Teaching Work Sample

Teaching Work Sample
Abigail Wilke
Math/Number Strings and Story Problems
Arlington Elementary
2nd Grade
October – November 2017
TABLE OF CONTENTS
CONTEXTUAL FACTORS
Community
District/School
Classroom
Implications for Instruction
GOALS AND OBJECTIVES
TIME LINE AND LESSON PLANS
Time Line
Lesson Plans
Reflection Log
ASSESSMENTS
Pre-Assessment
Ongoing Assessment
Post Assessment
DATA ANALYSIS AND RECOMMENDATIONS
Individual students
Whole Class
Recommendations
SUMMARY OF STUDENT PROGRESS
Example: Letter to Parents

Example: Website posting regarding unit
CONTEXTUAL FACTORS
Arlington School District Arlington Elementary
Return to C
Community
Arlington School District is a rural, farming community. Most students have some part of
farming in their lives whether that be an immediate family member, an extended family member
or a neighbor. There is only one elementary, middle and high school in the Arlington School
District. The community of Arlington is very close-knit and the members support each other and
the events that are held. The Arlington School District is in a town of 880 people with mostly
Caucasian people. The community has very few people with Native American. Hispanic or
African American decent. The community has many local businesses and stores that are owned
and operated by members of the community.
District/School
The Arlington School District consists of grades PreK through 12. The district’s total
enrollment as of 2015 was 271 students PreK-12. Of those roughly 271 students, 24% of them
qualify for free/reduced lunches. Arlington School District use to use the SMARTER Balance
Assessment as a state test. The district just switched to MAPS testing as of the 2017-2018 school
year. Arlington School District is a Title I school. Through Title I, the school district offers
struggling students assistance in reading and mathematics. Arlington School District also has a
Special Education Department (SPED). Students who qualify for an Individual Education Plan
(IEP) receive help as needed by the one elementary (PreK-6) SPED teacher and students in
grades 7-12 have one SPED teacher to assist them. Arlington also has numerous paras who assist
struggling students. Arlington School District is an inclusion school. This means that students
who need extra assistance receive it in the general education classroom. The only time a student
can be “pulled out” of the general education classroom is if it is specified on the student’s IEP.
The district also offers Speech services to several Elementary students who qualify. Arlington’s
Elementary, Middle and High schools are all connected in one building.
Classroom
Arlington’s 2nd grade class has eighteen students. The class consists of eleven girls and
seven boys. The 2nd grade class is mostly Caucasian with one out of the eighteen students being
of African American descent. The class started out in a circle, then got moved to three rows of
six with a center aisle and the class is now in three rows in an arrangement like a half-circle with
a few students on islands. The seating arrangements have mostly consisted of a mixture of boys
and girls. The students in the class know the general rule of be respectful and use manners but
often do not use them. The students in the class are very social and spend any free second the
teacher stops talking to talk to their neighbor. The teacher does not allow for much independent
work time due to the chat that starts the minute the work time starts. The 2 nd grade schedule is
rather consistent from day-to-day. The students know generally when each subject takes place in
relation to recesses and lunch. The lessons are not always the same every day. Some days the
teacher instructs then gives work time, other days there is instruction, work time, instruction, an
activity. There is a lot of variety in the classroom when it comes to instruction. The students go
to Physical Education, Computers and Music twice a week and Library and Art once a week.
There is a wide variety of academic skill in the 2 nd grade class. There are about six to seven
students who are easily above grade level most of the time; six to seven students who are at
grade level and there are a few students who are below grade level at any given moment during
the day. There are three 2 nd graders who go to speech, about five or six that qualify for Title
Reading and Title Math and there is one 2 nd grader on an IEP for reading. The second-grade class
has one student that has been diagnosed and is receiving medication for ADHD, there are at least
two students who have parents who are divorced and two students who receive a bag of food
from the Backpack Program on Fridays.
Implications for Instruction
The second-grade class is very social and has a lot of energy. There is one second grader
with ADHD. As a student teacher, I will keep my instruction short and direct and include a lot of
variety with each lesson as well not allowing a lot of free/individual work time as it will become
chaotic in the classroom. The teacher does a lot of on the spot grading. As soon as a student has
turned in a paper, she is there to correct it and has the students correct any mistakes before
allowing it to go home and she only has the students do a worksheet independently if she knows
they know all the content. As a student teacher, I will follow this path as it will allow all the
second-grade students to be successful. As a student teacher, I will slowly take over one subject a
week until I have the full classroom. The teacher and I have talked about how I appreciate when
she interjects when I am teaching because I may not be getting the students to comprehend the
content with the way I am presenting it and she may have a much faster way.
Goals and Objectives
Math: Number Strings and Story Problems
Goals Return To C
2.OA.1: Use addition and subtraction within 100 to solve one- and two-step word
problems involving situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions.
Students will solve one-step word problems involving adding to and putting together with
unknowns in all positions.
Students will solve one-step word problems involving taking from and taking apart with
unknowns in all positions
2.OA.2: Fluently add and subtract within 20 using mental strategies.
Students will solve number string problems in addition using mental strategies.
Unit Objective
By the end of unit, students will be able to solve a number string problem that contains a
correct answer and a strategy with 90% accuracy.
By the end of the unit, students will be able to solve one-step story problems in either
addition or subtraction with the unknown in any position having an equation, strategy, and an
answer with a label with 90% accuracy
Lesson Objectives:
Lesson1: At the end of the lesson, students will be able to complete a story problem with
three addends correctly and with 90% accuracy. At the end of the lesson, students will have an
answer with a label, equation and a strategy in their story problem answer with 95% accuracy
Lesson 2: At the end of the lesson, students will be able to complete a number string
problem with 90% accuracy. At the end of the lesson, students will be able to identify problems
that are near-doubles with 90% accuracy.
Lesson 3: During the lesson, students will beat the calculator with at least 90% accuracy.
At the end of the lesson, students will be able to complete number string problems with at least
95% accuracy
Lesson 4: During the lesson, students will create expressions that are close to 20 with at
least 90% accuracy. At the end of the lesson, students will be able to find combinations in
equations
Lesson 5: During the lesson, students will complete each station with 95% accuracy. At
the end of the lesson, students will be able to write the correct time that is displayed on the clock.
Lesson 6: At the end of the lesson, students will be able to complete the number string
problems with 90% accuracy. At the end of the lesson, students will be able complete a Close to
20 activity
Lesson 7: At the end of the lesson, solve addition story problems with 90% accuracy. At
the end of the lesson, students will include an equation, a strategy and an answer with a label in
their addition story problems with 100% accuracy
Lesson 8: At the end of the lesson, students will be able to solve a subtraction story
problem with 90% accuracy. At the end of the lesson, students will be able to circle expressions
that equal 19 with 95% accuracy
Lesson 9: At the end of the lesson, students will be able to solve related story problems
with 90% accuracy. At the end of the lesson, students will be able to include an equation,
strategy and answer with a label in a story problem with 95% accuracy
Lesson 10: At the end of the lesson, students will be able to solve a story problem with
unknown change with 90% accuracy. At the end of the lesson, students will be able to add two
dice together, double the sum and write an equation.
Lesson 11: At the end of the lesson, students will be able to solve the story problems
with 90% accuracy. At the end of the lesson, students will be able to correctly solve 11 out of the
12 equations
Lesson 12: At the end of the lesson, students will be able to solve an addition story
problem with 90% accuracy. At the end of the lesson, students will be able to solve a subtraction
story problem with 90% accuracy.
Lesson 13: At the end of the lesson, students will solve a story problem with 95%
accuracy. At the end of the lesson, students will have an equation, a strategy and an answer with
a label when solving a story problem with 95% accuracy.
TIME LINE AND LESSON PLANS
Time Line Return To C
Pre-Assessment was given on 10/24/17

Date of 10/25/17 Day 1 (1.1)
Objective At the end of the lesson, students will be able to complete a story
problem with three addends correctly and with 90% accuracy.
At the end of the lesson, students will have an answer with a
label, equation and a strategy in their story problem answer with
95% accuracy.
I can correctly complete a story problem with three addends.
I can provide an equation, strategy and an answer with a label

when solving story problems. .
Introduction Students generate expressions that equal 14 on a separate piece of
paper
Students will be introduced to a story problem that has multiple
addends
Content Delivery Problems about Combining Three Groups
Closure Does Order Matter?
Daily Practice.
Teaching Strategies Direct, Discussion, Independent
Form of Assessment Homework/Worksheets
Approximately length of 1Hour
time for lesson
Date of 10/26/2017 Day 2 (1.2)

Objective At the end of the lesson, students will be able to complete a
number string problem with 90% accuracy.
At the end of the lesson, students will be able to identify
problems that are near-doubles with 90% accuracy.
I can correctly complete a number string problem.
I can see if an equation is a near-double.

Introduction Students will be flashed a ten-frame with a certain number of dots
in it and will draw what they see.
Introducing Number Strings
Content Delivery Number Strings.
Closure Near-Doubles
Daily Practice.
time for lesson
Date of 10/30/17 Day 3 (1.3)

Objective During the lesson, students will beat the calculator with at least
90% accuracy.
At the end of the lesson, students will be able to complete number
string problems with at least 95% accuracy.
I can beat the calculator.
I can correctly complete a number string problem..

Introduction Students generate expressions that equal 20 using three addends
Introduce the Calculator .
Content Delivery Students play Beat the Calculator
Closure Review of Number Strings with Daily Practice.
Teaching Strategies Direct, Activity, Independent
time for lesson
Date of 11/01/17 Day 4 (1.4)

Objective During the lesson, students will create expressions that are close
to 20 with at least 90% accuracy.
At the end of the lesson, students will be able to find
combinations in equations.
I can add numbers that equal close to 20.
I can find combinations in equations. .

Introduction Pocket Day
Introducing Close to 20
Content Delivery Close to 20
Closure Discuss Close to 20
Daily Practice.
time for lesson
Date of 11/02/17 Day 5 (1.5)

Objective During the lesson, students will complete each station with 95%
accuracy.
At the end of the lesson, students will be able to write the correct
time that is displayed on the clock.
I can spot Near-Doubles, make numbers close to 20, beat the

calculator and complete a number string.
I can write a digital time from an analog clock.

Introduction Students record a time to the hour or half hour
Addition Cards: Near Doubles
Content Delivery Addition Combinations:
+Near-Doubles
+Close to 20
+Beat the Calculator
+Number Strings
Closure Quicker than the calculator?
Daily Practice
time for lesson
Date of 11/03/17 Day 6 (1.6)

Objective At the end of the lesson, students will be able to complete the
number string problems with 90% accuracy.
At the end of the lesson, students will be able complete a Close to
20 activity.
I can complete a number string problem.
I can complete a Close to 20 activity

Introduction Students describe the image (ten frames with dots in them) they
saw and how they figured it out
Adding Many Numbers
Content Delivery Number Strings Assessment.
Closure Daily Practice
Test/Quiz
Approximately length of 45 minutes
time for lesson
Date of 11/06/17 Day 7 (2.1)

Objective At the end of the lesson, solve addition story problems with 90%
accuracy.
At the end of the lesson, students will include an equation, a
strategy and an answer with a label in their addition story
problems with 100% accuracy
I can solve addition story problems.
I can include all the parts for an answer to a story problem.

Introduction Students will generate expressions that equal 15 using near-
doubles
Solving an Addition Problem
Content Delivery Solving 12 + 24
Solving Another Addition Problem.
Closure Daily Practice
time for lesson
Date of 11/07/17 Day 8 (2.2)

Objective At the end of the lesson, students will be able to solve a
subtraction story problem with 90% accuracy.
At the end of the lesson, students will be able to circle
expressions that equal 19 with 95% accuracy
I can solve a subtraction story problem
I can circle expressions that equal 19.

Introduction Students will draw the number of dots they see on a ten-frame
based on what they see
Today’s Number
Content Delivery Solving a Subtraction Problem.
Closure Solving 35 – 12
Daily Practice.
time for lesson
Date of 11/08/17 Day 9 (2.3)

Objective At the end of the lesson, students will be able to solve related
story problems with 90% accuracy.
At the end of the lesson, students will be able to include an
equation, strategy and answer with a label in a story problem with
95% accuracy.
I can solve related story problems.
I can include what is required when answering a story problem.

Introduction Students will display half hour times
Story Problem Review
Content Delivery Two Related Story Problems.
Closure How are they related?
Daily Practice.
time for lesson
Date of 11/09/2017 Day 10 (2.4)

Objective At the end of the lesson, students will be able to solve a story
problem with unknown change with 90% accuracy.
At the end of the lesson, students will be able to add two dice
together, double the sum and write an equation.
I can solve a story problem with unknown change.
I can solve Roll and Double problems.

Introduction Students will draw images as they quickly flash on the board
Introducing Problems with Unknown Change
Content Delivery Solving Problems with Unknown Change
Closure Problems with Unknown Change
Daily Practice
Form of Assessment Formative/Worksheets
time for lesson
Date of 11/13/17 Day 11 (2.5A)
Objective At the end of the lesson, students will be able to solve the story
problems with 90% accuracy.
At the end of the lesson, students will be able to correctly solve
11 out of the 12 equations.
I can solve a story problem with an Unknown Start.
I can solve equations with missing numbers.

Introduction Today’s Number: 12 with Missing Parts
Introducing Problems with an Unknown Start.
Content Delivery Solving Problems with an Unknown Start
Closure Problems with an Unknown Start Discussion
Daily Practice
Teaching Strategies Direct, Independent, Discussion
time for lesson
Date of 11/14/17 Day 12 (2.6)

Objective At the end of the lesson, students will be able to solve an addition
story problem with 90% accuracy.
At the end of the lesson, students will be able to solve a
subtraction story problem with 90% accuracy.
I can solve an addition story problem.
I can solve a subtraction story problem.

Introduction Students will create expression that equal 35 using three addends
Tell a Story
Content Delivery Addition and Subtraction
+Cover Up
+Story Problems.
Closure The Relationship Between Addition and Subtraction
Daily Practice
time for lesson
Date of 11/15/17 Day 13 (2.7)
Objective At the end of the lesson, students will solve a story problem with
95% accuracy.
At the end of the lesson, students will have an equation, a strategy
and an answer with a label when solving a story problem with
95% accuracy.
I can solve a story problem
I can include all the requirements needed when solving a story

problem.
Introduction Students will list and then draw the parts of a clock
Tell a Story
Content Delivery Story Problem Assessment.
Closure Addition and Subtraction
+Cover Up
+Story Problems
Daily Practice
Teaching Strategies Direct, Independent
Form of Assessment Homework/Worksheet
Test
time for lesson
Post Test/Assessment given on 11/15/17

LESSON PLANS
Return To C
Lesson 1 – Investigation 1 .1
Name: Abbie Wilke
Grade Level: 2ND
School: Arlington
Date: 10/25/17
Time: 12:30-1:30pm
Reflection from prior lesson:

This is the first lesson in this new unit. The previous day was spent taking the pre-test.
The results of the pre-test indicated that the students to not understand how to do number
strings the correct way. There were several students who got the correct answer but did not
show their work correctly. This is helpful in the fact that I do not need to spend much time on
adding and can spend more time on the method of adding number strings.
Lesson Goal(s) / Standards:

MP2, MP8 and 2.OA.1, and 2.NBT.5 are also addressed in this lesson.
Lesson Objectives:
At the end of the lesson, students will be able to complete a story problem with three addends
correctly and with 90% accuracy.
At the end of the lesson, students will have an answer with a label, equation and a strategy in their
story problem answer with 95% accuracy.
Materials Needed:
Promethean Board
Connecting Cubes
8x11 paper
Student Activity Book pages 1-3
Contextual Factors/ Learner Characteristics:
There are eighteen students in the 2nd grade classroom, eleven girls and seven boys.
This class has a lot of energy and enjoys to talk. If given a spare moment, at least one student
is talking to someone. There are several students who blurt out answers instead of raising their
hand. There are three academic groups in the 2nd grade class. There is the advanced or above-
grade-level group, there are around six students that fall into this group. These students pick up
content quite quickly with good understanding. The next group would be the at-grade-level
group, which consists of around six students. These students usually pick up the content at the
typical rate with decent understanding. The last six students fall into the slightly-below-grade-
level. These are students are usually pulled into a remediation group during math and have
been recommended for Title I services. There is one student with a diagnosis of ADD/ADHD,
one who is borderline, and one student who is on an IEP for reading. There are three students
who receive speech services as well.
There is also a Title I teacher/aid in the classroom the last 30 minutes of the lesson.
A. The Lesson
1. Introduction (20 minutes total – 10 minutes for Routine and 10 for Introduction)
+Classroom Routine (Today’s Number: 14): *Routine is done between lunch recess and lunch*
I will supply students with a blank 8x11 piece of paper
I will give the students 10 minutes to write as many expression (addition and subtraction)
that equal 14
Students will turn it into the bin for me to correct the expression for accuracy.
+Introducing Multiple Addend Problems:

I will create a story problem for the students and display it on the Promethean Board
I will read the problem then ask several students to tell me the problem in their own
words
Students will then solve the problem
I will call on students to describe how they solved it
Record strategies on the white board (note the original order from the problem)
Talk about the different ways – demonstrate with connecting cubes
Mention that even though the order was changed – answer was still the same
“Will it work for other numbers?” – Listen to responses
2. Content Delivery (25 mins total & Discussion, Independent Work Time)
+Problems about Counting Three Groups

Mention that even though the order was changed – answer was the same in example
problem.
Students will then independently work through pages 1 and 2
Students must provide two different orders
Ask students to think about how even though they changed the order – does it change
the total?
3. Closure (25 mins total – 15 minutes for Does Order Matter? – 10 minutes for Daily Practice)
+Does Order Matter?

I will create cube towers to represent problem #1 from page 1
Students who may have different answers explain them to me as I write them on the
board to fix errors
Once students all agree that Jake used 13 cubes, I will move on
Use the word addend
Walk through the problem using cubes – thinking aloud
Ask if this only works for these numbers or will it work for others
Listen to a few responses
Ask students to describe how to tell the principal or a 1st grader that order does not
matter – how could we help them understand why
+Daily Practice/Homework
Students will finish pages 1 and 2 (turn into bin)
Students will be given 10 minutes to complete page 3
B. Assessments Used
Observation during Work Time:

Can students accurately add the numbers? What strategies do they use?
Are students convinced that they can add the numbers in any order? Can they explain
why?
How do students record their work?
Worksheets:
All worksheets will be turned in for correcting. I will have students make corrections on
errors.
C. Differentiated Instruction
Remediation- students can use cube towers to model the problem and help solve it in
two different ways; students in the below-level group may be called back to work with a Title I
teacher/aid.
Enrichment- students who finish quickly and correctly can write out how they would
explain that order does not matter to someone who thinks that it does; also, could test this with
more than three numbers or larger numbers.
.
Language- There are no ELLs in this classroom
D. Resources
Pearson Investigations Grade 2 Unit 3 Teacher Book

Lesson 2 – Investigation 1.2
Name: Abbie Wilke
Grade Level: 2nd
School: Arlington
Date: 10/26/17
Time: 12:30-1:30pm

This is the second lesson in the chapter. Yesterday the students solved problems with
three addends and had to decide if the order of the addends mattered. Students did well with this
concept, all eighteen students could tell me that order does not matter. The work on the
worksheets were accurate and correct. Based on this information, all students are ready to move
on to the next lesson.
MP2, MP8, and 2.OA.4 are also addressed in this lesson
Lesson Objectives:
At the end of the lesson, students will be able to complete a number string problem with 90%
accuracy.
At the end of the lesson, students will be able to identify problems that are near-doubles with
90% accuracy.
Materials Needed:
Promethean Board
White Boards with markers
Connecting Cubes
There are eighteen students in the 2 nd grade classroom, eleven girls and seven boys. This
class has a lot of energy and enjoys to talk. If given a spare moment, at least one student is
talking to someone. There are several students who blurt out answers instead of raising their
hand. There are three academic groups in the 2 nd grade class. There is the advanced or above-
level. These are students are usually pulled into a remediation group during math and have been
recommended for Title I services. There is one student with a diagnosis of ADD/ADHD, one
who is borderline, and one student who is on an IEP for reading. There are three students who
receive speech services as well.
B. The Lesson
2. Introduction (20 minutes total – 10 mins for Routine – 10 mins for Introducing Number
Strings)
+Classroom Routine (Quick Images – Ten Frames): *Routine is done between lunch recess and lunch*
Using the Promethean Board, I will flash a ten frame with dots in it
Students will draw the number of dots that they see
+Introducing Number Strings:

I will write the expression 8 + 5 + 2 on the board
Ask students how they would add this string of numbers
Listen to several students
Mention how some students found a combination they knew to help them
Reinforce how order does not matter
As students explain, I will work the problem on the board
Teach students to put a check over each number as they use it
Try one more string as a class (4 + 7 + 4)
2. Content Delivery (25 mins total & Independent Work Time)
+Number Strings:
Have students get out pages 4 and 5
Let them have 25 minutes to work through as many problems as possible
Stress to students to find combinations or doubles
(Some may not get done)
3. Closure (25 mins total – 15 minutes for Near-Doubles – 10 minutes for Daily Practice)
+Near – Doubles:
Have students list double combinations and sums starting at 1 +1 and end with 10 + 10
Talk about how if knowing 4 + 4 equals 4 +5
Use connecting cubes to model student suggestions
Repeat the process with 4 + 4 and 4 + 3
Write all three problems on the board with the answers
Talk about how they are related (one # stays the same as the other increases so does the
sum)
If needed repeat the process with 5 + 6 and 6 + 6 and 7 + 6
These combinations are called near – doubles or doubles plus or minus 1
Discuss why these are good names
Pick one to use
+Daily Practice:
Have students finish pages 4 and 5
Students then complete page 6
B. Assessments Used
Observation during Work Time:

Can students accurately find the total of the number strings?
Are they using familiar combinations (make 10 or doubles)? Are they comfortable adding
the numbers in any order?
How do students keep track of and record their work (check off each numbers)?
Worksheets:
All worksheets will be turned in for correcting. I will have students make corrections on
errors.
Remediation- students can use cube towers to model the problem and help solve them;
students in below-level group may be called back to work with a Title I teacher/aid.
Enrichment- students who finish quickly and correctly can write out how they would
explain to mom/dad how to solve number strings in 2nd grade.
.
D. Resources

Name: Abbie Wilke
Grade Level: 2nd
School: Arlington
Date: 10/30/17
Time: 12:30 – 1:30pm

Today’s lesson is the third one in the chapter. Students did very well on Friday’s lesson
about learning how to do number strings. Students did very well with finding combinations they
know or doubles first. Some students struggled with remembering to bring down a sum. There
was one student who struggled doing it the 2 nd grade way. That student re-did the assignment and
did it just fine. The students in the below-grade-level group were pulled back with the
cooperating teacher and each student did it just fine. Some students from this group stayed back
and did all of the work with a teacher close by. Everyone else caught on well. Based on this
information, these students are ready for the next lesson.
MP5, MP6 and 2.OA.1 are also addressed in this lesson
Lesson Objectives:
During the lesson, students will beat the calculator with at least 90% accuracy.
At the end of the lesson, students will be able to complete number string problems with at least
95% accuracy.
Materials Needed:
8x11 paper
Calculators
Resource Masters M6-M9
Student Activity Book pages 7 and 8
C. The Lesson
3. Introduction (20 minutes total – 10 minutes for Routine – 10 minutes for introducing the
calculator)
+Classroom Routine (Today’s Number: 20 with 3 addends): *Routine is done between lunch and lunch
recess*
I will give each student a piece of 8x11 paper
I will give the students 10 minutes to create expressions that equal 20 using 3 numbers
Students will turn this sheet in to be checked for accuracy
+Introducing the Calculator

Mathematicians use another tool called a calculator
Ask students to share if and how they used a calculator or seen it be used
Show students the following:
How to turn it on and off
Screen/Display
Number keys 0-9 and entering 2 digit number
Addition and Subtraction keys
Equal sign
Clear display screen
2. Content Delivery (25 mins total & Partner Work)
+Beat the Calculator

Explain that they are going to learn a new game
One person uses a calculator to solve the problem
The other uses their brain
Both players write their answers on the sheet and compare to see if they got the same
answer
Play the game with a volunteer
Talk about what would happen if the answers don’t match
Students should explain and compare strategies
Students reverse roles
Once students understand how to play, they will be split into partners and allowed to play
3. Closure (15 mins total – 7 minutes for page 7 – 8 minutes for page 8)
+Daily Practice:
Call students back and as a class work through page 7
Students then will work through page 8
B. Assessments Used
Observations during Introducing the Calculator:

Are students familiar with the symbols on the keyboard?
Can they do straightforward computation?
Can they read the numbers on the screen?
Do they know how to clear the screen and begin a new problem?
Do they discover numbers with decimal points?
Observations during Game:

How familiar and accurate are students with the calculator?
How comfortable and accurate are students with computing mentally? Do they use
familiar combinations to solve the problem? Can they explain their strategy?
How do students double-check when their totals do not agree?
Worksheets:
I will be walking around during page 7 to check to make sure students are doing it
correctly; page 8 will be turned in for a grade – corrections will be made
Remediation- students who struggle with this game will be pulled to a table in the back
and play the game with the Title I teacher.
Enrichment- students who excel at this game will be challenged to go faster; students
could also write their own directions for this game for their parents.
.
Language- There are no ELLs in this classroom.
D. Resources

Name: Abbie Wilke
Grade Level: 2nd
School: Arlington
Date: 11/01/17
Time: 12:30 – 1:30pm

This will be the fourth lesson in the chapter. There was a day off from the last
lesson due to Halloween. The last lesson consisted of students learning a game about
trying to Beat the Calculator to try to teach the students that using a calculator is not
always the fastest. Many students were familiar with the calculator more than I thought
they would be. It did take longer to explain how the game works and the students had a
lot of questions. Once the students got into the game, many of them got the concept of
how a calculator works. I am not sure that the message of not always using a calculator
was achieved by the students. When it came to the worksheets, out of 18 students, five
of them had errors, most of the errors were sloppy errors that could have been avoided
if the students took their time. Based off of these results, the students are ready for
today’s lesson

MP5, and 2.MD.6, and 2.NBT.2 are also addressed in this lesson.
Lesson Objectives:
During the lesson, students will create expressions that are close to 20 with at least 90%
accuracy.
At the end of the lesson, students will be able to find combinations in equations.
Materials Needed:
White Boards with Markers

Connecting Cubes
Resource Masters M3 – M4
Primary Number Cards
Student Activity Pages 9 and 10

D. The Lesson
4. Introduction (20 – 30 minutes total – 10 mins for Routine – 10 mins for Introducing
game)
+Classroom Routine (How Many Pockets?): *Routine is done between lunch recess and lunch*
Students will be put into pairs
Pairs will count the total number of pockets between the two of them
I will call on each pair to tell me the total number of pockets
Make a number string
Students will solve the expression on their white board
+Introducing Close to 20
Explain that we are going to learn another game: Close to 20
Demonstrate with a partner
Deal five (5) cards and write them on the board (Promethean Board?)
Explain that the best case is to make 20 – but that could not happen
Walk through thought process of making 20
Find a near – double and then a number that gets me close to 20
Final answer is 21 – so explain my score is 1 because I am 1 away from 20
Try one more round example
If you score exactly 20 – score is 0
Once everyone has had a turn – everyone draws 3 new cards
Only 5 rounds – winner has the lowest score (show on the recording sheet)
2. Content Delivery (30 mins total & Partner Work)
+Close to 20
Pair the students up
Each pair needs:
Deck of Primary Cards
Connecting Cubes
Recording Sheet (page 9?)
3. Closure (15 mins total – 5 minutes for Discussion – 10 minutes for Daily Practice)
+Discussing Close to 20
Play a round of Close to 20 together
Allow students to share strategies
Show the near – double combination
+Daily Practice:
Have students work through page 10
B. Assessments Used
Observation during Close to 20:

Can students correctly add three numbers, find the difference between the sum
and 20, and record their work?
How do students play?
Do students consider different combinations of cards to see which gets them
closest to 20?
Remediation- Students who are struggling will be pulled to the back table to play
with their partners with the Title I aid there for assistance
Enrichment- students who excel at the game could write instructions in their own
words on how to play the game to their parents.
.
D. Resources

Name: Abbie Wilke
Grade Level: 2nd
School: Arlington
Date: 11/02/17
Time: 12:30 – 1:30pm

This will be the fifth lesson in this chapter. Yesterday was a game day, the
students played a game called Close to 20. The object of the game is to get three cards
that equal as close to 20 as possible. It did take a little longer than planned to explain
the game. However, that time was needed as then the students had no questions. The
students were much more engaged in this game than the one from lesson 1.3 (Beat the
Calculator). Many students got through two to three games. When it came to the
worksheet, everyone got a perfect except two students. One student got one wrong and
the other got two wrong. I also made the decision to have them do this worksheet as a
class since the directions were very confusing. Based on this lesson, the students are
ready for today’s lesson.

MP7, MP8 and 2.MD.7 are also addressed in this lesson.
Lesson Objectives:
During the lesson, students will complete each station with 95% accuracy.
At the end of the lesson, students will be able to write the correct time that is displayed on the
clock.
Materials Needed:
Promethean Board
Resource Master M16, M15, M6-M9
Near – Doubles Cut and Paste Worksheet
Primary Number Cards
Calculators
Student Activity Pages 11 - 15
E. The Lesson
5. Introduction (20 minutes total – 10 minutes for Routine – 10 minutes for Flash cards)
+Classroom Routine (What Time is It?: Hour and Half-Hour) *Routine is done between lunch recess
and lunch*
On the board, record a time
Students set their clock to their time
+Addition Cards: Near – Doubles

Students cut out their flash cards
Students write their initials on the back
Students place them in the “I Know” bag
2. Content Delivery (45 mins total & Partner and Individual Work time)
+Addition Combinations
Students will be broken up into their 3 groups
Each group will spend 15 minutes at each station (lower group start with me)
Stations:
Play Close to 20
Play Beat the Calculator (Have a Discussion while playing – see book)
Near – Double Activity/Number Strings Worksheets – turn in
3. Closure (5 mins)
+Daily Practice
Students complete page 15 independently and turn in for a grade
B. Assessments Used
Observations during Near – Double Activity

Are students retaining fluency with the known combinations
Do students use doubles (or other known combinations) to solve near – doubles?
What kinds of clues do students record?
Worksheets:
Students will be given worksheets back to make corrections
Remediation – students that need assistance will have a Title I teacher with them
to help
Enrichment- students who excel at these activities can earn tickets for working
quietly
.
D. Resources

Name: Abbie Wilke
Grade Level: 2nd
School: Arlington
Date: 11/03/17
Time: 1:15 – 2:00pm

Last lesson was a big work day for my students. In talking with my cooperating
teacher, she recommended allowing my students as much time as possible to work on
those four pages of number string problems. I started off the lesson reviewing what a
near-double was, and I felt that I did spend a little too much time on it. I just felt that the
students were really struggling with it so I think it should be reviewed in this lesson
quickly at the beginning. I then had the students work on those four pages and the hard
workers got to go play a game of Close to 20 with my cooperating teacher. There were
only several students who finished all four pages in the time that I gave them. The rest
could finish by the end of the school day, except for three. We sent them home for one
student and the other two were just going to finish the next morning at recess.

MP8, and 2.OA.4 are also addressed in this lesson.
Lesson Objectives:
At the end of the lesson, students will be able to complete the number string problems with 90%
accuracy.
At the end of the lesson, students will be able complete a Close to 20 activity.
Materials Needed:
Promethean Board
Resource Masters M17
Student Activity Book pages 16
F. The Lesson
6. Introduction (20 minutes total – 10 minutes for Routine – 10 minutes for Discussion)
+Classroom Routine (Quick Images: Ten-Frames) *Done between lunch and lunch recess*
Display a ten-frame from the Promethean Board
Students draw what they see on their white boards
+Adding Many Numbers

Display a number string on the board
Ask students questions about this problem
Talk about if order matters
2. Content Delivery (25 mins total & Independent – Assessment)
+Number Strings Assessment

Students will complete M17 independently
Taken as a mid-point grade
Students who finish can work on worksheets
3. Closure (10 mins)
+Daily Practice:
Students complete page 16 independently
B. Assessments Used
Observations during Assessment:

Can students accurately find the totals of the number strings?
What strategies do they use?
How do students keep track of and record their work?
Worksheets
Page 16 will be graded; students will be told to fix corrections
Remediation- students who may struggle on the assessment may work with a
teacher at the back table.
Enrichment- those who finish early can work on a math coloring sheet
D. Resources

Name: Abbie Wilke
Grade Level: 2nd
School: Arlington
Date: 11/06/17
Time: 12:30pm-1:30pm

This will be the first lesson in this new chapter. Last lesson was an assessment
on number string problems. There were four problems that the students had to solve.
Most the students got a perfect on the assessment. There were some that made silly
mistakes, and there were three that were absent. Based on the results that I have after
teaching the lesson, the students are ready to move on to the new chapter.
2.OA.1: Use addition and subtraction within 100 to solve one- and two-step word problems
involving situations of adding to, taking from, putting together, taking apart, and comparing, with
MP4, MP6, 2.OA.2, 2.NBT.5, 2.NBT.6 are also in this lesson
Lesson Objectives:
At the end of the lesson, solve addition story problems with 90% accuracy.
At the end of the lesson, students will include an equation, a strategy and an answer with a label
in their addition story problems with 100% accuracy
Materials Needed:
Promethean Board
Connecting cubes
White Boards and Markers
G. The Lesson
7. Introduction (20 minutes total – 10 mins for Today’s Number – 10 mins for Solving...)
Today’s Number: 15 Using Near – Doubles *done between lunch and lunch recess*
Students generate expressions for the number 15 using near-doubles
Have the students record on a blank sheet of paper
Students will turn in for teacher to check for accuracy
Solving an Addition Problem

Post the story problem on the Promethean Board
Ask the students the following questions:
What is happening in this problem? Don’t solve it yet. Just explain what you see
in your mind
In this problem, what are we trying to find out?
What information do we already know?
Will the answer be more than 12 or less than 12? Why?
What equation could we write to represent what is happening in this problem?
Talk about the ways to write the equations
Solve Problem
2. Content Delivery (20 mins total & Discussion, Independent Work with Observation)
Solving Addition Problems Examples – Students use white boards

Go through the following examples (lots of methods)
“20 cows and given 15 more”
“24 pencils and given 18 more”
“28 flags and given 11 more”
Methods: Counting On, Number Line, Hundreds Chart, Friendly Numbers, Tens
& Ones
Make sure to emphasize requirements:
Equation, strategy, answer with a label
3. Closure (10-15 mins)
Daily Practice:
Students work through pages 19 – 22
Have Title teacher take a few students who may struggle and work with them
right away
B. Assessments Used
Observations during Work Time:

Can students make sense of the action of the problem?
How do students combine the numbers?
How do students record what they did?
Do students use a strategy talked about in class?

Do the students who have been counting all start to experiment with counting
on?
Worksheets:
Worksheets will be graded while students are still working.
Students will make corrections to errors
Remediation- Students who might struggle will work with Title teacher
Enrichment- Students who excel at this could write the answer in a complete
sentence.
.
D. Resources

Name: Abbie Wilke
Grade Level: 2nd
School: Arlington
Date: 11/07/17
Time: 12:30 – 1:30pm

This will be lesson two in this second chapter. The last lesson was a review of how to do
an addition story problem. After a few sample problems, the class did very well. Most of the
students got perfects on their worksheets. There were two students who were absent and one who
was having a rough day and had to have the worksheets sent home. Based on this information,
the students will be successful in this lesson.
MP4, MP6, 2.OA.2, 2.OA.4, 2.NBT.5 are also in this lesson
Lesson Objectives:
At the end of the lesson, students will be able to solve a subtraction story problem with 90%
accuracy.
At the end of the lesson, students will be able to circle expressions that equal 19 with 95%
accuracy
Materials Needed:
Promethean Board
Connecting Cubes
White Board with Markers
Student Activity Book pages 23 and 24

H. The Lesson
8. Introduction (20 minutes total – 10 mins for Routine – 10 mins for Today’s Number)
Classroom Routine: Quick Images – Ten Frames *done between lunch and lunch recess*
Students will record what they see on their white boards
Today’s Number
Have students record expressions that equal 7 (addition and subtraction) (on white
boards)
Give students 7 minutes to write expressions
Have students flash boards
Talk about pairs of combinations – can be called opposites
Explain 2 + 5 = 5 + 2 and both equal 7
“I wonder if this works with subtraction?”
2. Content Delivery (30 mins total & Independent, Discussion, and Visuals)
Solving a Subtraction Problem:

Display problem on Promethean Board
Have students close their eyes and imagine the problem as I read it
Ask the following questions:
What is happening? Don’t solve it yet. Just explain what you see
What are we trying to find out?
What do we already know?
Will the answer be more than or less than 35? Why?
What is an equation for this problem?
35 – 12
Some might say 12 + ? = 35
Briefly show vertical notation – remind students that any strategy can still be
used with vertical notation
Talk about what each number means
Have students solve on white boards
Talk about strategies
Count Back
Counted All (circles and cross off)
Chunking the number
Breaking numbers into tens and ones
Reference requirements: equation, strategy, answer with a label
Practice with a few more problems:

“26 fish – lost 13”
“32 pencils – gave away 21”
“36 beads – lost 24”
“48 socks – lost 23”
Students will record these on their white boards
I will ask students to stand up when they have solved the problem
I will call on a student and ask for the answer
I will call students to sit down if they agree with that
Daily Practice:
Students will work through pages 23 and 24
Have students who struggle work with Title teacher at back table
B. Assessments Used

Can students make sense of the action of the problem?
How do students solve the problem?
How do students record what they did?
Remediation- Students who struggle will work at the back table with Title teacher
(Kyle, Tehya, Lauryn, Kylah, Colby?, Raegan?)
Enrichment- Those who excel can write their answer in a complete sentence.
D. Resources

Name: Abbie Wilke
Grade Level: 2nd
School: Arlington
Date: 11/08/17
Time: 12:30 – 1:30pm

This lesson started off well. The students solved the story problems quite well. They
knew all the requirements. The students did struggle a little bit with subtraction strategies
yesterday. It would be beneficial to the students to have a review and a few practice problems
before moving on to the new lesson.
MP4, MP6, 2.NBT.5, 2.MD.7 are also in this lesson
Lesson Objectives:
At the end of the lesson, students will be able to solve related story problems with 90% accuracy.
At the end of the lesson, students will be able to include an equation, strategy and answer with a
label in a story problem with 95% accuracy
Materials Needed:
Promethean Board
White Boards with Markers
Student Activity Book pages 25 - 28
I. The Lesson
9. Introduction (20 minutes total)
Classroom Routine: What Time is it? What Time will it be? *done between lunch and lunch
recess*
Students will be put into pairs
One pair will say a time (2:30) for partner to set on clock
Partner then should say what time it will be in a half hour
Two Related Story Problems:

Show problems on Promethean Board
“Marco saved 9 marbles. His brother gave him 12 more. How many marbles does Marco have
now?
“Sue had 21 marbles. She lost 9. How many does Sue have left?”
Read the problems aloud
Ask what do students notice
Some may notice connection – acknowledge this
As students are working to solve this problem ask them to think about:
How are they similar? How are they different?
Students solve on white boards
Remind about requirements: equation, strategy, answer with a label
2. Content Delivery (15 mins total & Discussion and Visuals)
Two Related Story Problems:

Spend a few minutes sharing strategies for addition and subtraction
Ask students how they are the same, and how they are different
Push students to think deeply.
Use the first to help solve the second
Model with cubes
Ask students why we can use a cube tower to show both problems?
Reinforce how subtraction “undoes” addition
Daily Practice
Have students work through pages 25 – 28
Have a select group of students work at the back table with Title teacher
B. Assessments Used
Observations During Work Time

Can students make sense of the action of the problems?
How do students record what they do?
Worksheets:
Students will have each page corrected by a teacher
Students will correct any errors
Remediation- Students who may struggle will work at a back table with Title
teacher
Enrichment- Students who excel can write their answer in a sentence
D. Resources

Name: Abbie Wilke
Grade Level: 2nd
School: Arlington
Date: 11/09/17
Time: 12:30 – 1:30pm

The students did well with the previous lesson in terms of solving story
problems. They understood strategies that would work well. The students could initially
tell me how the equations/problems were related. However, when the students got to
the worksheet, they could not answer the question. Students will need a review about
related problems before moving on.
MP4, MP6, 2.OA.2, 2.OA.4, 2.NBT.5, 2.MD.6 are also in this lesson
Lesson Objectives:
At the end of the lesson, students will be able to solve a story problem with unknown change
with 90% accuracy.
At the end of the lesson, students will be able to add two dice together, double the sum and write
an equation.
Materials Needed:
Promethean Board
Connecting Cubes
White Board and Markers
Student Activity Book pages 29 – 31

J. The Lesson
10. Introduction (20 minutes total – 10 minutes for Routine – 10 minutes for Introduction)
Classroom Routine – Quick Images: Ten Frames *bone between lunch and lunch recess*
Students will draw what they see
Students will then write what they see
Introducing Problems with Unknown Change

Present the problem
Have several students explain it
Ask students to picture it
Ask the following questions:
What information do we know?
What are we trying to find out?
Do you think the answer to this will be more than or less than 11?
Ask students to solve with connecting cubes
Write/Create an equation
Show solution with cubes and then number line
2. Content Delivery (30-45 mins total & Read Aloud, Turn and Talk, Visuals)
Problems with Unknown Change:

Repeat process with 2nd story problem.
Talk about if doing problem one helped with solving problem two
*If needed repeat with another problem:

“Cal had 17 marbles. His brother gave him some more. Carl now has 25 marbles. How
many did his brother give him?”
“Sam had 25 marbles. Some fell out of his pocket. He now has 8. How many fell out of
his pocket?”
3. Closure (15-20 mins)
Daily Practice:
Have students work through pages 29 and 30
Have teacher correct each page
Some students work with Title teacher
B. Assessments Used

Can students retell the stories?
Can students identify what information is known and what they are trying to find
out?
How do students solve the problems?
How do students record their solution strategies?
Do students recognize a relationship between the two problems?
Worksheets:
Students will have the problems corrected by a teacher
Students will correct errors
Remediation- Students who struggle will work at the back table with Title teacher
Enrichment- Students who excel can write answers in complete sentences

.
D. Resources

Lesson 11 – Investigation 2.5A
Name: Abbie Wilke
Grade Level: 2nd
School: Arlington
Date: 11/13/17
Time: 1:15 – 2:00pm

The lesson had to be pushed back a day. In the last lesson, the students did not
understand this concept well. The students struggled with strategies to use and what
the actual answer was. After talking with my cooperating teacher, she was going to
spend the next day re-teaching the lesson to make sure that the students fully
understand the concept of unknown number before moving on.
After re-teaching the lesson, there are still a few students who struggle, those
students will work with the Title teacher during this lesson. All other students were
successful in finding out the unknown number.
MP1, MP2, MP4, 2.OA.2, and 2.NBT.5 are also in this lesson
Lesson Objectives:
At the end of the lesson, students will be able to solve the story problems with 90% accuracy.
At the end of the lesson, students will be able to correctly solve 11 out of the 12 equations
Materials Needed:
Promethean Board
Connecting Cubes
White Board with Markers or C28
Student Activity Book pages 32A, 32B, and 32C or C29-C31and pages 33 and 34

K. The Lesson
11. Introduction (20 minutes total – 10 mins for Routine – 10 mins for Introduction)
Classroom Routine: Today’s Number – 12 with Missing Parts

Write the following equations on the board
__ + 6 = 12
8 + __ = 12
20 - __ = 12
12 = 10 + __
Students will write their answers on their board
OR
Students work through C28
Introducing Problems with an Unknown Start

Display the problem
Have some students read the problem
Go through what we know
Have students solve with white boards
2. Content Delivery (15-20 mins total & Independent and Visuals)
Problems with an Unknown Start

Have students work through same process with problem 2
*If students seem to struggle – work through page 32A together

Daily Practice:
Students work through pages 32A, 32B and 32C
Students who may struggle will work in back with a teacher
B. Assessments Used

Can students visualize the situation?
Can students explain and record their strategies?
Worksheets:
Students will have a teacher correct their worksheet
Remediation- Students who may struggle will work at a back table with teacher
D. Resources

Name: Abbie Wilke
Grade Level: 2nd
School: Arlington
Date: 11/14/17
Time: 12:30 – 1:30pm

This previous lesson was spent reviewing story problems with unknown starts
and numbers. The students struggled the first day, more of the students understood the
second day, and this last lesson fell on a Monday, these students were all competent
verbally and showing on their own white boards how to do unknown starts and number
story problems. When it came to their worksheets, there were only a handful who
struggled and those students were working with the Title teacher. The errors that
students made were either sill math mistakes (like skipping a number when counting on)
or they did the wrong operation (add instead of subtract). I think this lesson is good for
the students as they will spend most of the lesson practicing story problems.
MP2, 2.NBT.5, and 2.NBT.9 are also in this lesson
Lesson Objectives:
At the end of the lesson, students will be able to solve an addition story problem with 90%
accuracy.
At the end of the lesson, students will be able to solve a subtraction story problem with 90%
accuracy.
Materials Needed:
Promethean Board
Connecting Cubes
White boards with markers
Student Activity Book pages 33, 34, 35, 36, 37, 38, 39
L. The Lesson
12. Introduction (20 minutes total – 10 mins for Routine – 10 mins for Tell A Story)
Classroom Routine: Today’s Number – 35 Using 3 Addends

Students will generate expressions for the number 35 using three addends.
Students will submit paper to be corrected
Tell A Story
Display the equations
Have some students read the equations
Have students tell a story
I write story on the board
2. Content Delivery (15 mins total & Independent, Visuals and Discussion)
The Relationship Between Addition and Subtraction

Go through pg. 35 # 1
Students solve on white boards
Go through strategies
Have students do a related problem
Talk about the relationship between the too
Addition and Subtraction Story Problems:

Students will work through pages 33 to 38
Have students work with Title teacher if needed
Daily Practice:
Students work through page 39
B. Assessments Used

Can students visualize the situation?
Can students explain and record their strategies?
Worksheets:
D. Resources

Name: Abbie Wilke
Grade Level: 2nd
School: Arlington
Date: 11/15/17
Time: 12:30 – 1:30pm

The last lesson was productive. All but three or four students did not finish the
four worksheets during the set amount of time. The students scored well on the
worksheets, the most a student got wrong was two problems. There are students who
are still showing signs that they are struggling. Those are students I might have to help
during the assessments. Based on the results of the worksheets, the students should do
well on the assessments in this lesson.
MP2, 2.MD.7, and 2.NBT.5 are also in this lesson
Lesson Objectives:
At the end of the lesson, students will solve a story problem with 95% accuracy.
At the end of the lesson, students will have an equation, a strategy and an answer with a label
when solving a story problem with 95% accuracy.
Materials Needed:
Promethean Board
Student Activity Book page 41
Resource Masters M20

M. The Lesson
13. Introduction (20 minutes total – 10 mins for Routine – 10 mins for Tell a Story)
Classroom Routine: What Time is It?

List all parts of a clock on the board
Draw a clock – include all parts on the board
Tell a Story
Display the problems
Have some students read the problems
Have students create problems for each problem
2. Content Delivery (15-20 mins total & Independent and Visuals)
Story Problem Assessment

Students complete M20 (Story Problem Assessment)
Daily Practice:
Students work through page 41
Post-Test/Finish Worksheets
Students may either take the post test
Students may finish worksheets from lesson 2.6 if needed
B. Assessments Used
Observations during Assessment:

How do students solve the problems?
How do students record their work?
Worksheets:
Post-Test
Students will turn in to be corrected.
D. Resources

REFLECTION LOGS
Return To C
This is the first lesson in this new unit. The previous day was spent taking the pre-test. The results
of the pre-test indicated that the students to not understand how to do number strings the correct way.
There were several students who got the correct answer but did not show their work correctly. This is
helpful in the fact that I do not need to spend much time on adding and can spend more time on the
method of adding number strings.
Summary of student progress Were lesson objectives met?

(data analysis, what went well)
The lesson objectives were met because the
The presentation of the lesson went well. Students students work showed that the students can
did well with seeing visuals and getting to complete story problems and can include all the
practice for themselves. requirements.
Fifteen of the students received perfect scores on
pages one and two. One student got one wrong,
one got two wrong and the last student was
absent. All the students were doing average or
above average work.
Instructional decisions Include in tomorrow’s lesson:

(were students engaged; how will you remediate
difficulties or problems from this lesson?) I will make sure to include more engaging
activities to get all the students interested and into
For the most part, I felt that students were the materials we are focusing on.
engaged, but I also felt that I lost some students at
times. Students were participating when asked and
some were eager to answer the questions more
than others.

This is the second lesson in the chapter. Yesterday the students solved problems with
three addends and had to decide if the order of the addends mattered. Students did well with this
concept, all eighteen students could tell me that order does not matter. The work on the
worksheets were accurate and correct. Based on this information, all students are ready to move
on to the next lesson.

Students understood the concept of a number students work showed that the students were
string and the order of it flowed well. successful after completing the worksheet. The
Fourteen of the students received perfect scores student who received the lowest score met the
for their questions, two got one wrong, one got 4 objectives after remediation.
wrong and one was absent. All the students were
doing average or above average work. The one
student who worked with the teacher on
remediation.

For the most part, I felt that students were the materials we are focusing on.
times. Students that would be projected to
struggle worked with a teacher in a small group
.

Today’s lesson is the third one in the chapter. Students did very well on Friday’s lesson
about learning how to do number strings. Students did very well with finding combinations they
know or doubles first. Some students struggled with remembering to bring down a sum. There
was one student who struggled doing it the 2nd grade way. That student re-did the assignment and
did it just fine. The students in the below-grade-level group were pulled back with the
cooperating teacher and each student did it just fine. Some students from this group stayed back
and did all of the work with a teacher close by. Everyone else caught on well. Based on this
information, these students are ready for the next lesson

The organization of the lesson and the questions students work showed that the students had
that were asked went extremely well. successfully understood the lesson. Most students
Thirteen of the students received perfect scores had passing scores.
for their questions, four received -1, and one
received a -2. All the students were doing average
or above average work.

For the most part, I felt that students were the materials we are focusing on. I will work on
engaged, especially during the game, but I also wording when giving directions. .
felt that I lost some students at times. Students
were participating when asked and some were
eager to answer the questions more than others.

This will be the fourth lesson in the chapter. There was a day off from the last lesson due
to Halloween. The last lesson consisted of students learning a game about trying to Beat the
Calculator to try to teach the students that using a calculator is not always the fastest. Many
students were familiar with the calculator more than I thought they would be. It did take longer
to explain how the game works and the students had a lot of questions. Once the students got into
the game, many of them got the concept of how a calculator works. I am not sure that the
message of not always using a calculator was achieved by the students. When it came to the
worksheets, out of 18 students, five of them had errors, most of the errors were sloppy errors that
could have been avoided if the students took their time. Based off of these results, the students
are ready for today’s lesson

The lesson went well overall, the instruction took students work showed that the students
longer but helped the students. successfully completed the worksheets. This can
After the worksheet, all students got a perfect be said due to the scores from the worksheets, all
except two. Both of these students got two wrong. but two got a perfect.
Those two just made simple math errors. All the
students were doing average or above average
work.

difficulties or problems from this lesson?) I will make sure to reference this game when
teaching the students about near-doubles.
The students were engaged in this lesson. The
participation was very well and they did get quite
noisy several times due to the excitement they
were having from playing the game.

This will be the fifth lesson in this chapter. Yesterday was a game day, the students
played a game called Close to 20. The object of the game is to get three cards that equal as close
to 20 as possible. It did take a little longer than planned to explain the game. However, that time
was needed as then the students had no questions. The students were much more engaged in this
game than the one from lesson 1.3 (Beat the Calculator). Many students got through two to three
games. When it came to the worksheet, everyone got a perfect except two students. One student
got one wrong and the other got two wrong. I also made the decision to have them do this
worksheet as a class since the directions were very confusing. Based on this lesson, the students
are ready for today’s lesson.

The incentive of only hard workers got to go play students work showed that the students
the game worked well at keeping the students comprehended the material.
engaged.
The first lesson objective was met because each
On the first two pages, six students got a perfect, student completed the activities.
five got one wrong, five got two wrong, and two
got three wrong. On the second two pages, five The second lesson objective was met because
got a perfect, seven got one wrong, five got two each students’ grade reflects a score of passing.
wrong, and one got four wrong. The errors were
all adding errors so I feel confident that the
students were successful.

difficulties or problems from this lesson?) Review of near-doubles.
The students were engaged in this lesson until

they came back from playing close to 20. The
students will need to find another way to remain
engaged on their worksheets.

Last lesson was a big work day for my students. In talking with my cooperating teacher,
she recommended allowing my students as much time as possible to work on those four pages of
number string problems. I started off the lesson reviewing what a near-double was, and I felt that
I did spend a little too much time on it. I just felt that the students were really struggling with it
so I think it should be reviewed in this lesson quickly at the beginning. I then had the students
work on those four pages and the hard workers got to go play a game of Close to 20 with my
cooperating teacher. There were only several students who finished all four pages in the time that
I gave them. The rest could finish by the end of the school day, except for three. We sent them
home for one student and the other two were just going to finish the next morning at recess.

The students did well on the assessment. Many of students work showed that the students were
the students did struggle on understanding the successful due to majority getting one or less
worksheet after, but scored well. wrong
Eleven students scored a perfect on the worksheet. The student or two that got more than two wrong
Three students got one wrong and four got two were making careless counting mistakes or went
wrong. There were sixteen students that got a to fast on a problem to get done quicker.
perfect on the assessment and two got one wrong.

difficulties or problems from this lesson?) I will make sure to give clearer instructions on
worksheets.
Students did well with staying quiet for the most
part. I may consider dividers for the next
assessment.

This will be the first lesson in this new chapter. Last lesson was an assessment on number
string problems. There were four problems that the students had to solve. Most the students got a
perfect on the assessment. There were some that made silly mistakes, and there were three that
were absent. Based on the results that I have after teaching the lesson, the students are ready to
move on to the new chapter.

This lesson went well. The students caught students work showed that the students were
on/remembered how to do story problems quite competent in solving addition story problems.
quickly.
The students who had an error or two made
On the first two pages, 14 students got a perfect, speedy errors and/or counted carelessly.
three got one wrong and one got two wrong. On
the second two pages, twelve got a perfect, three
got one wrong, two got two wrong.

difficulties or problems from this lesson?) I will include more classroom management and
rules with the white boards tomorrow.
For the most part, I felt that students were
engaged however, I felt that a lot of students were
doodling on their white boards. Students were
participating when asked and some were eager to
answer the questions more than others.
This will be lesson two in this second chapter. The last lesson was a review of how to do
an addition story problem. After a few sample problems, the class did very well. Most of the
students got perfects on their worksheets. There were two students who were absent and one who
was having a rough day and had to have the worksheets sent home. Based on this information,
the students will be successful in this lesson.

The first lesson objective was met because the
This lesson went well and the students caught on students were successful in complete the
to strategies. We went over a strategy that the worksheet with minimal errors.
class can use.
The second lesson objective was met by most.
On the worksheet, nine students got a perfect on There was a student or two that got less than a
both sides. Four students got one wrong, two 95% due to speeding through the worksheet and
students got two wrong, two got three wrong and not trying.
one got four wrong.

difficulties or problems from this lesson?) For the next lesson, I will review strategies as
subtraction is harder for the students.
For the most part, I felt that students were
engaged, but I also felt that I lost some students
when we were working with white boards.
Students were participating when asked and some
were eager to answer the questions more than
others.

This lesson started off well. The students solved the story problems quite well. They
knew all the requirements. The students did struggle a little bit with subtraction strategies
yesterday. It would be beneficial to the students to have a review and a few practice problems
before moving on to the new lesson.

The use of white boards was a good idea. The students completed the worksheets.
students could be more engaged.
The students who had errors, made careless
One the first two pages, only five got a perfect, mistakes as many rushed through the worksheets.
eight got one wrong, one got two wrong, two got Due to students rushing through this, the second
three wrong, two got more than three wrong. On lesson objective was not met because the speedy
the second two pages, ten students got a perfect, mistakes that were made were that students forgot
three got one wrong, four got two wrong, and one to add labels or counted wrong and got the wrong
got four wrong. answer.

difficulties or problems from this lesson?) I will try to think of different ways for students to
complete worksheets accurately.
I felt that the students were engaged for the first
part of the lesson. Once the students had to work
on the worksheet, many of the became distracted.

The students did well with the previous lesson in terms of solving story problems. They
understood strategies that would work well. The students could initially tell me how the
equations/problems were related. However, when the students got to the worksheet, they could
not answer the question. Students will need a review about related problems before moving on.

The review of story problems and having students students work showed that the students
work through them instead of just watching. understood the concept as they scored passing
scores on the first worksheet and nearly all
On the first worksheet, eleven students got a students scored perfects on the second worksheet..
perfect, four students got one wrong and two got
two wrong. On the second worksheet, seventeen
got a perfect, one got one wrong.

difficulties or problems from this lesson?) I will review what related story problems look
like and how to write it in a sentence.
Students were distracted a lot during the lesson.
Students did not want to review story problems.
Students did not understand how to write that the
problems were related.
Lesson 11 – Investigation 2.5A

The lesson had to be pushed back a day. In the last lesson, the students did not understand
this concept well. The students struggled with strategies to use and what the actual answer was.
After talking with my cooperating teacher, she was going to spend the next day re-teaching the
lesson to make sure that the students fully understand the concept of unknown number before
moving on.
After re-teaching the lesson, there are still a few students who struggle, those students
will work with the Title teacher during this lesson. All other students were successful in finding
out the unknown number.

The students did well at solving story problems. students’ work shows that they are at above
Their speed and accuracy are improving. average understanding due to twelve out of
eighteen got a perfect and only six got one wrong.
On the first page, twelve got a perfect, six got one
wrong. On the second page, sixteen got a perfect The second lesson objective was not met because
and two got one wrong. On the third page, three the students’ work shows that the average student
got a perfect, eight got one wrong, three got two got two wrong. When looking at students’ work,
wrong, and four got three wrong. On the fourth they all missed the same two or three questions.
page, twelve got a perfect, three got two wrong, This will be reviewed at the beginning of the next
and two got four wrong. lesson.

difficulties or problems from this lesson?) I will try to include more creative ways to practice
story problems to try to get the students excited
For the most part, I felt that students were again.
times. I feel like several students are getting bored
of story problems and not trying their hardest. I
chose to up my classroom management skills, to
keep students from “zoning out”.

This previous lesson was spent reviewing story problems with unknown starts and
numbers. The students struggled the first day, more of the students understood the second day,
and this last lesson fell on a Monday, these students were all competent verbally and showing on
their own white boards how to do unknown starts and number story problems. When it came to
their worksheets, there were only a handful who struggled and those students were working with
the Title teacher. The errors that students made were either sill math mistakes (like skipping a
number when counting on) or they did the wrong operation (add instead of subtract). I think this
lesson is good for the students as they will spend most of the lesson practicing story problems.
The lesson was productive. About 90% of the students work showed that the students were
students could get all four worksheets done in the above the objective of 90%.
hour lesson. The students did well with not
following me around to have their paper The errors that were made were math errors or
corrected. Many did well with solving them on speeding errors. The students rushed through a
their own. problem and either counted wrong or forgot a
clear answer with a label..
On the first worksheet, fifteen got a perfect and
three got one wrong. On worksheet page two,
twelve got a perfect, five got one wrong, and one
got two wrong. On worksheet page three, twelve
got a perfect, five got one wrong and one got two
wrong. On worksheet page four, fifteen got a
perfect and two got one wrong.

activities for students to complete after the
For the most part, I felt that students were assessments. I will also consider assisting the
engaged, but I also felt that I lost some students at struggling students on the assessments.
times. Students did well at staying focused on
their worksheets for most of the time. Some
students did struggle even though they did not
work with the Title teacher. Those students I
assisted at their desks. Those students may be
considered to work with the Title teacher
tomorrow.

The last lesson was productive. All but three or four students did not finish the four
worksheets during the set amount of time. The students scored well on the worksheets, the most
a student got wrong was two problems. There are students who are still showing signs that they
are struggling. Those are students I might have to help during the assessments. Based on the
results of the worksheets, the students should do well on the assessments in this lesson.
The lesson went well in the sense that all the work students work shows that they scored perfect or
needing to be done got done. one wrong
On the story problem assessment, ten got a
perfect, seven got one wrong, and one student got The student who had four would have had two
four wrong. wrong but he did not write his name and class
number so he lost two points.
All the errors were math errors. For example, the

answer was 11 and a student wrote 10. Everything
else was right, the student just counted wrong. .

difficulties or problems from this lesson?) This is the last lesson in this unit. If students
scored poorly, I would reteach and reassess.
If I were to do this lesson again, I would not give
students a list of tasks to accomplish and let them
work at their own pace. This is a great idea for
some classes, just not for this class, they are too
chatty. I would give them the quiz, wait for
everyone to finish, then give the post-test, wait for
all to finish, then worksheet.
ASSESSMENTS
Return to ToC
Pre-Assessment
Pretest- Students will be given a pre-test to determine where they are standing in the subject
manner. The students will not be told anything before taking the test. The test will be looked at and
graded by the teacher.
Ongoing Assessment Return to ToC
LP1 Homework – Students will complete four problems where they had to add the
numbers together to find the total. The students will have an equation and a circled answer.
LP2 Homework – Students will complete three pages of number string problems.
Students will have all of their math written in equations. Students will have numbers checked off
from the original equation. Students will have a circled final answer.
LP3 Homework – Students will complete a worksheet with the teacher where they create
an equation using different numbers. Students will individually complete two number string
problems where they have all of their equations/math written out, the numbers checked off from
the original equation and a circled final answer.
LP4 Homework – Students will complete a Close to 20 score sheet. Students will solve
number string problems using different combinations.
LP5 Homework – Each student will complete four pages of number string problems.
Each number string problem will have all of the math/equations written out, each number from
the original equation checked off and a circled final answer. Students will also write the digital
form of an analog clock.
LP6 Homework – Students will finish a Close to 20 score sheet.

LP6 Quiz – Student will complete a quiz that consists of two number string problems.
Students will need to show their equations/math, check off all the numbers from the original
equation and a circled final answer.
LP7 Homework – Students will complete four worksheets that review addition story
problems. Each story problem needs an equation, a strategy and an answer with a label.
LP8 Homework – Students will complete two subtraction story problems where there
needs to be an equation, a strategy and an answer with a label. Student will then complete
equations to discover if the solution is 19. The equations that equal 19 need to be circled.
LP9 Homework – Students will complete eight story problems where there is an
unknown number. Students have to solve for the unknown number. Students also need to include
an equation, a strategy, and an answer with a label.
LP10 Homework – Students will solve two story problems that are related where they
must include an equation, a strategy and an answer with a label. Students then must write one
complete sentence explaining if knowing the first problem helped in solving the second. Student
then must write an equation for the total of the dice then create an equation where the sum of the
dice is doubled.
LP11 Homework – Students will complete four story problems with an unknown number
or an unknown start. Students need to include an equation, a strategy and an answer with a label.
Students then must fill in the number that will solve the equation. Students will then complete
two more story problems where there must be an equation, a strategy, and an answer with a label.
Students then will write two story problems of their own.
LP12 Homework – Students will complete nine story problems with a variety of
unknown number locations. All problems will need to include an equation, a strategy and an
answer with a label.
LP13 Homework – Students will complete two story problems with an unknown number.
The students will need to include an equation, a strategy and an answer with a label.
Post-Assessment Return to ToC
Post- Assessment Test- Students will take a post-assessment exam to determine the
information they retained during the unit.
DATA ANALYSIS AND RECOMMENDATIONS
Return to ToC
Individual Students
Second Grade Unit 3 Investigations 1 and 2

Pre-Test Results Pre-Test
based off of the grade scale (20 points)
80
Individual Student Scores
70
60
50
40
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Individual Student
Prior to the unit, students were asked to solve four number string problems, two
unknown number story problems and two traditional story problems. The results
show that individual students new 70% of the information or less.
2nd Grade Unit 3 Investigations 1 and 2 Pre-Test Post-Test
Pre-Test and Post-Test Results
120
based off of grading scale (20 points)
100
80
Individual Student Scores
60
40
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Individual Student
unknown number story problems and two traditional story problems. After
completing the unit, students were given the same questions. The results show that
almost all students (seventeen out of eighteen) scored an 80% or higher on the
post-test. Based off these results, the goal was not met but the students still show
major improvement and success with the concepts.
Whole Class Return to ToC
2nd Grade Unit 3 Investigations 1 and 2

Pre-Test and Post-Test Class Averages
100
90
Average Score of Whole Class
80
70
60
50
40
30
20
10
0
Pre-Test Post-Test
Whole Class
unknown number story problems and two traditional story problems. The class
knew about 52% of the information before beginning the unit. After completing the
unit, students were given the same questions. The results show that the class knew
92% of the information as a group. The second-grade class met the unit goal of
90% accuracy.
Recommendations Return to ToC
After looking at the data analysis, I would recommend keeping the unit the same.
The students made a huge improvement. The students improved from knowing 52%
of the information to 92%. The students could grasp the concept of number strings
quite quickly. Therefore, I do not recommend changing Investigation 1. For
Investigation 2, I would recommend that the teacher work through some of the
story problems from the worksheets as a class. The students got rather bored with
story problems and their work would then become careless. The students
remembered quite quickly how to do story problems, I would recommend
combining lesson one and lesson two, which are review of how to do addition and
subtraction story problems. I would then recommend emphasizing to the class one
standard way they can solve story problems. I would still work with strugglers in a
smaller group where one method can be taught. I think that if I had condensed the
first two lessons from Investigation 2, the timeline would have been a little shorter.
Overall, I think that the unit was a good length. One change I would make would
be to review number string problems before giving the post-test. Many had
forgotten the second-grade way of doing a number string. The internet resources
were helpful for some lessons. I learned that having the students practice along
with you on white boards or paper keeps them engaged in the lesson.
SUMMARY OF STUDENT PROGRESS
Example: Letter to parents Return to ToC
Dear Parent or Guardian of Student 1,

I am Abbie Wilke, a student at Dakota State University majoring in Elementary and Special
Education. I had the chance to student teach in your child’s classroom this semester. Being able to go into
the classroom and teach the students helps me in furthering my education. I enjoyed being able to share
this experiences with your child.
I taught the students about number strings and unknown numbers in story problems. The students
were given a pre-test to determine how much information they knew before we began. I took the
information from the pre-test and taught the students the information that was difficult for them and new
to them. The students were assessed each day using a variety of assessments. On every assessment, the
students met the goal presented to them that day. We learned a new concept everyday along with
reviewing previous lessons. The students could complete a number string problem while showing me
their thinking. The students could also include an equation, a strategy and an answer with a label when
solving a story problem. The students completed the unit by taking a post-test.
Student 1 is an excellent student. The student was participating in every lesson and every activity.
The student asked questions when she did not understand. The student could answer questions other
students were not able to answer; she came in with some background knowledge in the subject manner.
She participated very well in group work, along with individual work. The student could complete
assignments in a timely manner. She was always willing to learn more information along with making
sure she was looking at me whenever I talked or demonstrated something on the board. She always
stopped what she was doing and looked at me if I gave a direction during worktime. Student 1 knew the
information very well and was not afraid to ask for clarification and/or confirmation before submitting an
assignment.
Student 1 scored a 60% on the pre-test and a 100% on the post-test. Student 1 came in with
knowledge of the subject matter. The pre-test determined that she understood 60% of the material before
we began the lessons. Throughout the unit, the student could complete work at a 90 to 100% accuracy,
with only ever missing a max of two problems on any worksheet. The student could understand how to
solve both number string and story problems. The student ended the unit by scoring a 100%. The student
ended the unit by knowing all of the information improving immensely from 60%.
Student 1 was a joy to work with. She works hard in the classroom and her work reflects on that.
Student 1 showed great interest when working with number strings and story problems. She works well
with others and asks engaging, appropriate questions. I enjoyed teaching your child.
Sincerely,
Abbie Wilke
Example: Newsletter Return to ToC
This week in:

Second Grade
We just learned:
We recently just finished two chapters in Math. In the
first chapter, we learned how to correctly solve number
string problems. In Chapter Two, we learned how to
story
solve problems with missing numbers. The students loved
to use the white boards almost every day!
Scores News/Reminders
Every student’s score
improved! There is NO School
Wednesday through Friday!
The class average on the
pre-test was a 52%
The class average on the Have a Happy Thanksgiving!
post-test was a 92%!
Week of Nov. 20 to Nov. 24
4th Grade News

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GOALS AND OBJECTIVES

TIME LINE AND LESSON PLANS

DATA ANALYSIS AND RECOMMENDATIONS

SUMMARY OF STUDENT PROGRESS

Example: Letter to Parents

and operated by members of the community.

from the Backpack Program on Fridays.

Implications for Instruction

2.OA.2: Fluently add and subtract within 20 using mental strategies.

Time Line Return To C

Pre-Assessment was given on 10/24/17

I can correctly complete a story problem with three addends.

I can provide an equation, strategy and an answer with a label

Date of 10/26/2017 Day 2 (1.2)

I can correctly complete a number string problem.

I can see if an equation is a near-double.

Date of 10/30/17 Day 3 (1.3)

I can beat the calculator.

I can correctly complete a number string problem..

Date of 11/01/17 Day 4 (1.4)

I can add numbers that equal close to 20.

I can find combinations in equations. .

Date of 11/02/17 Day 5 (1.5)

I can spot Near-Doubles, make numbers close to 20, beat the

I can write a digital time from an analog clock.

Date of 11/03/17 Day 6 (1.6)

I can complete a number string problem.

I can complete a Close to 20 activity

Date of 11/06/17 Day 7 (2.1)

I can solve addition story problems.

I can include all the parts for an answer to a story problem.

Date of 11/07/17 Day 8 (2.2)

I can solve a subtraction story problem

I can circle expressions that equal 19.

Date of 11/08/17 Day 9 (2.3)

I can solve related story problems.

I can include what is required when answering a story problem.

Date of 11/09/2017 Day 10 (2.4)

I can solve a story problem with unknown change.

I can solve Roll and Double problems.

I can solve a story problem with an Unknown Start.

I can solve equations with missing numbers.

Date of 11/14/17 Day 12 (2.6)

I can solve an addition story problem.

I can solve a subtraction story problem.

I can solve a story problem

I can include all the requirements needed when solving a story

Post Test/Assessment given on 11/15/17

Reflection from prior lesson:

Lesson Goal(s) / Standards:

Contextual Factors/ Learner Characteristics:

+Introducing Multiple Addend Problems:

+Problems about Counting Three Groups

+Does Order Matter?

Observation during Work Time:

Pearson Investigations Grade 2 Unit 3 Teacher Book

Reflection from prior lesson:

Lesson Goal(s) / Standards:

2.OA.2: Fluently add and subtract within 20 using mental strategies.

MP2, MP8, and 2.OA.4 are also addressed in this lesson

Contextual Factors/ Learner Characteristics:

+Introducing Number Strings: