Professional Documents
Culture Documents
Page 1
- For my ELL students, I will present the problem in both an oral and written form. I will also draw a
number line for students as an introductory visual. Even with linguistic barriers, my students will
be able to engage with the visual representation of the problem.
- Because the two autistic boys in my class struggle with far point copying, I will create a worksheet
containing the prompt for them to work off of. Having a personal copy will allow them to be more
successful than they could be engaging in a group conversation.
- Finally, for my lower special education student, I will pair him with a higher math student who is
willing to tutor. Providing him with peer support will allow him to engage in the conversation.
f.
Assessment Strategies
Content Objectives
Assessment Strategies
Informal: Prior to group collaboration, students will
record their initial thinking on a separate piece of paper.
This will serve as a record of individual student thinking.
Informal: Students will be asked to create posters in a
group to represent their thinking. They will be assessed
on the number of ways they can think of (the number of
factor pairs they can think of). Each student will write on
the poster in a different color to show what they
contributed.
Formal: After a class discussion, students will be asked to
complete a similar problem on their own. They will be
assessed on finding all factors and showing their work.
Page 2
Language Objectives
Assessment Strategies
composite.
g. Student Voice:
K-12 students will:
Student-based evidence
to be collected
Exit Slip
Self-check
etc.).
calculating factors.
Exit Slip
have?
4. What resources could you use to
answer this question?
Page 3
Page 4
c. Learning Activities
Supporting Theories/Principles
Today we are going to do math a bit differently. Mrs. This introduction is a math-related hook that
LeGrand and I have noticed that you all have a lot of
their thinking.
Page 5
understanding.
individual understanding.
problem.
check. On your fingers, show me a 1, 2, or 3 based on monitoring their own understanding, and allowing me
how you feel about this problem. One means I really
dont know what we are doing and 3 means I have this principles of student voice.
down. It isnt a grade, its just so I know how you are
doing.
Have students close their eyes and show their
fingers. Note responses and identify students who
need extra help.
Page 6
poster creation, I will have students meet me at the ability to continue monitoring their own learning and
back rug for a number talk.
thinking.
d. Closure
Upon completing the assessment worksheet, students will be asked to complete an exit slip as a
reflection of their progress. I will write four questions on the board for students to answer on a loose
sheer of paper. These questions help students focus in on the learning targets and areas of improvement.
The questions are:
1. What are we learning?
2. Why is it important to learn this?
3. What is one question you still have?
Page 7
e. Independent Practice
Students will continue to use factoring strategies in their daily 4 math entry task with progressively
larger numbers. Additionally, we will send a notice to parents to have their students explain the
concepts of prime and composite numbers to them, reinforcing vocabulary.
f.
- WODB Problem
- Poster Materials
- 10 Group Prompts
- Projector
- Assessment Worksheet
g. Acknowledgements
Math Standards Operations and Algebraic Thinking Grade 4. (n.d.). Retrieved September 22, 2016.
Wilson, P. (n.d.). Number 1. Retrieved September 22, 2016, from http://wodb.ca/
Page 8