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2. How much time is devoted each day to mathematics instruction in your classroom? 1 hour
and 15 minutes.
3. Identify any textbook or instructional program the teacher uses for mathematics instruction.
If a textbook, please provide the title, publisher, and date of publication.
EngageNY curriculum
4. From your observations, list other resources (e.g., electronic whiteboard, manipulatives,
online resources) the teacher uses for mathematics instruction in this class. Provide one
example of how a resource was used to teach a concept.
The teacher had a personal whiteboard for each student to use to solve problems while they
were going through the lesson. This allowed the teacher to see how each student was doing
with the concept as the lesson progressed because each student would work out the problem
on their whiteboard and the teacher could see their work and check for understanding.
5. From your observations, explain how your teacher makes sure the students learn the
standard/objectives conceptually giving a specific example. (one paragraph)
One way that my teacher checked for understanding throughout the lesson was by having the
students work out example problems on their personal whiteboards and hold them up when
everyone was finished with the problem. This allowed the teacher to see which students had an
understanding of the concept and which students were struggling. After the lesson, the
students would complete a problem set to turn in and the teacher was use this to see which
students needed further instruction.
6. What did you learn most about teaching mathematics from observing this teacher? (one
paragraph)
I learned that it is important for students to have a variety of strategies to choose from. Not
every student learns the same way and by teaching a variety of strategies, this can ensure that
each student will find a way that works best for them. I learned that it is important to give
students time to work out example problems throughout the lesson so that the teacher can get
an idea of how well the students are understanding the concept and to see if they need to go
further in depth with their teaching.
1. Describe the Central Focus of your lesson (a description of the important understandings
and core concepts that students will develop with this lesson).
2. State the CCSSM Standard and the objective for your whole class lesson.
Objective: Students will be able to represent the multiplication of whole numbers times fractions
using visual models.
3. Instructional Strategies and Learning Tasks: (summarize the lesson plan components by
briefly describing the instruction and the learning tasks you used. Include the tasks students will
solve during the lesson.) (one paragraph)
A 2 3 5 10
B 2 3 5 10
C 2 3 5 10
D 2 3 5 10
E 2 3 5 10
F 2 3 5 10
G 1 0 2 3
H 2 3 2 7
I 2 0 5 7
2. Describe common error patterns in each of the areas of patterns of learning - conceptual
understanding, procedural fluency, and reasoning/problem solving. Refer to the graphic to
support your discussion. (3 separate paragraphs, one per each pattern of learning)
Note: Patterns of learning include both quantitative and qualitative patterns (or consistencies) for different
groups of students or individuals. Quantitative patterns indicate in a numerical way the information
understood from the assessment (e.g., 10 out of 15 students or 20% of the students). Qualitative patterns
include descriptions of understandings, misunderstandings, partial understandings, and/or developmental
approximations and/or attempts at a solution related to a concept or a skill that could explain the quantitative
patterns.
For example, if the majority of students (quantitative) in a class ordered unit fractions from least to greatest as
1/2, 1/3, 1/4, 1/5, the students’ error shows that they believe that the smaller the denominator, the smaller the
fraction and they have a mathematical misunderstanding related to the value of fractional parts (qualitative).
For example, if a student error occurs in a subtraction problem then the underlying mathematical
understanding may include trading or regrouping, meaning of subtraction, and/or subtraction as the inverse of
addition. You start with the quantity of students who made the specific mistake and you continue with the
quality of the mistake in terms of the mathematical misconception.
3. Scan and insert here the copies of 2 students first work samples as follows. Choose the
most representative examples from the whole class assessment (no student names). Then,
analyze each student’s misconceptions.
Student G started off the problem by drawing a tape diagram to represent ⅜ one time, rather
than 6 times. They lacked the conceptual understanding of how to represent ⅜ times 6 on a
tape diagram. The student wrote times 6 after their drawing which represents that they knew
the correct equation that needed to be used to solve the problem and they correctly wrote out
the equation. The student’s solution is incorrect because their multiplication was incorrect.
Their solution shows 6 times 3 equals 24, when the correct answer would be 18.
Student 2 Mathematics Work Sample (student struggles with procedural fluency or problem
solving)
(one paragraph)
Student I started this problem off very strong. They drew the tape diagram that correctly
represented ⅜ times 6 and wrote the correct equation to be used which showed that they had
strong conceptual understanding and strong problem solving skills. Their lack of procedural
fluency can be seen at the end of the problem when the multiplication is incorrect. The student
thought that 6 times 3 was 12, rather than 18 which led to them finding an incorrect solution.