Candidate: Jessie Ortiz                                                                      College Supervisor: Dr. Paul                       

Cooperating Teacher: Ms.Horsford                                                        P.S. 375                                                                                                                                           

Fall 2012                                                                                                3th Grade

\New York State Common Core Mathematics Standards for the Third Grade

New York State Standard: 3. PS.3 Interpret information correctly, identifies the problem, and generates possible solutions

Standard being addressed: Students will build new mathematical knowledge through problem solving.

Objective: Students will be able to practice writing addition number stories by applying knowledge gained from lesson. Solve number addition story problems using one and two digit numbers.

Essential Question: What problem solving strategies can we use to solve addition number story problems? How can we use counters to solve addition number story?

Teaching point/Goal: Students will use addition facts to solve addition number story problems. Students will use counters, base ten blocks and counter chart to solve addition number stories.

Learning activities:

Mini Lesson: Numbers are very important to us in our everyday lives. We use numbers every day. Can anyone tell the class what life would be without numbers? What are some ways we use numbers? They are many ways we use numbers for example: we use numbers to measure, to count, and identification. Today, we will be exploring ways by which we use numbers in stories; we call these stories number stories. Do you know what number stories are? Is there anyone that can explain what number stories are and how we use them? (I will encourage discussion) A number is a series of describing sentences that is followed by asking questions. It provides a description for equations or number sentence. For example: 4+7=11. We can use this addition problem in a number story to explain and find the solution. I will model the following examples using counter or base ten blocks for the students’. I will use two students to represent the numbers in the number story.

First example: Heaven has 4 gummy bears. Camille has 6 gummy bears. How many gummy bears do heaven and Camille have all together? (I will observe how student respond to addition number story and then model the example).

Second example: Amir has 5 fruit snacks. Cammy has 7 fruit snacks. How many fruit snacks do they have all together?

Third example: Anaya scored 12 points in the basketball game during recess. Kaamal scored 18 points. How many points did the students score all together?

Accountable talk: We will discuss and solve the problem as a whole group. After which I will bring out students’ response about things they discovered as we were solving the problem.

Guided Practice The students will be given an addition story problem to solve on their own.My neighbor has two dogs, the first dog is 12 years old and the second dog is 8 years old. How old are the two dogs if we add their age together?

Independent Practice: Students will be divided into three groups, with three students in each group according to the various disabilities. Each group will be given two different addition story problems to solve. Each group will use manipulative (base ten blocks or counters) to solve the addition story problem then express their responses on how they solved the problem. Students will discuss in their respected math groups the steps taking in solving number stories. As I move around, I will present each group a problem to and ask questions such as, what the problem is telling you to do? What information is given from the problem? I will select a representative from each group to share their strategies in solving the problem. I will choose student based on student’s participation in the activity.

Accommodation: Extended time: I will give additional time for those who are challenged. This will be applied during independent practice as the paraprofessional work with one group I will focus on the other. Use of verbal instead of written response: Will be apply to the entire class particularly those who are more reserve and seldom speak. Questions and directions read and re-read: Throughout the lesson I will read and re-read directions and questions when necessary.

Summary: Selected students will share their findings with the class on how they were able to solve number stories problems on the board and what strategy they used to help them solve the problem.

Assessment: I will use rubric to assess how much the students were able to learn the rubrics will be used to show each child’s individual growth. As I use this information I will reflect on the lesson and how I could have better it. What I could have leave out or include? What I could have done differently to help those students who were challenged? Students will be assessed on their ability to solve the story problems. Students will also be assessed on how well they work together during the group work.

Candidate: Jessie Ortiz                                                                      College Supervisor: Dr. Paul                       

Cooperating Teacher: Ms.Horsford                                                        P.S. 375                                                                                                                                           

Fall 2012                                                                                                     3th Grade

Math Lesson #4 Reflection

 My final lesson for clinical practice was a math lesson on problem solving strategies that students can use to solve addition number story problems. Students use counters to solve addition number story and create their own addition number stories. I choose this lesson because my cooperating teacher Ms. Horsford did multiplication number stories using arrays in the beginning of the school year. The students were having difficulty understanding multiplication number stories so she decided to do it again so they can grasp the concept. The students understood it a little better. While planning my lesson I asked Ms. Horsford what should I do and she said because the students did multiplication number stories already I should do addition. I introduced my lesson by reading about with number stories and counting.  The goal was for the students to be able to understand that there will be numbers in stories and solve addition number stories with counters or blocks to the best of their ability. I felt that my lesson was a successful lesson despite the fact that I used candy as a manipulative. The students were engaged in the lesson and were well behaved. I think I performed well and the students understood how to solve number stories. My strengths for this lesson were the students were engaged in the lesson and understood the concept. I applied the strategies that I learned in Education 315 class Teaching Mathematics. I placed the students in different groups where they were giving different number stories to solve and each group had to make their own number stories. Each student was giving different number stories based on the strengths and learning ability. 

Most of the students responded well; one student understood the concept but did not want to do her work. When I planned my lesson I take into consideration how group work might benefit my students because I observed that they work well together in groups and they learn from each other. You have to figure out which students work well together and also the needs of their learners. I gave students my attention when needed; I praised correct responses and appropriate behavior. I also rewarded the students that finished their work and made up their own number stories correctly at the end of the lesson.

            I was very pleased with the student’s outcome in this lesson. Since they were having difficulty with multiplication number stories, I thought they would have the same problem but they did not. The majority of the students performed well and that was encouraging to me.

Doing all my lessons gave me an opportunity to monitor my progress as a teacher in training over the months. I learned a lot about my students that I was working with, I seen the different disabilities first hand. I learned how to modify my lesson for the various disabilities and the pros and cons of working with students in a special education setting.  I am satisfied with many aspects of this experience. I understand through feedback my weakness and my strengths and will take note of my weak areas in order to make improvements in the future. The degree program is guided by the CEC standards 9: because I used various forms of assessment to assess students. Doing this assignment helped me to learn my strengths and witness and my students learning abilities. When I reflected on my lesson it allowed be more prepared for my upcoming lessons because I will be aware of my flaws.