This Term III Integrated Math Lesson took place in the library at Powel Elementary School with a group of four first grade students. We worked on identifying the unknown in end and change unknown subtraction word problems. I introduced the start, change, and end table. They spend a few minutes at the end of the lesson writing their own word problems. Unfortunately, we ran out of time. This lesson was carried out on November 26th.
(EXPLORE)
Looking at the Lesson Design:
Final Draft of My Core Decisions about the:
What?
How?
Why?
Comments on First Draft of my Lesson Design
Revised Draft of my Lesson Design
Final Draft of My Core Decisions about the:
What?
How?
Why?
Comments on First Draft of my Lesson Design
Revised Draft of my Lesson Design
Looking at the Lesson Plan:
Final Draft of:
Participating Students
Goals and Objectives
Standards
Materials and Preparation
Classroom Arrangement and Management Issues
Overall Lesson Plan
Anticipating Student Responses and Your Possible Responses
Assessment
Accommodations
Comments on First Draft of my Lesson Plan
Revised Draft of my Lesson Plan
Final Draft of:
Participating Students
Goals and Objectives
Standards
Materials and Preparation
Classroom Arrangement and Management Issues
Overall Lesson Plan
Anticipating Student Responses and Your Possible Responses
Assessment
Accommodations
Comments on First Draft of my Lesson Plan
Revised Draft of my Lesson Plan
Looking at my Lesson Notes:
A Timeline Account of:
My Observation Notes from Edthena
My Penn Mentor's Notes
A Timeline Account of:
My Observation Notes from Edthena
My Penn Mentor's Notes
Looking at my Reflection:
Brief Description of the Lesson
Analysis of the Lesson
How did each dimension enable or constrain progress towards my goals? How did my pedagogical focus interact with the different dimensions of teaching? In what ways did the focus help me meet my mathematical goals? In what ways did my lesson fall short of accomplishing your goals?
Tasks
Tools
Discourse
Norms
Reflection
I will reflect on my lesson and formulate an action plan for next semester. What did I learn about children’s mathematical thinking, about teaching, or about myself? What questions have emerged from this experience that I would like to explore further? How will I continue to work on the pedagogical focus I chose to focus on?
Brief Description of the Lesson
Analysis of the Lesson
How did each dimension enable or constrain progress towards my goals? How did my pedagogical focus interact with the different dimensions of teaching? In what ways did the focus help me meet my mathematical goals? In what ways did my lesson fall short of accomplishing your goals?
Tasks
Tools
Discourse
Norms
Reflection
I will reflect on my lesson and formulate an action plan for next semester. What did I learn about children’s mathematical thinking, about teaching, or about myself? What questions have emerged from this experience that I would like to explore further? How will I continue to work on the pedagogical focus I chose to focus on?
References:
Chapin & Johnson. (2006). Math matters: Understanding the math you teach grades K-8. Math Solutions Publications.
Hiebert, et. al. (1997) Making sense: Teaching and learning mathematics with understanding. Portsmouth, NH: Neinemann.
Kazemi, E. & Hintz, A. (2014). Intentional talk: How to structure and lead productive mathematical discussions. Portland, ME: Steinhouse.
Chapin & Johnson. (2006). Math matters: Understanding the math you teach grades K-8. Math Solutions Publications.
Hiebert, et. al. (1997) Making sense: Teaching and learning mathematics with understanding. Portsmouth, NH: Neinemann.
Kazemi, E. & Hintz, A. (2014). Intentional talk: How to structure and lead productive mathematical discussions. Portland, ME: Steinhouse.