Michelle Tinant - About



Final, Option #24th Grade Place Value Unit TOC \o "1-3" Michelle TinantConcordia University, EDUC 514August 2014Classroom DemographicsI am a math teacher in a small rural district. The elementary building I teach in serves about 240 students from kindergarten through fifth grade. The fourth and fifth grades are departmentalized, and have three sections per grade level. The students have a homeroom and then travel to different teachers for math, social studies, science, and reading. The students are placed in each homeroom according to their reading ability. Each classroom is compromised of around 15 – 20 students with having as many as three different reading levels per classroom. My homeroom has 20 students in it. 75 % of my students are Caucasian, 20% Native American, and 5% Asian. 45 % of my classroom qualifies for free and reduced lunches/breakfast. There are 11 boys and 9 girls in my classroom. There are many different levels of learning within this classroom as well. The classes are leveled to try and have no more than three different reading levels per class. 40% (8 students) of my students are in an enrichment reading. Of these 8 students one is below level in math, 2 students are at level, and 5 of those students are above level. 20% (4 students) are qualified for SPED services. Two of those students have a full time Para that assists them in math class because they work at a slower rate. One of those 4 has severe behavior problems and often has to be removed from the classroom setting. The 2 remaining SPED students are at level in math, but qualify for SPED service due to speech qualification. The remaining 40% (8 students) have 6 students at level and 2 of those are above level. So even though the students are grouped according to their reading levels there are various math ability levels within those subgroups.Student ProfilesStudent A is a SPED student, which qualified under severe behavioral issues. He is a male and is much larger in size compared to his peers. Student A comes from a single parent home in which the majority of the time ends up spending with his grandmother, due to his mother’s alcohol addiction. He often smells because has an aversion to the texture of soap. He dresses in very loose clothing because he doesn’t want anything touching his skin. Often Student A has inappropriate manners such as loudly burping or passing gas, hands in his pants, or often picking his nose. Due to these various behaviors he doesn’t seem to have any friends. He gets very upset at classroom noises such as pencil sharpening, hand clapping, or any type of noise tapping. Often times Student A will cry, scream, or yell at anyone making these sounds. He seems to blow up at various situations in which neither the students nor I ever know what will set him off. Academically, Student A is at level. He hates to write to journal writing is never completed or any type of writing on paper. Student B is a male student that is below level. He has been tested for SPED but his low I.Q. and low achievement scores miss the qualifications for him. He comes from a split home in which he has much older siblings that have been in trouble frequently with the law. His parents work with him for hours every night, but this level of math if beginning to get to challenging for them, due to the fact that neither have a high school education. They are still supportive and want their child to do well, but are finding his level of learning is beyond them all ready. Student B come in everyday after school for extra assistance, but is needed by each teacher (reading, science, and social studies) for help. Student B qualifies for an SAT (Student Assistant Team) in which modification and accommodations are made for his subject areas to help him succeed. Currently in my math class I allow him to utilize a multiplication chart so he can understand the process of doing larger multiplication and division problems instead of getting hung up on the fact. I read all tests, directions, and word problems aloud to him. In addition any types of problems that need to be written down I scribe for him so that he can utilize his class time working instead of incorrectly copying the problems down. I limit the number of problems Student B has to do in class due to the extreme amount of time it takes him to complete his assignments.Student C is a female that is in the enrichment reading class. She works above level in most areas of math. Often Student C will work on independent math projects due to how quickly she picks up new information and is works very quickly in class. I have set up a KHAN Academy account for this student and she enjoys working on the technology on math that her older brother is doing at home for homework. This program allows her to be independent by watching the tutorials and then completing the practice problems. Student C doesn’t always like to work in cooperative groups because she feels like others slow her down. If she does work in groups, she prefers to pick her own.Math JournalsTo help students think about their math learning we utilize math journals in both my fourth and fifth grade classrooms. These journals have multi-purposes. Each student has a graph that is pasted into his or her math notebook to record both pretest (formative) and posttest (summative) scores onto. Students are able to see how much growth was made from the beginning to the end of the chapter instead of focusing just on the grade earned for the summative chapter test. Students are required to do some reflective writing about strengths, weaknesses, and discoveries that they made while working during this chapter. This self-reflection is a great way to show parents how the students are thinking about their learning in math.In addition the math journals are also used to write down the daily target, spiral review problems, and class notes. The daily targets are posted on the board and remain there for the entire chapter. Students can see the progression of the daily goals on the board and in their notebooks. Spiral review problems are problems that are done at the beginning of class as a form of review from previous lessons. This allows for me to do a quick informal assessment of student’s understanding of math knowledge previously practiced. I also encourage students to take notes in their journals as we work problems in class or for writing down definition of vocabulary words of math prosperities. The math journal is to be utilized as math “bible” of learning. Once or twice a week students will utilize their math journals to reflect on the week’s math learning targets. They can utilize the math learning rubric that they have to help them get started on where they think they are at. I don’t expect lengthy essays but a few strengths/weaknesses written out in relation the learning targets. QuestionFor each chapter studied in math I have each student take the pretest (formative assessment) for that chapter before we begin. Even though this is a small snapshot it provides me with a framework to see what each student understands before we begin the chapter. I utilize this information to help form cooperative groups for the various lessons throughout the chapter. The pretests are handed back the next day for students to graph their scores in their math journals.For students that understand 70% or better I allow them an alternative for the new chapter. I find the areas they were weaker in and do mini lessons with them in which they have to then complete the assignment still. They also have to do some independent investigations after analyzing their pretest on which areas they were weaker in. “Taking a test permits students to assess what they know and what they do not know, so that they can concentrate study efforts on areas in which their knowledge is deficient” (Roediger, Putnam & Smith, 2011, p. 8). Student C often has to do independent learning in those weaker areas and then follow up with a math project. Each chapter is different but students may complete a project of their choice, which relates to our current unit of study. This may include creating a board game, power point, or completing a math web quest related to the topic of study but challenge that student at the same time.Prior to the summative test I return the formative pretest for students to correct. They often will breeze through this due to their learning throughout the chapter. Students A and B will need assistance by scribing for them more as a task management accommodation when correcting their pretest.The math journal can be used as an informal formative assessment for me with students. I can see from their writing and spiral review completion of how they are doing with the topic of study. This works very well for Student C, but not with Student A or Student B. Due to the fact the Student A hates to write, it is much better is I interview this students orally in a quiet setting to see what he really understands. He can often point on the rubric where he feels that he is at according to his own understanding. I sometimes will do this myself or have the SPED Para scribe for him. Student B doesn’t ever complete his thoughts with the math journal. He is capable of expressing himself but takes an extreme amount of time to do it. Once again an informal interview with Student B really shows me what he knows and what he doesn’t understand.As with all formative assessment my pretest that I use is just one tool to determine the students’ understanding of the topic. I utilize my professional skills of observation daily to determine what students understand and which ones are not. I often in class might have them switch seats around to do some further teaching with one group, while the others proceed. Being “with-it” is extremely important when teaching math at the elementary level to gauge all students’ true understanding of the concept. Some students are going to continue to utilize manipulatives to help with their understanding and some will have the preference of now, I allow for this freedom of choice. I have found it very beneficial to circulate throughout the classroom while my students work on their independent assignments. I star the problems that they have worked correctly and if they worked a problem incorrectly I don’t star it. Students know immediately that they have done something wrong. This silent feedback is motivating for students because it reinforces the fact that they understand how to solve the problems but also have to self analyze what they may have done wrong. If students try and rework the problem and are still incorrect I use a series of questions to help them “find” their own mistake without just pointing it out. Not only does this alleviate some of the correcting that I have to do later on it has made my students more confident in their abilities and they stay on task more as I move throughout the classroom. Students A, B, and C all like this form of observation and silent feedback that I do with them. Before my students leave class each day I have a good grasp on which students completely understand and which may need to come back at study time for some more guided questioning.The summative assessments that I utilize are the chapter tests that come with the series. Not because I think they are the best assessment tool, but am required by the district to utilize this and report the results. Due to accommodations and modifications needed by both Student A and B, I utilize the SPED Para to assist me on summative test day. Student A hates to write, but can orally tell the answers so the SPED Para will scribe all written answers for him. I read orally to Student B to help be a task manager and will also scribe for him if time is running out. I also allow all students additional time during study time if they need it to complete their chapter test.Discussion of Assessment ToolsI think immediate feedback is important for students. I make sure and have the pretest and chapter tests scored by the next day. They record the results in their math journals to see the growth that they made in between the pretest and posttest. This alone allows for good reflection time that I have the students write a few sentences about it. These journals are then shared with parents because it shows the students test scores and sample of their learning reflections. It’s the best type of communication that can happen with parents because it gives them a better understanding of their child’s learning instead of just seeing a grade and their test scores in isolation.Parents like the tangible examples of learning that their child is doing, because sometimes students don’t always take home their papers like they should. Both the parents and myself can read the student’s reflections form the learning goals to see what the student really thinks of their own abilities. “A student often knows more than he or she can or is willing to explain verbally, journal writing provides a safe venue for students to express what they know or do not know about specific math concepts of problem solving” (Wetzel, 2009, p.1). This gives me further insight other than my observation skills and daily homework assignments to truly know what that student is thinking about their learning.The learning targets are displayed daily and kept posted until a new chapter starts. Each learning target is based of the district curriculum and state standards. All of the pretests and posttests are written toward the state standards as well.Our district does goal setting each year for students. Students that choose a math goal have this component as part of their math journal as well. They can reflect on their individual progress toward meeting their math goal. It may be as simple as to learn multiplication facts or it might be to improve on test grades. ReflectionIn working on this final I realized how important the math journal use in my classroom is. It can often seem like one more thing to squeeze in, but the value in it is priceless. “Writing in math class supports learning because it required students to organize, clarify, and reflect on their ideas-all useful processes for making sense of mathematics. Math journaling challenges students to make their thinking visible and to confront their own understanding of the ideas begin discussed” (as cited in Caracel, n.d., p. 5). Student reflection of their own learning makes them really think about what they are learning instead of just completing an assignment. It helps me as the teacher see where my own weaknesses may be as well if the majority of the students do not understand a particular concept. It allows students to communicate with me on a level where they don’t feel threatened. Even though journal use doesn’t work well for Student A or Student B they don’t always have to use complete sentences to reflect their learning. This is an area that I need to be more flexible about in my classroom. I want students to be able to write about their learning, but if not able to they could draw a picture or solve a math sample problem that they developed. Writing skills are truly important, but my main focus is math content and what they are understanding or struggling with. This part of my journaling will have to be reevaluated for this coming school year.The use of the pretest as my formative assessment is very effective for knowing the direction to start with students for a new chapter. It shows me an overall picture of their strengths and weaknesses. I then have a better idea of the areas in math that I simply review and the areas that I need to spend a considerable more amount of time on. My informal daily assessment is also a great tool to check for understanding of my student’s math abilities. Having students analyze their pretests to discover their own areas of weakness as well as the self-reflection in their journal over the daily learning targets will hopefully overall, improve the math understanding in students as a whole. This is turn when utilized with the summative assessment reflections I hope will increase student’s metacognition in math. REFERENCESButler, S.M. & McMunn, N.D. (2006). A teachers guide to classroom assessment: Understanding and using assessment to improve student learning. San Francisco, CA: Jossey-Bass.Caracel, S. (n.d.). Effects of math journaling on problem solving. Retrieved from: , M., Li, X., Piccolo, D., & Kulm, G. (2007). Teacher interventions in cooperative-learning mathematics classes. Retrieved from: , G.J., Jitendra, A.K., Volpe, R.J., Tresco, K.E., Lutz, J.G., Junod, R.E., Cleary, K.S., Flammer, L.M., & Mannella, M.C. (2006). Consultation-based academic interventions for children with ADHD:Effects on reading mathematics achievement. Retrieved from: , R., Jordan, N.C., & Flojo, J.R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38(4), 293-304. Retrieved from: HYPERLINK "" , D., Witt, J.C., Singletary, L.L., & VanDerHeyden, A. (2007). Supporting teacher use of interventions: effects of response dependent performance feedback on teacher implementation of a math intervention. Retrieved from : , H.L., Putnam, A.L., & Smith, M.A. (2011). Ten benefits of testing and their applications to educational practice. Psychology of Learning and Motivation, 55, 1-36. Retrieved from: 's/BC_Roediger%20et%20al%20(2011)_PLM.pdfWetzel, D.R. (2009). Mathematics teaching using journals. Retrieved from : A- Student Graph for Pre & Posttest ScoresAppendix B-Student Math Journal Reflection RubricAppendix C- 4th Grade Place Value Unit.PLACE VALUE AND MONEY UNIT 1The following unit is based from the math series Scott Foresman-Addison Wesley Mathematics, Diamond Edition, Grade 4, Volume 1, ? 2008The Scott Foresman text series is meant to be a guide for instruction but many modifications and additions will be made by teacher discretion with each unit. The spiral review provided with the basal is an excellent daily review to begin class with. This allows for quick informal observation of student understanding based on the previous days lesson. I often like to have this displayed on the board for students to enter the room and begin by completing the posted problems into their math notebooks. This is not graded but an easy way for the teacher to circulate throughout the room while they work to see who fully understands the previous day’s lesson and who could potentially need some additional instruction.Games are a very integral part of my math classroom. I incorporate games into the lesson whenever I am able to. This is also a good way for student’s to practice to reinforce the day’s lesson. I try and create games with simple objects such as dice or cards that they can play at home as well. Teaching a sibling or grown-up how to play once again reinforces the learning for that day.Technology is another fantastic form of learning for my students. Students who complete their assignment are allowed to utilize the computers or iPod to access my webpage. My webpage () has numerous games according to subject level to allow more practice and reinforcement of the given topic of math study. For all lessons and assignments in this unit each day is somewhat modified according to the students needs. For lessons that the students are struggling with the teacher may modify the type or amount of problems for any student. For advanced learners they may not need as much practice as others. Use professional judgment with each lesson and the knowledge gained from the formative assessment to judge the amount of practice and understanding that each student has from day to day.DAY 1OBJECTIVE: All students will take chapter 1 pretest. I often call the pretest a Tryout, because I just want students to “try” and complete it to see what they know and not feel discouraged if they don’t know. This will be utilized as a formative assessment.ACCOMODATIONS: Students with below level reading levels will be read to orally as they follow along on the pretest.GAME: Students will be introduced to several different place value games that are available in the classroom. All games can be modified to different levels of learning. Show students how to play the game through the thousands period, since they had prior learning with the thousands period in third grade. *While students play the various place value games this would be an additional informal formative assessment that could be done by the classroom teacher.DAY 2LESSON: 1-1 Numbers in the Thousands OBJECTIVE: Students will use place value ideas to write multiples of 100 and 1,000 in different ways (standard, expanded, and word form).VOCABULARY: Expanded form, standard form, word form, digits, periodMATERIALS: Students marker boards, dry erase markers, and eraser. Place value blocks for each student.ASSIGNMENT:Below Level student: Reteaching (R) & Practice (P) Worksheet 1-1On Level student: Practice (P) & Problem Solving (PS) Worksheet 1-1Above Level student: Practice (P) & Enrichment (E) Worksheet 1-1* As students work on their assignment the teacher will circulate throughout the students to check for understanding. For the problems the student has worked correctly the teacher will star those problems. The problems that are completed incorrectly by the student will be left blank. This allows a time for student self-reflection to find their own mistake and gives them an opportunity to practice working that problem again.DAY 3LESSON: 1-2 Understanding Greater NumbersOBJECTIVE: Students will read and write numbers through 999,999,999.PRACTICE: As a whole class practices writing one form of the number and having the students writing out the other form on their marker boards as well as the value of the digit specified. This can be moved to small group practice to monitor for understanding and then eventually individual practice on their assignment.MATERIALS: Students marker boards, dry erase markers, and eraser. Student place value bookmark.ASSIGNMENT:Below Level student: Reteaching & Practice Worksheet 1-2 (use place value chart)On Level student: Practice & Problem Solving Worksheet 1-2Above Level student: Practice & Enrichment Worksheet 1-2* As students work on their assignment the teacher will circulate throughout the students to check for understanding. For the problems the student has worked correctly the teacher will star those problems. The problems that are completed incorrectly by the student will be left blank. This allows a time for student self-reflection to find their own mistake and gives them an opportunity to practice working that problem again.DAY 4LESSON: 1-3 Place-Value PatternsOBJECTIVE: Students will use place value ideas to write multiples of 100, 1,000, and 10,000 in different ways.PRACTICE: As a whole class practice with a basic number such as 200. Tell how the number could be written or said as ones (200 ones), tens (20 tens), and hundreds (2 hundreds). Practice various numbers to check for student understanding.MATERIALS: Students marker boards, dry erase markers, and eraser. Student place value bookmark.ASSIGNMENT:Below Level student: Reteaching & Practice Worksheet 1-3 (use place value chart)On Level student: Practice & Problem Solving Worksheet 1-3Above Level student: Practice & Enrichment Worksheet 1-3* As students work on their assignment the teacher will circulate throughout the students to check for understanding. For the problems the student has worked correctly the teacher will star those problems. The problems that are completed incorrectly by the student will be left blank. This allows a time for student self-reflection to find their own mistake and gives them an opportunity to practice working that problem again.DAY 5LESSON: 1-4 Problem-Solving Skill: Read and UnderstandOBJECTIVE: Students will tell in words what is knows and what needs to be determined in given word problems.PRACTICE: As a whole class practice with solving story problems to identify the following: tell the problem in your own words, identify key facts and details, tell what the question is asking, show the main idea, solve the problem, check for reasonablenessMATERIALS: Students marker boards, dry erase markers, and eraser. ASSIGNMENT:Below Level student: Reteaching & Practice Worksheet 1-4 On Level student: Practice & Problem Solving Worksheet 1-4Above Level student: Practice & Enrichment Worksheet 1-4* As students work on their assignment the teacher will circulate throughout the students to check for understanding. For the problems the student has worked correctly the teacher will star those problems. The problems that are completed incorrectly by the student will be left blank. This allows a time for student self-reflection to find their own mistake and gives them an opportunity to practice working that problem again.DAY 6LESSON: 1-5 Comparing and Ordering NumbersOBJECTIVE: Compare and order numbers through 999,999,999PRACTICE: As a whole class practice together with number lines and comparing place values. Begin with basic numbers moving up to more challenging numbers while continuing to monitor for student understanding. MATERIALS: Students marker boards, dry erase markers, and eraser. Student place value bookmark.ASSIGNMENT:Below Level student: Reteaching & Practice Worksheet 1-5 (use place value chart)On Level student: Practice & Problem Solving Worksheet 1-5Above Level student: Practice & Enrichment Worksheet 1-5* As students work on their assignment the teacher will circulate throughout the students to check for understanding. For the problems the student has worked correctly the teacher will star those problems. The problems that are completed incorrectly by the student will be left blank. This allows a time for student self-reflection to find their own mistake and gives them an opportunity to practice working that problem again.DAY 7LESSON: 1-6 Rounding NumbersOBJECTIVE: Students will round whole numbers through millions.VOCABULARY: RoundingPRACTICE: As a whole class practice with rounding numbers to the place given. Utilize the vertical number line to helps students visualize a ladder and also use the rhyme (0-4 just ignore, 5-9 add one more) when looking at place value. Monitor for student understanding as the whole class practices and discusses different problems.MATERIALS: Students marker boards, dry erase markers, and eraser. Student place value bookmark.ASSIGNMENT:Below Level student: Reteaching & Practice Worksheet 1-6 (use place value chart)On Level student: Practice & Problem Solving Worksheet 1-6Above Level student: Practice & Enrichment Worksheet 1-6* As students work on their assignment the teacher will circulate throughout the students to check for understanding. For the problems the student has worked correctly the teacher will star those problems. The problems that are completed incorrectly by the student will be left blank. This allows a time for student self-reflection to find their own mistake and gives them an opportunity to practice working that problem again.DAY 8LESSON: 1-7 The Size of NumbersOBJECTIVE: Students will estimate total made up of large numbers.READ & DISCUSS: A Million Fish…More or Less by Patricia C. McKissack, 1992PRACTICE: As a whole class practice problems together. Class discussion and teacher demonstration to begin with and move to more independent student practice.MATERIALS: Students marker boards, dry erase markers, and eraser. Student place value bookmark and 10 x 10 grid paper.ASSIGNMENT:Below Level student: Reteaching & Practice Worksheet 1-7 (use place value chart)On Level student: Practice & Problem Solving Worksheet 1-7Above Level student: Practice & Enrichment Worksheet 1-7* As students work on their assignment the teacher will circulate throughout the students to check for understanding. For the problems the student has worked correctly the teacher will star those problems. The problems that are completed incorrectly by the student will be left blank. This allows a time for student self-reflection to find their own mistake and gives them an opportunity to practice working that problem again.DAY 9LESSON: 1-8 Problem-Solving Skill: Plan and SolveOBJECTIVE: Students will give appropriate strategies and alternate strategies for solving word problems.PRACTICE: As a whole class practice solving story problems together. To gain confidence of students have them work in cooperative groups for sample practice and then come together as whole class discussion to share.MATERIALS: Students marker boards, dry erase markers, and eraser. ASSIGNMENT: Completed in cooperative group settingBelow Level student: Reteaching & Practice Worksheet 1-8 On Level student: Practice & Problem Solving Worksheet 1-8Above Level student: Practice & Enrichment Worksheet 1-8* As students work on their assignment the teacher will circulate throughout the students to check for understanding. For the problems the student has worked correctly the teacher will star those problems. The problems that are completed incorrectly by the student will be left blank. This allows a time for student self-reflection to find their own mistake and gives them an opportunity to practice working that problem again.DAY 10LESSON: 1-9 Using Money to Understand DecimalsOBJECTIVE: Students will give money amounts in dollars, dimes, and pennies, and in ones, tenths, and hundredths.PRACTICE: As a whole class practice problems together. Class discussion and teacher demonstration to begin with and move to more independent student practice. Guide students to understand that dimes are tenths of a dollar and pennies are hundredths.MATERIALS: Students marker boards, dry erase markers, and eraser. Student money set.ASSIGNMENT:Below Level student: Reteaching & Practice Worksheet 1-9 (use place value chart)On Level student: Practice & Problem Solving Worksheet 1-9Above Level student: Practice & Enrichment Worksheet 1-9* As students work on their assignment the teacher will circulate throughout the students to check for understanding. For the problems the student has worked correctly the teacher will star those problems. The problems that are completed incorrectly by the student will be left blank. This allows a time for student self-reflection to find their own mistake and gives them an opportunity to practice working that problem again.DAY 11LESSON: 1-10 Counting MoneyOBJECTIVE: Students will find the value of a given assortment of bills and coins, and tell how to make a given money amount with the fewest bills and/or coins.PRACTICE: As a whole class practice problems together. Class discussion and teacher demonstration to begin with and move to more independent student practice. Set up examples as a store keeper and customer to practice making the specific amounts of money shown using the fewest bills and coins. Have students work in cooperative groups as they complete problems while exchanging roles.MATERIALS: Students marker boards, dry erase markers, and eraser. Student money set.ASSIGNMENT: Completed in cooperative groupsBelow Level student: Reteaching & Practice Worksheet 1-10 On Level student: Practice & Problem Solving Worksheet 1-10Above Level student: Practice & Enrichment Worksheet 1-10* As students work on their assignment the teacher will circulate throughout the students to check for understanding. For the problems the student has worked correctly the teacher will star those problems. The problems that are completed incorrectly by the student will be left blank. This allows a time for student self-reflection to find their own mistake and gives them an opportunity to practice working that problem again.DAY 12LESSON: 1-11 Making ChangeOBJECTIVE: Students will make change by counting on.READ & DISCUSS: Pigs Will be Pigs by Amy Axelrod, 1994PRACTICE: As a whole class practice problems together. Class discussion and teacher demonstration to begin with and move to more independent student practice. MATERIALS: Students marker boards, dry erase markers, and eraser. Student money set.ASSIGNMENT: Completed in cooperative groupsBelow Level student: Reteaching & Practice Worksheet 1-11 On Level student: Practice & Problem Solving Worksheet 1-11Above Level student: Practice & Enrichment Worksheet 1-11* As students work on their assignment the teacher will circulate throughout the students to check for understanding. For the problems the student has worked correctly the teacher will star those problems. The problems that are completed incorrectly by the student will be left blank. This allows a time for student self-reflection to find their own mistake and gives them an opportunity to practice working that problem again.DAY 13LESSON: 1-12 More About DecimalsOBJECTIVE: Students will read, write, and shade grids to show tenths, and hundredths expressed as decimals.PRACTICE: As a whole class practice problems together. Class discussion and teacher demonstration to begin with and move to more independent student practice. Have students practice shading and writing the number form of the given decimals through the hundredths place. MATERIALS: Students marker boards, dry erase markers, and eraser. Grids of tenths and hundredths.ASSIGNMENT: Below Level student: Reteaching & Practice Worksheet 1-12 On Level student: Practice & Problem Solving Worksheet 1-12Above Level student: Practice & Enrichment Worksheet 1-12* As students work on their assignment the teacher will circulate throughout the students to check for understanding. For the problems the student has worked correctly the teacher will star those problems. The problems that are completed incorrectly by the student will be left blank. This allows a time for student self-reflection to find their own mistake and gives them an opportunity to practice working that problem again.DAY 14LESSON: 1-13 Problem-Solving Skill: Look Back and CheckOBJECTIVE: Students will tell whether and why the work show for given problems is correct or not.READ & DISCUSS: Six-Dinner Sid by Inga Moore, 1991PRACTICE: As a whole class practice problems together. Class discussion and teacher demonstration to begin with and move to more independent student practice. In cooperative groups have students work sample problems from their textbook and then discuss as a whole class.MATERIALS: Students marker boards, dry erase markers, and eraser. ASSIGNMENT: In cooperative groups Below Level student: Reteaching & Practice Worksheet 1-13On Level student: Practice & Problem Solving Worksheet 1-13Above Level student: Practice & Enrichment Worksheet 1-13* As students work on their assignment the teacher will circulate throughout the students to check for understanding. For the problems the student has worked correctly the teacher will star those problems. The problems that are completed incorrectly by the student will be left blank. This allows a time for student self-reflection to find their own mistake and gives them an opportunity to practice working that problem again.DAY 15OBJECTIVE: Students will correct pretests that were given on day 1.ASSIGNMENT: Correct Pretest in preparation for Chapter 1 Test tomorrow.In correcting pretests students should be able to do the work independently. If not, then further intervention should be done before the Chapter 1 Test (summative) is given tomorrow. DAY 16Chapter 1 Test (summative)Below Level student: Chapter 1 Test ;This will be read aloud to the student. Key words are highlighted for students as well as reading all directions aloud. On Level student: Chapter 1 TestAbove Level student: Chapter 1 Test*After scoring the summative assessments a plan needs to be put in place for students who did not reach the set goal. This plan will be individualized and the time utilized for additional instruction will be before/after school. ................
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