TWS Report and Reflection Math Lesson 10-2: Adding Tens on a Hundreds Chart

Content Focus of TWS Standard(s) focused on in TWS: 1.NBT.4: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 1.NBT.5: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Using the scores from my pre-assessment, I grouped the students into color-coded groups (highest to lowest: green, yellow, and red). This gave me a better idea of where the most intervention/teaching was required. I noticed on my pre-assessment many of my students did not draw a picture to help them solve problem number three, and if they did, it wasnt corresponding to their answer and/or the story problem. Using this data, I decided to really stress drawing and how that can help us solve a problem when it comes to adding tens. My formative assessment probe was more of an observation-based probe than a paper-based (tactile) probe. I observed student answers and questions during the teaching of the math lesson. I used a +, , - scale for my formative assessment. The + meant that the student was actively engaged in the lesson, answered questions, followed prompts, and generally seemed to understand the target. The was used in the case of the students who were involved with the lesson but were not active participants. They did not always follow a prompt or answer questions correctly, but they still grasped the concept of adding tens to two-digit numbers. I used the for students who were not understanding, participating, or even following the lesson. The students who got a during formative assessment were all intervention students (students who are taken out for more individual math help) and therefore were not in my class for half of the teaching time.

Using Pre-Assessment Data

Using Formative Data

Reflecting on PostAssessment Data

Reflection on Student Learning and Teacher Practice

I found that, after comparing the post-assessment data with the pre-assessment data, the majority of the first grade students in my class improved their skills. No students scores dropped. Five students scores did not change from the pre to post-assessment, but only one of those (#5) stayed in the red zone for both. The student (#3) whose pre and post-assessment scores were both 100%, obviously had a 0% change and had positive formative assessment results. I felt confident in what my students learned and how they were progressing through the TwoDigit Addition Unit, so my next step was to move on to the next lesson in the unit.

What I learned about my students' progress: I learned that the majority of my students were able to take pre-existing concepts and add to them successfully. I think that with more practice and scaffolding, the students in my class will know how to add multiples of 10 to two-digit numbers using mental math. As with most classrooms and concepts, there always seem to be the students who need a little more help than their classmates, but they now have a foundation and some beginning working knowledge of two-digit addition. What I learned about the teaching of mathematics: I learned that students seem to have a more defined or specific feeling towards math than they do other subjects and students (as in all subjects) are spread across the board. This makes teaching math more difficult at times. While I enjoy the math curriculum that the school has adopted and I think that the students do well learning from it, I do think that it makes individualized instruction more difficult. I think with the students all at different levels in one classroom and all with different feelings about math, you as the teacher need to make your lessons approachable for the students who are less confident/working below grade level but with sufficient challenge for the advanced students to stay interested. What I learned about matching curriculum, different methods, and assessment: This lesson came straight from a Pearson math curriculum. Other than my personalized instructional methods, I had to do very little matching and/or combining of assessments, methods, and curriculum. Overall, the process was simple. The only challenge was getting to know the lesson and being able to present it to the students without just reading from the script. What I learned about the effect of my teaching on students: Based on the assessments (pre, post, and formative) that were given to the students throughout this lesson in particular as well as the lessons/units that came before, I think that I did a good job

of teaching the students in my class. Of course, there are still some students who are operating below the rest of the class, but many of them made improvements (based on data from the pre and post-assessments). I think that if you keep a positive attitude, make it known that you are open to questions, and do your best to teach each concept in an understandable way, your students will be more likely to gain new knowledge, feel comfortable making mistakes, and want to learn.