room scaffolding, answering questions and pushing for deeper
understanding.
After students turn in their completed assignment, I will be looking for the various
answers and understanding to question 7 and 8.


DAP Principles:
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9. Social context

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Day 3-Three Phase Learning Guide

Topic: Subtracting decimals to hundredths

reasoning used.


Key Vocabulary:
values

Materials:
Subtracting decimals to hundredths worksheet
Base ten blocks
Student white boards

Before This Lesson:
In math, previous lessons have been taught about specific vocabulary, adding and
subtracting decimals, and adding decimals to hundredths

1. As the students are entering the classroom, I will be instructing them to their center.
Everybody needs to quickly get their math journals and take a seat at their starting
math center.
2. Raise your hand if you would like to share. Who would like to remind the class about
what we learned yesterday (or the day before yesterday) in math?
3. Thank you for sharing. Yesterday we learned about adding decimals to hundredths.
4. Today, we will continue working on decimals. Some of you are already really great at
this and most of you need extra practice on it.
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5. Lets read this together as a class, everybody on 3, 1, 2, 3.
6. Next, lets look at the Model it section. This section is here to help us to understand or
see the problem in a different perspective. Here they are using the base-ten models to
subtract
7. Next, lets look at the second Model It, here they used the place-value chart. This may
be the best model for you to understand place-value. Use what works best for you. Each
place-value box has one digit.
8. First, I will begin by going over some of the key words in the problems.
9. Everybody should be on page 54, like my page on the board. Are you on page 54? Is
your partner on page 54? If not, remind them what page we are on.
10. I gave you some clues on the board that will help you to complete and understand the
question on page 55.
11. You need to have any models or notes that I wrote on the worksheet, drawn into your
math journal too.
12. ALWAYS have a title on the top of the page.

1. Redirect students attention to the projector screen.
2. Explain to the students that today we will be practicing, in each center, subtracting
decimals to hundredths.
3. Redirect students attention to the worksheets being handed out. Tell students to write
their names on their paper and they should all be on page 54.
4. Next, you will work at your math center on the worksheet. I encourage you to work with
your classmates and use your math journal notes. Once you are finished, turn in your
worksheet into the back turn in box and then you may get started on the center
activity.
5. Remember, you may not start on the center activity until you have completed and
turned in the worksheet.
6. Center one, will work on the mystery coloring page.
7. Center two, will work on multiplication war with a partner.
8. Center three will work on the worksheet and once you have finished you may work on
the mystery coloring sheet as well.
9. Center four is at the back table working with me.
10. Ask one student to repeat what they will be doing by the end of the lesson today.
11. My expectations for full credit on the assignments today is that you will receive at least
2 stars on each assignment. If you have not completing any rows on the mystery
coloring page, then you will not get any stars and that means you get 0 points for today.
If you have completed 2 rows on the coloring page then you will receive one star on
your page and that is 5 points. If you complete 4 rows or more on the coloring page then
you will get two stars on your assignment and that will be 10 points.
12. I will be walking around checking your assignment to write down stars on your
assignment.
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1. Go ahead and get started on your worksheets at your centers. I will be working with my
center in the back
2. Everyone needs to make sure that they have one white board, dry erase marker, and
eraser.
3. Lets begin by working on number 9. What is the question asking you to explain? One
person share out loud while the rest of the group listens. I will pick on a student to
explain what they are thinking.
4. Read and work on question 10 on your own. I will be scaffolding for understanding.
5. Question number 11, why cant you subtract 5 form 6? Make sure you look at the place
value model on the page 54 before you answer. I will pick on a student to share their
thinking and scaffold as necessary.
6. Question 12, they already did the work for you, they just want you to focus on how you
are supposed to line up the decimal points.
7. Question 13, when it is asking you for another way to express 6 tenths, it is asking you,
how do you rewrite the zero in the hundredths place after you have borrowed from the
six in the tenths place. Then you need to finish the subtraction problem and write the
answer below it in the blank space. Write down your answer on your white board and
hold up your board for me to check.
8. Question 14, explain the process of how to start and complete a subtraction problem
with decimals. Explain it to your partner, ready, go. I will pick on a student to share
their thinking and scaffold as necessary.

1. When my timer goes off you will begin cleaning up your center and your things, and
moving to the next center within 2 minutes.
2. For the students that were working with me, I will now redirect them over to next math
center where they will complete question 15 and work on the center activity once they
have turned in their completed assignment.
Phase 3: Independent Practice/Assessment
1. Direct students to begin working until it is time to transition math centers.
2. Roam the room scaffolding, answering questions and pushing for deeper understanding.
3. After students turn in their completed assignment, I will be looking for the various
answers and understanding to question number 13 and 15

DAP Principles:
14. Social context
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Topic: Practice adding and subtracting decimals

reasoning used.


Key Vocabulary:
values

Materials:
Chick-Fil-A Menu
Restaurant receipt

Before This Lesson:
In math, previous lessons have been taught about specific vocabulary, adding decimals,
subtracting decimals.

This whole week we have been working on learning about adding and subtracting
decimals to the hundredths place.
Today we will continue practicing adding decimals with a fun activity I have planned.
We will be having a pretend restaurant field trip.
We will be using a Chick-Fil-A menu to make an order
I will be showing how to complete the activity.
Your responsibility is to follow along and listen quietly.
You will have one receipt paper and one Chick-Fil-A menu.
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First, write your name and date on the receipt paper.
Then, look at the menu and decide what items you would like to order. I want to order a
chicken sandwich that costs $3.29.
On the receipt paper, under the column ITEM, you will write down the name of what
you are ordering. Then, how many you want, I want just 1. Then, under price, write
down how much the item costs.
For each new item, you need to fill out a new row.
Once you have finished writing down your complete order, you have to add up how
much your total is going to be and write down where it says Sum.
Once you have your sum for your order, you may include a tip and you have to add the
tip to your order.
Then, that will be your complete total for how much you have to pay for your Chick-Fil-A
order.
Next, you will be working on completing your own Chick-Fil-A order and totaling your
sum.
You will be completing this on your own. When you are finished turn in your receipt in
to the turn in box.
1. Roam the room scaffolding, answering questions and pushing for deeper understanding.
2. After students turn in their completed assignment, I will be looking for the various
answers and understanding to the process of adding decimals.


DAP Principles:
19. Social context
37
38
39
Daily Unit Reflections
40
How and why did you use funds of knowledge data in designing the
unit?
Before I could begin the first lesson on adding and subtracting decimals I
had to figure out where each students zone of proximal development and
zone of actual development are at, in order for me to know how far back of
prerequisite skills in the curriculum I needed to review in order to develop
the new skills for the unit. Those are the funds of knowledge that I used in
order to be able to bridge the students ZPD and ZAD. I implemented a pre-
assessment for the unit to be able to see and understand each students
prerequisite skills. After going over the results of the pre-assessment, I was
able to determine which students will be put into certain levels of abilities
for the groups, and I was able to determine what my first lesson in the unit
should begin and focus on.
How and why did you use the research in context data you
collected as you designed your unit?
The research in context unit helped me to better understand the
surrounding community and as to what the students can relate to in order
41
for me to include relatable information or examples so that the students can
make more effective connections to the unit and the lessons. By including
relatable examples the lessons are more interesting and engaging for the
students to focus on. Using the research in context also helped me, as the
teacher, to come up with more ideas and examples for my lesson plans. I
used examples that related to their interests, real world problems, and
different models/methods for the variety of students in the classroom.
How and why did you use the pre-assessment data of students
knowledge, abilities, and interests as you designed your curriculum
and made instructional decisions?
I used the pre-assessment data to be able to give me an idea of what the
students strengths and needs for when we start the unit. I also used the data
to be able to place the students into specific math groups; higher, middle,
and lower. My higher-level students were put into one group of about seven
students and they are able to work at their own quicker pace. The middle
level group of students is able to work together to solve the problems at their
own pace, the lower level students is spit up into two groups and they work
with each other and me to. That helps my lower level students to receive the
42
extra instruction that they need and to work on the pace that works best for
them.
How did you conduct formative assessment and make changes as
you taught your lesson?
I was constantly formally assessing, at the end of each day, each students
worksheet and looking over which questions most of the class struggled one
so that we could review the questions the next day. If the day before a
certain model/method was taught and I felt that my lower level students
were not understanding the model or if the model made it more difficult to
understand the concept, then for the next lesson the next day I would adjust
my lesson plan to teach the group a different method or model that may be
easier to understand than the last one.
What effective teaching strategies and technology did you use?
Every student has a math journal that they are able to refer back to when
they are stuck on a question. Every Monday, we work on math journals for
the weeks lesson. Inside their math journals they write down math vocab,
examples to the vocab, models that they will use and practice for that week,
and any extra notes that they think will help them. Within my small group
43
instruction, I always include manipulatives and concrete examples for the
students to make better connections with. I have included various base ten
blocks that the students work with. The group also uses mini white boards
and dry erase markers that they enjoy to work with when problem solving.
Behavior: What were your concerns; what worked; what did not;
challenges?
Having the small groups helped to have the students whom struggle the
most with math in the center with me. Those students that struggle the most
are also the students that tend to have the most behavior problems during
whole class instruction. This helped me to be able to work with those
students more closely and explicitly in order for the students to stay on task
and make progress within the subject we were working on. Giving the
students the explicit instruction also reduced the disruptive behavior
because the students actually understood and felt more comfortable with
working on math.
44
Academic: What were your concerns; what worked; what did not;
challenges?
Having four different classes to teach multiplying decimals to, means
having four different academic levels in multiplying decimals. For most of
my classes, my small group of 5-6 students that receive the tier 2 instruction
works great but for one of my classes it does not. For my lowest math
academic level class, I had to break up the group of 5-6 students into 3
students per group, making two tier 2 groups. I had to break up that group
because the biggest challenge was to be able to keep the students focused
and on task in order for them to receive the explicit instruction needed.
Many of the students in the group are difficult to keep focused, once one
student made a joke the whole group got off task.
How would you describe student learning during the unit, based on
pre-and post-assessment data?
Based on the pre- and post- assessment data most of the student learning
did make effective progress. In the pre-assessment, none of the students had
45
received 7/7, there were a few 6/7 but mostly 5/7. The interesting part about
the data is that, in the pre-assessment one student received 1/7 compared to
the post-assessment where three students received 1/7. This information has
me questioning a few things. They had the same exact assessment for the
pre- and post- but how come some of the students regressed?
Take one lesson guide and discuss what would be the next steps for
students who did not meet your objectives.
The next steps would be to build more upon their surfacing learning/zone
of proximal development. We began by going over the vocabulary used for
the unit and reviewing some of the multiplication models with decimals. The
students were missing more of the prerequisites than I expected. Spending
one hour on reviewing multiplication models and deepening that
information by connecting the models with multiplying decimals, will
benefit the students to make better connections within the unit.
46
What will you do the same and/or differently in the future in terms
of assessing student learning and using assessments to design
curriculum?
I will continue using the assessments to design my curriculum to be
able to determine how I should group my students and to know which
students would need to be in the explicit instruction group/s. The post-
assessment has also helped me to compare the data to the pre-assessment to
determine if the students are making progress. If the students are not
making progress then I know that we cannot move onto the next concept
until they have built enough knowledge in order to prevent more regression
from happening.
47
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Ready Common Core,
This resource is the curriculum book used across the Murray School
District. The curriculum book helps students to break apart the
meaning of math standards and to deepen their thinking of the math
strategies.
Chick-Fil-A menu math, (Oct. 17, 2012). Retrieved on Sept. 22, 2017 from
http://empoweredbythem.blogspot.com/2012/10/chickfila-menu.html
This resource is a student friendly restaurant menu that includes a
minimal amount of food items along with their prices that include
decimals. The students chose a few different items from the menu that
they would have liked to enjoy if they were eating at the restaurant.
Restaurant receipt template. Retrieved on Sept. 22, 2017 from
https://www.template.net/business/receipt-templates/restaurant-receipt-
template/
This resource is a blank restaurant receipt that has an organized grid
for various items, quantities of the items, and the price of the item.
The students used this to write down menu items and prices to help
them have their prices lined up to sum up their total.
49
Resources to Expand Unit
Adding and subtracting decimals song for kids. (Aug. 17, 2017). Retrieved
Nov. 26, 2017, from https://www.youtube.com/watch?v=n-OcbG1FlBQ
This video is a song on the process on how to add and subtract
decimals. The resource could have been helpful for the students that
had a difficult time remembering the first steps in adding and
subtracting decimals. The video is a helpful aide for students who need
more visuals and various methods of learning strategies.
50

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Question: What are your child's strengths?

Question: What are some things your child might do on a particular

Question: What aspect of the school do you like the most?

Question: Do you have any brothers or sisters?

Question: What is your favorite part about math?

Out of my classroom, I decided to interview Jax. Jax is a 5th grade

student that has been attending Parkside Elementary since he was in

school. This issue is important to Jax, because he really enjoys being at

to concentrate. Jax is a very organized student and he loves everything

manipulatives to have more hands-on activities. From my own observations,

The Murray city park, which is the backyard of the school, is a

center that is continuously growing and changing. There is a Best Buy,

newest and main headquarters of the Intermountain Medical Center.

surround the school and neighborhood. Parkside elementary is a Title-1

are families in the middle and higher income status.

and who to trust.

listen to their classmates talk.

the more outgoing among their peers.

In-class and out-of-class language seems to be slightly different. Out-of-

return to class they show a different emotion of frustration and

embarrassment that they vent to me about.

favorite basketball teams. Some of the students like to talk to me about

to have students work in groups during in-class rotations/centers.

understanding the math lesson.

many low-income apartments that are in the schools boundary.

All of this information has helped me to understand what my students home

kind of behavior or if a student is having social difficulties, many aspects could be

potential sized shoes.

Number and Operations in Base Ten

5.NBT.A.3b (M)Compare two decimals to

The place value system is the foundation of the number system.

Students should know:

Sums and differences, Decimal sums and differences

Students should be able to:

skills in real world situations.

Explain and add and subtract decimals to hundredths.

The pre-assessment consisted of four questions on adding and

learning, and transfer learning. The assessment showed me which level of

learning/ability each student is already able to do when adding/subtracting

decimals. The majority of the students were able to add/subtract decimals

question 4 which involved a longer story problem than question 2, which

about half of the class was able to answer correctly.

assessment. This information has helped me to understand where we need

background knowledge to build upon. Math can be a very frustrating subject

together they feel more comfortable working and solving problems. My

centers, which is what I plan to continue implementing throughout the unit.

Lesson 7- assessment results

I will be focusing on two specific students scores and their

growth/lack of growth between the pre-assessment and post-assessment.

Student 1 received half of a point out of seven points in the pre-assessment.

answer but they only made on choice. In The post-assessment, student 1,

received zero points out of seven. The student continued to struggled to

Student 2 received a score of 4/7 points in the pre-assessment. This

struggled with being careful of which information is needed in order to solve

which problem-solving strategy would be the best one to use.

In the post-assessment, student 2, received 7/7 points, a perfect score.

pre-printed base-ten hundredths models. Then, I will focus on

understanding how to read an already made timeline.

After focusing on reading base-ten models and given number lines,

throughout informal assessments, the students seemed to be making

less progress than I had expected.

In the future, when I reteach this unit, I would adjust my teaching of