Bondurant-Farrar Community Schools

Artifact
Artifact Title: Students Working with Math Games
Portfolio Author: Christina Cornia
Date: October 27, 2015
Iowa Teaching Standard 3 Demonstrates competence in planning and preparing for instruction.
a. Uses student achievement data, local standards, and the district curriculum in planning for
instruction.
b. Sets and communicates high expectations for social, behavioral, and academic success of all
students.
c. Uses student developmental needs, background, and interests in planning for
instruction.
d. Selects strategies to engage all students in learning.
e. Uses resources, including technologies, in the development and sequencing of instruction

I chose this artifact to show:

X strength and competency in this standard
Evidence to support attainment of this standard:
Description of artifact and how the artifact meets the standard:
This artifact shows different ways I meet students needs with multiple activities. In addition to several math
games I have learned through Kim Sutton conferences, I have other activities to support student learning. In
fourth grade we have two chapters on multiplication, a chapter on division, and a chapter on factors and
multiples. In order to assure students have a solid foundation of their basic multiplication facts needed for
these chapters, I have implemented game activities.
These games are played during morning workshop groups, as anticipatory sets with new lessons, and also as
an activity once daily work or assignments are complete. Students greatly enjoy these various activities. They
view the games as a reward they earn after their hard work. While they are enjoying their reward they are
continuing to build a foundation for future math skill.
Reflection on artifact:
As with any game, the students and I change the game rules as needed. Initially I teach the game with only the
basics. For example, with the Multiplication Squares game, the students began playing only looking for their
product. As students have had more experience with the game, we have added in the strategic side. This is
wonderful for the students who have mastered their basic facts. Those students can now look at the game
board for which box would set them up to score the most points.
In the future Id like to find more math activities that are more challenging to teach students at the beginning
of the chapter. Some advanced students find themselves bored with the games after a day or two. I would like
to find more enrichment games or activities. These students would greatly benefit from enrichment and
expansion on their current skills in math.