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3. Identify any textbook or instructional program the teacher uses for mathematics
instruction. If a textbook, please provide the title, publisher, and date of publication.
No textbook was observed. Students use chromebooks instead.
5. From your observations, explain how your teacher makes sure the students
learn the standard/objectives conceptually giving a specific example.
Based on my observations, the teacher makes sure her class learns the standard by:
telling the students the standard they will be learning and having intervention time
after the lesson. She assesses student homework, classwork, and tests. She
assesses homework by using Kahoot!. She has the questions on Kahoot! and
students choose the correct answer from their homework. To assess classwork, she
simply collects student work. Student work can include worksheets or work from a
centers activity. Tests are given almost every week.
6. What did you learn most about teaching mathematics from observing this
teacher?
I learned how to accommodate all levels in the math classroom. There are different
activities and supports you can provide for students to reach every students needs.
My teacher did this during the designated intervention time. She gave students who
need a challenge, independent work. The students who needed extra help, worked
in a small group with her, and everyone else worked with a partner. This allowed for
a varied level of support for students.
2. State the CCSSM Standard and the objective for your whole class lesson.
Common Core Objective: 5.OA.3 Generate two numerical patterns using two given
rules. Identify apparent relationships between corresponding terms. Form ordered
pairs consisting of corresponding terms from the two patterns, and graph the
ordered pairs on a coordinate plane.
For this lesson, students worked with graphing coordinate planes. Students started
off the assignment by working with a partner to create a picture on a coordinate
plane. After placing the points, they had to go back and determine their
coordinates. This was part of the explain activity. I explained how to determine
ordered pairs and then they found them. Next the students graphed ordered pairs
independently. This was the graded assignment.
Students drew their own picture on the coordinate plane and labeled the points for
this assessment.
5. Define your evaluation criteria for mastery of the assessment in a rubric. Make
sure you define separately conceptual AND procedural fluency or mathematical
reasoning parts of this rubric, including the corresponding points. Insert this rubric
here.
B BM BM M
C M M BM
D M M AM
E M M M
F M M M
G AM AM AM
H M M M
I AM AM M
G M M AM
K M M M
L M M M
M M M M
N AM AM M
O BM BM M
For procedural fluency ten out of fifteen students were able to correctly label the
points on the graph. The means the student could identify the horizontal number as
the x and the vertical number as the y. And required the student to place them in
the correct (x,y) format. It also required the student to read the number correctly on
the graph. Common error patterns included flipping the x and y coordinates and
confusing the negative and positive points.
For reasoning students were told to place points logically and not create curves
when they connected the points with lines. This means students were required to
draw straight lines between each point. Thirteen out of fifteen students were able to
do this. Common errors included students drawing arcs.
3. Scan and insert here the copies of 2 students first work samples as follows.
Choose the most representative examples from the whole class assessment (no
student names). Then, analyze each students misconceptions.
Student 1 Mathematics Work Sample (student struggles with conceptual
understanding)