A2.3 Mathematics Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation.
Semester Fall 2013 Date December 9, 2013
1. Description of exemplar and how it demonstrates meeting this ACEI Standard and Elements.
During my field placement at Waialae Elementary Public Charter School, my SPED mentor teacher provided me with an idea for a lesson she found on Teacherspayteachers.com. Our students were struggling to understand the concept of greater than and less than. The lesson was taught to our 5 th graders in the resource room setting. The lesson demonstrated my knowledge of content through the use of multiple teaching strategies, content related vocabulary, and the use of hands on activities to help my students learn the process of comparing two numbers and creating true greater/less than statements.
To further support student connection to the material, the lesson is designed to show students that the greater/less than symbols is similar to the mouth of an alligator. The alligator only wants to eat the bigger number. Using synonyms to help our students understand the greater/less than concept was a great way to connect the ideas.
2. Reflection on my professional growth in knowledge, skills, and dispositions related to the ACEI Standard and Element(s).
Skills I gained from this lesson, included being able to modify or differentiate this lesson. I had to modify this lesson to accommodate my students IEP and their individual learning levels. Over the course of drawing out and implementing this lesson I found that having the synonyms discussed and readily available really helped my students understand the concept in addition to comparing the symbols to the mouth of a hungry, yet friendly, alligator.
The knowledge I gained from this lesson is evidenced by the work I put in to reading and understanding the goals and objectives of my students IEPs and successfully aligning those with my lesson plan. This also helped me strengthen my knowledge of my own students and their specific learning needs.
Dispositions I gained from this lesson include the organization and preparation skills I used to carefully plan and prepare for this lesson. My mentor gave me the idea for the lesson, I had to prepare for this lesson by making copies of the different handouts, cutting out the different pieces, laminating, and coloring. I put the resources in folders and the cutouts into plastic bags that made for very easy access and an organized work environment. Having such an organized and neat workspace helped students respect their own learning environment.
Lesson Title: Less & Greater Alligator Teaching Date: 12/9/13
CCSS Content Area: Math Grade Level: 5 Mentor Teacher: Sarah Mahoney
Step 1Desired Results Brief narrative overview of lesson that specifies enduring understanding and essential question
Students will review the meaning of less and greater. Students will practice comparing numbers by using the terms less than and greater than. They will show examples of numbers that make true less than/greater than statements. Students will be able to find the Big Number which will assist them in completing fact families.
A. Common Core Standards: Domain Cluster Common Core State Standard Number and Operations in Base Ten.
Understand the place value system. 2.NBT.4 Compare two two- digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and, <.
B. General Learner Outcome (GLO): Complex Thinker-The ability to perform complex thinking and problem solving. Self-directed Learner-The ability to be responsible for ones own learning.
C. Hawaii Teacher Performance Standard:
ACEI STANDARD II. Curriculum A2.3 MathematicsCandidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation;
E. IEP Annual Goal/Objective(s) for SPED students with mild/moderate disabilities
Student Initial(s) IEP Goal/Objectives(s) DL DL will improve his number sense, computational ability, and measurement of coins and length to the early 3 rd grade level by the end of the IEP period. AK AK will improve her number sense, computational ability, and measurement of coins and length to the early 3 rd grade level by the end of the IEP period. Step 2Assessment Evidence
A. Performance Task Students will be able to tell which number is greater than or less than. Student will be able to create true greater than or less than statements.
B. Performance Criteria (How good is good enough? ATTACH checklists, rubrics, or criteria.)
Students will show understanding of the greater than or less than symbols by creating true statements and record them on the activity sheet provided.
Step 3Active Learning Plan
Procedures Teacher will Student will Attending Cue Say, Call me
Respond, Maybe!!! and be ready to start lesson by sitting quietly and eyes and ears on the teacher.
Anticipatory Set
Say, Today we will be reviewing what is greater than and what is less than. Were going to practice Listen.
comparing numbers and making true greater than/less than statements to help us find Big numbers.
Say, What is synonym or another word that means the SAME as GREATER?
Say, What is synonym or another word that means the SAME as LESS?
(Possible answers: bigger, higher, more, etc.)
(Possible answers: smaller, lower, etc.) Modeling Show the Greater & Less than Alligators and create a true statement.
Create their own greater than/less than statement. Guided Practice Hand out the recording sheet. Do the first line together by creating another greater than/ less than statement & have students record it on their recording sheet.
Have students do the next 5 lines(#s 2-6 together).
Write the first greater than/ less than statement.
Each student flips over a fish card. One student decides if it is less than or greater than. The other student tells whether they agree/disagree. Once they agree, both students will record the statement on the recording sheet. Independent Practice
Have students do the next 5 lines independently (#7-11).
Say, If you finish early, you can finish #s 12-16. Record each statement on the recording sheet.
Complete the rest of the lines with true statements if they finish before other student.
Assessment Evidence- Show students two fish cards and Say the number on Summative ask them which one is greater.
Ask students, Which number is more?
Tell the students, _____ is more than ______, then ask them, Which is the Big number?
the fish card that is greater. Respond with the same number.
Respond with the same number. Closure Review the different ways of saying greater or less.
Modifications/Adaptations
SPED: Describe in detail what modifications/adaptations you will provide to support learning.
Student A
Work in small group, preferential seating close to teacher. Number of true statements reduced from 15 to 10.
Student B
Work in small group, preferential seating close to teacher. Number of true statements reduced from 15 to 10.
Gen Ed: Differentiation Plan for the General Education classroom, non-IEP students.
Identify the type of need (e.g., ELLs, gifted students, reading needs, etc.) List the type of differentiation (learning environment, content, process, or performance task) and tell how you will differentiate (e.g. change seating, give a more advanced/simpler reading assignment, etc.)
ELLs Vocabulary terms and visuals will be provided.
Accelerated Learners Will continue to fill in true statements for #s 12-16.
Struggling Students Will provide 3 true statements instead of 5 or only work in pairs on not individually.
A. Materials to have ready: 2 Alligator sheets, laminated (1 greater than, 1 less than) fish cutouts that have numbers on them recording sheet dry erase marker (for teacher) pencils (for students)
B. Approximate time needed for lesson: 50 minutes
C. Resources (where I got my ideas): http://www.teacherspayteachers.com