ITL 516 3rd Grade Learning Map

STAGE 1: PLANNING

YOUR TARGET: Standard, Goals & Outcomes Teacher:   Grade/Subject: Grade 3/Math TARGET: CCSS.MATH.CONTENT.3.NBT.A.1 Part 1: My Standards, Goals and Outcomes Academic Standards: 3.NBT.A Use place value understanding to round whole numbers to the nearest 10 or 100. Students practice their knowledge of rounding numbers to the nearest ten using rounding methods. Students will work on completing online worksheets in small groups, then take turns sharing answers in a whole- group discussion. Students will use a ‘rounding coaster” as a visual aid in rounding numbers to nearest 10. Students will also use a self-made number line (made out of pipe cleaners and buttons) to aid in rounding numbers.                                 Essential Questions: How to know to round up or down? What does rounding mean? How can I check my answer? What is the ten place? Knowledge: Students are able to correctly round a number up or down in the tens place. Students use a number line to check and verify their answers Skills: Students can successfully round up and down in the tens place. Students can successfully use a number line as a mathematical tool. Student Learning Goal: (I can…) I can use information given to me to determine whether or not the number in the tens place will be rounded up or down. I can use a number line to aid in my decision to round up or down, and use the number line to check my answers. I can refer to the rounding coaster to check my answers, and ensure I am using rounding rules correctly. Student Social-emotional Goal: Students will be able to work in groups, and develop team working skills and strategies. Students learn how listen to other’s opinions and answers, and respectfully communicate. Barriers to learning: This assignment may be difficult for students who are struggling with place values. Students who struggle with using a number line may also have difficulties. Students may struggle with rounding, if unaware of the rules of rounding (5 or more, round up; 4 or less, round down) Students who are ELL may struggle with the vocabulary words in the assignment. Students will special education needs may have trouble maintaining focus during the assignment. Common Misconceptions: Students may be confused on the rounding rules, and will make mistakes off incorrect information. Students may not have prior knowledge in this subject, and may struggle with the assignment. Students may struggle with knowing hundreds, tens, and ones place. Part 2: My Class: (Based on Week 1 Case Studies; Briefly discuss the whole class and then discuss the 3 students you have selected (IEP, ELL and student with emotional needs) Discuss the assets and needs for your students and the three learners).

My Classroom Composite: There are a total of ten students in the classroom. On the previously given assessment, results showed that many students did not fully grasp the concepts needed to successfully complete the assignment. Students will need to be retaught rounding rules, and there will need to be more visual and kinesthetic elements available for students to utilize. After this lesson, students will have a better understanding of how to round There are several students who require extra guidance when completing assignments. Fabiola is relatively new to America, and has not mastered English (this creates difficulty in the classroom.) Tate is easily distracted, and can distract the entire class at times. He works best in a kinesthetic learning environment. James’ home life is less than desirable; this causes him to miss a large number of school days. The time he misses in the classroom contributes to his inability to excel in the math material. However, he is quick to catch onto new concepts, and does great in school when present.

(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT),

Multiple Means of Representation (Modeling & Practice)	How will the content be presented/shared in multiple ways to highlight critical features, represent different formats, media types, and cultural diversity?  How will you monitor and assess understanding of representation? Students will complete worksheets online in small groups, after watching a short video touching on important concepts for rounding to the tens place. Then, students will share out answers in a whole group. Kinesthetic: students use a number line made from pipe cleaners and buttons to symbolize the given number they must round. Students physically move the buttons on the number line. Visual: Students watch a short video recapping important vocabulary, and visually showing students how to round up and down in respect to the tens place. Students will use the rounding coaster poster to help aid in rounding numbers. Auditory: Students learn “5 and up, round up” “4 and down, round down” which they may say out loud/in their head, while rounding numbers. I will continuously move throughout the classroom to check for understanding, and offer support when needed.
Multiple Means of Engagement	How will students engage in the process of new learning? How will the content become accessible, meaningful, and relevant to the learner?  How will you monitor and assess this process? Students will work at a group to complete the assignment; each student will hold a responsibility to the group. Students find meaning in the group, and understand they must work as a unit in order to succeed. Students will use newfound knowledge throughout the week, in various tasks, and the rules of rounding will be posted on the wall. Exit tickets will be collected at the end of class, I will verify who understands the concept, and who needs intervention.
Multiple means of Expression[1] (practice & assessment)	What principles of choice for the product of learning will you accept?  How will you provide a space for communication, creativity, critical thinking, and collaboration (4 C’s)? Which measures will you use to assess products of learning? Students will be given the opportunity to create their own exit ticket on rounding numbers. Students can use digital media or paper to complete the exit ticket. Students showcase their knowledge of rounding to the tens place. Communication: students effectively communicate in whole and small group discussions Creativity: students create their own, individual exit ticket Critical thinking: students create an exit ticket Collaboration: small group formation to complete online worksheets.
Managing the Classroom Environment	How will you manage the classroom/setting so successfully through instructional stages, and student groupings? How will you create an optimal learning environment (space, time, pacing, interactions, expectations, assessment)? I will continue to rotate throughout the classroom, offering support when needed. Students will be aware of classroom expectations of small group and whole group work. Students will be redirected to remain on task when necessary. Students are aware of consequences for becoming off task.

STAGE 2: TEACHING

DAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION WHAT IS YOUR LEARNING MAP SEQUENCE FOR DAY 1? Students will first watch a short video introducing Rounding Numbers. After the video, students will be broken into groups of 3. Students will work in these small groups to complete a series of Rounding Numbers worksheets, using self made number lines to check their answers. The class will come together in a whole group to share answers, and students will lead a discussion. Lastly, students will complete exit tickets (using a method of their choosing) to showcase their understanding of the math concept, Rounding Numbers. WHAT MATERIALS WILL YOU USE? Students will use: Rounding Numbers instructional video  Chromebooks Exit tickets Number lines HOW WILL YOU ASSESS STUDENT LEARNING? I will circulate throughout the class, reviewing students’ answers, scaffolding when necessary, and offering support. Exit tickets will be used to monitor student comprehension.

Accommodations/Adaptations/Intervention: ELL Students I will introduce new vocabulary with pictures to ELL students. These students will work with fluent English speakers who model the English language IEP Students/Learning disabilities Students with attention disorders will be given short breaks in between activities. Students will be able to self-monitor when a break is needed, and return to work when see fit. I will closely monitor students who need extra guidance, and I will assist throughout the class period, offering direction, and scaffolding when needed.

516 Field Observation

Week 2 Field Observation

Jessica Kuiper

Professor Dickenson

11 January 2019

PRE-OBSERVATION

            For this assignment, I had the pleasure of observing Mrs. Kuiper’s 6^th grade class at Pinon Mesa Middle School. Mrs. Kuiper has been a dedicated teacher for 11 years within the Snowline School District. The demographics of this district fall under in the low income spectrum, and there are several homeless students within the district. These demographics contribute to the low socio-economical standing of students, and there are many students on behavioral contracts at Pinon Mesa. Teaching new material may not always be the main focus in the class, as offering emotional support/service and creating a positive, safe learning environment becomes more important. During my observation, I could clearly see Mrs. Kuiper reassuring students that their best work was exceptional and continually motivating students to keep trying. Students felt safe to ask questions, and check their understanding on the assignment, and Mrs. Kuiper diligently monitored the classroom for safe behavior.

OBSERVATION

            On this day, there were 19 students present. There were 7 girls and 12 boys in the class. Students came in, and sat in a seat of their choosing, with several large tables filling the room.

            Mrs. Kuiper first had students watch a five minute video introducing the topic of the day, the metric system. When the video finished, Mrs. Kuiper led a discussion reviewing the material, and connected student’s prior knowledge. Mrs. Kuiper asked if students knew what centi-, milli-, and deci- meant, and if students had used a measuring tape before. Mrs. Kuiper explained that for this assignment, students will go outside, and measure their longest leap. Students gathered in groups of 3, working together to tape down one measuring tape per group. Each group then took turns jumping as far as they could, and marked each other’s jump, with a piece of chalk. After 10 minutes, students were told to record their longest jump measured. This number was used to complete the first two sections of the worksheet (the class will finish the worksheet on Monday.) Mrs. Kuiper walked students through the first two questions of the worksheet, prompting students to think critically to find their answers. Students raised hands to share their answers, and discussed how to fix their errors. The two completed sections of the worksheet were used as exit tickets, so that Mrs. Kuiper could analysis the comprehension level of the material for each student.

            There were several instances in which Mrs. Kuiper used the highlighted math practices on our class’s handout. Concepts 7 and 8 were used in this activity: student were shown that each metric unit can either be divided or multiplied by 10, and were given an opportunity to independently work. Students were shown metric structure, and were able to develop shortcuts for the metric system. Concepts 4 and 5 were also used in the lesson: students were given several metric system guidelines handouts, which aided the students while completing the worksheet, and engaged prior knowledge in reading the numbers on the measuring tape, as well as multiplying and dividing numbers. Students analyzed given information (concept 1) and self-assessed answers to check for understanding. During the class discussion, concept 3 was present, as students listened to thoughts and arguments of each other, decided if the answered made sense, and corrected any errors. Concepts 6 was present in that the metric system was the entirety of the lesson, giving students the opportunity to use measuring tapes, and record their results. Lastly, students were asked to consider the metric units used, and think qualitatively about their answers (concept 2.) Overall, this lesson plan engaged students in relevant mathematical practices for 6^th grade.

POST OBSERVATION

            Mrs. Kuiper’s lesson plan was detailed, organized, and well-thought out. However, the class was antsy with anticipation in the outside portion of the activity. As this was Mrs. Kuiper’s first time preparing this activity, she mentioned in the future, she will have selected students organize the measuring tapes ahead of time. For the worksheet portion of the activity, students were confused on where to stop for the day, and subsequently filled the entire worksheet out without direction. In the future, Mrs. Kuiper would benefit from displaying the worksheet on the overhead/projector, and working the problems out together with the students.

            Overall, the instruction and class activity ran smoothly, and there were few kinks that need to be improved on in the future. The class was well behaved for the post part, and many students were attentively waiting for instruction. Mrs. Kuiper’s lesson plan clearly detailed many mathematical practices, and stated the Common Core Standards that were used for the day. As a future teacher, I feel more confident in my ability to develop and deliver mathematical lesson plans.