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the higher level math course. There are twenty-six students in the class, comprising of ten

girls and sixteen boys. None of the students are MLL or ELL or Sped students, but there is

one student who is in the gifted and talented program. The students come from a variety of

different backgrounds and home life. Not including myself, my mentor teacher is the only

adult that teaches the class. When I am present for the math class on Wednesdays and

Thursdays, I observe the students while walking around the classroom and asking them

questions about their work or correcting the speed drills that my mentor teacher uses to

begin class.

2.

The standard that I chose from the list of standards on Common Core is:

CCSS.Math.Content.4.OA.A.3

Solve multistep word problems posed with whole numbers and having whole-number

answers using the four operations, including problems in which remainders must be

interpreted. Represent these problems using equations with a letter standing for the

unknown quantity. Assess the reasonableness of answers using mental computation and

estimation strategies including rounding.

This means to be able to solve problems using expressions or equations including

addition, multiplication, multiplication or division with a letter that stands for the unknown

quantity.

I modeled my assessment tool to a similar assessment that my mentor teacher uses

that she attaches when she hands back to the students.

This is the assessment tool that I created to observe my student on this standard:

OA.3

(I can solve

problems using

expressions or

equations with

a letter that

stands for the

unknown

quantity)

EXCEEDS

4

I can solve

problems using

expressions or

equations with

a letter that

stands for the

unknown

quantity with

ease and

accuracy.

MET

3

I can solve

problems using

expressions or

equations with

a letter that

stands for the

unknown

quantity with

fluency, but

with minor

calculation

errors.

APPROACHES

2

I attempt to

solve problems

using

expressions or

equations with

a letter that

stands for the

unknown

quantity.

NOT MET

1

I am unable to

or make no

attempt to solve

the problem

with

expressions or

equations with a

letter that

stands for the

unknown

quantity.

3.

My mentor teacher recommended a student named Reid to do my assessment on

since he is in my mentor teachers homeroom and math class and is considered to be an

average leveled math student. I looked at Reids math homework from September 25,

2014 and his chapter test from October 2, 2014. I also gave a challenge question to the

whole class on October 2nd and talked to Reid after the class to see what he thought about

the question.

This is a photo of Reids homework from September 25, 2014:

EXCEEDS

MET

APPROACHES

NOT MET

OA.3

(I can solve

problems using

expressions or

equations with

a letter that

stands for the

unknown

quantity)

4

I can solve

problems using

expressions or

equations with

a letter that

stands for the

unknown

quantity with

ease and

accuracy.

3

I can solve

problems using

expressions or

equations with

a letter that

stands for the

unknown

quantity with

fluency, but

with minor

calculation

errors.

2

I attempt to

solve problems

using

expressions or

equations with

a letter that

stands for the

unknown

quantity.

1

I am unable to

or make no

attempt to solve

the problem

with

expressions or

equations with a

letter that

stands for the

unknown

quantity.

Looking at his homework, I can tell that he exceeds this standard because he did not

have any miscalculations with his work and was able to plug in numbers that represents

each symbol. Reid also showed the quantity of each symbol for each equation to back up

how he was able to get his solution.

This is a photo of the last questions of Reids chapter test that my mentor teacher

created. He took the test on October 2, 2014:

EXCEEDS

MET

APPROACHES

NOT MET

OA.3

(I can solve

problems using

expressions or

equations with

a letter that

stands for the

unknown

quantity)

4

I can solve

problems using

expressions or

equations with

a letter that

stands for the

unknown

quantity with

ease and

accuracy.

3

I can solve

problems using

expressions or

equations with

a letter that

stands for the

unknown

quantity with

fluency, but

with minor

calculation

errors.

2

I attempt to

solve problems

using

expressions or

equations with

a letter that

stands for the

unknown

quantity.

1

I am unable to

or make no

attempt to solve

the problem

with

expressions or

equations with a

letter that

stands for the

unknown

quantity.

Using my assessment tool, I found that he was able to solve problems with accuracy

and with the correct labeling for the last two questions. He also was able to write out his

work on the side of the first two problems to show understanding of what the directions

were asking.

Lastly, I gave a challenge problem for the whole class to try after taking their test. I

modeled this problem from an activity (14.9) that I found on page 267 of Elementary and

Middle School Mathematics Teaching Developmentally 8th Edition by John A. Can De Walle,

Karen S. Karp and Jennifer M. Bay-Williams. The textbook suggests that students find the

weight of a football, baseball and soccer ball. However, since my class did not go over

decimal points yet, I had to revise the problem using whole numbers and the weight of a

watermelon, apple, and a pineapple:

This problem was a bit more challenging because I wanted to see if he was able to

understand the concept of the unknown numbers, instead of using the guess and check

method.

EXCEEDS

MET

APPROACHES

NOT MET

4

3

2

1

OA.3

I can solve

I can solve

I attempt to

I am unable to

(I can solve

problems using problems using solve problems or make no

problems using expressions or

expressions or

using

attempt to solve

expressions or

equations with equations with expressions or

the problem

equations with a letter that

a letter that

equations with with

a letter that

stands for the

stands for the

a letter that

expressions or

stands for the

unknown

unknown

stands for the

equations with a

unknown

quantity with

quantity with

unknown

letter that

quantity)

ease and

fluency, but

quantity.

stands for the

accuracy.

with minor

unknown

calculation

quantity.

errors.

According to the assessment tool, he is able to solve for the unknowns of the

problem accurately using the method of guess and check, but I would like to see him see the

pattern between the three equations and solve it that way. For example he could have

solved the problem like this:

4.

Name

Reid

This is a table that combines Reids work that I have assessed.

9/25 Homework

10/2 Chapter

Test

Exceeds. I can tell

Exceeds. I found that

that he exceeds this he was able to solve

standard because he problems with

did not have any

accuracy and with

miscalculations with the correct labeling

his work and was

for the last two

able to plug in

questions. He also

numbers that

was able to write out

represents each

his work on the side

symbol. Reid also

of the first two

showed the quantity problems to show

of each symbol for

understanding of

each equation to

what the directions

back up how he was were asking.

able to get his

10/2 Challenge

Exceeds. According

to the assessment

tool, he is able to

solve for the

unknowns of the

problem accurately

using the method of

guess and check, but

I would like to see

him see the pattern

between the three

equations and solve

it that way.

solution.

For this standard, I feel that Reid needs to be exposed to different problems that

take creativity to solve. I noticed with the work that was given to him for his homework

and chapter test, the answers were easily solved with the guess and check method. He still

needs to work on the ability to see the patterns that the problem represents to figure out

his solution. Giving bigger problems that needs to be worked out will help him to develop a

deeper understanding of how to solve for the unknown problem.

5.

The challenge problem (Activity 14.9) that I found in the Van de Walle textbook was

one of the activities that I engaged Reid in at the end of his test. The other two activities

that I researched is a balancing scale activity that can be found on page 264 (activity 14.5)

and activity 14.7 on page 265 of the Van de Walle textbook.

For activity 14.5, I would draw on the board a balance with a numeric expression on

each side. The students have write whether if the scale will be balanced or when it tilts with

a less than or greater than symbol. Students will then make their own equations up using

different variables then solving to figure out which side the balance will tilt.

For activity 14.7, I will write open sentences on the board and have one of the

numbers replaced with a box or letter. Students will then decide what number makes the

sentence true. They will then have to explain their thinking.

For Reid, I think that the best activity to help him see the patterns between

equations would be to do activity 14.9 so that he can see how equations balance out. Then

he will be able to develop seeing different patterns between the equations.

6.

The engagement and results of the activity that I engaged the student in is the last

activity (activity 14.9 or challenge activity) in the third section of this paper.

7.

What was my role in the situation?

I think that my role in the situation was purely to observe the student by watching

what they need to work on and if they met the standard. For the most part, the student was

able to understand the different concepts, but next time I would like to be more hands-on

with him and have an interview of what he could have done better and what I could have

done to maybe explain the concept a different way.

So what does this tell me/imply about my teaching etc?

This taught me that most math problems can be easily computed for the child, but as

a teacher you want to see if the student actually understands the concepts. I feel that after

teaching the math problem to the whole class and watching the whole class struggle with it,

as a teacher I need to give them background knowledge first before beginning to solve the

problem.

Now what do I need to do to improve situation/prevent recurrence?

I feel that I need to start my lesson off with instructions on how to get to the solution

before just handing a problem out to the students. I think they would have been able to

understand the problem if I at least helped them get the problem started instead of

expecting that they already know how to get to the answer.

8.

Self-Assessment:

I met the criteria listed on page 2 by making sure that I prepared everything that I

needed for this assignment. I made sure that I had evidence to support my thinking by

taking photos of the students work. I think that my work is above and beyond expectations

because I followed everything that was listed and explained my reasoning.

Peer-Assessment:

I really liked reading about Kendras reflections and suggestions for Reids growth

in math. Kendra was able to see that Reid may need to work with more creative problems

to keep him better engaged in math activities. She was also able to reflect on the way she

introduced the problem, critiquing her own teaching method. This shows traits of a good

educator. I could see these traits at the end of number four and when she answered the So

What? and Now What? question in number seven. Kendra has met the requirements on

page 1 of the rubric, specifically in the EDTPA section, develop and apply knowledge of

varied students needs and reflect on and analyze evidence of the effects of instruction on

student learning.

Kendras numbered sections make it clear that she has met all other criteria for this

assignment and has exceeded expectations by giving a rubric for each assignment,

including photos, and by critically reflecting on her experience.

-Peer assessed by:

A., Van De Walle John, Karen Karp, and Jennifer M. Bay-Williams. "Developing Early

Number Concepts and Early Number Sense." Elementary and Middle School

Mathematics: Teaching Developmentally. N.p.: Pearson, n.d. 140. Print.

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