FieldExperienceReport

forEE333
Date/Time: January 28, 2015 12:10 PM - 1:15 PM
Name: CatalinaDvila
1. Topic(s) that students learned (Brief description of the math class) and related Standards (CCSS-M)
The third grade students have been working on a subtraction unit. Today the students were to work on subtracting from a
thousand. The students are expected to use both the algorithm method (abstract) and the place value chart (semi-concrete) to solve the
problem. The following Common Core State Standards were observed during the lesson.
CCSS: Third Grade

- 3.OA.D.8: Solve problems

involving the four operations, and identify and

explain patterns in arithmetic.

3.NBT.A.1: Use place value

understanding and properties of operations to

perform multi-digit arithmetic.

3.NBT.A.2: Fluently add and
algorithms based on place
relationship between addition

subtract within 1000 using strategies and

value, properties of operations, and/or the
and subtraction.

2. Description of the students

class regarding the topic they studied

(Strengths and weakness of the students in the

during the class)

Theclasswassetupwitheightcirculartables. This third grade class had 33 students. From observing the classroom and the
communication that was taking place, this class would be considered a bilingual third grade class. The majority of all the posters hung
around the classroom whether they were math or another subject were written in both English and Spanish.
Strengths
Students understood and were able to label the place value chart. They would identify the ones, tens, hundreds, and now
thousands place.
Students were able to work in groups or with partners.

Weaknesses

Students were
the
Students
farthest right)
Algorithm.

3.Flow of the lesson

confused by how to transfer the Place Value Chart into

Algorithm.
confused where to start the subtraction (farthest left or
due to the use of both the Place Value Chart and the

(Minutes of the class)

Time

Teachersinstruction(questions,comments,etc.)

Studentslearningactivities(answerstotheteacher,groupwork,
individualwork,etc.)

12:10 Ms.VazquezinstructedthestudentstocutthePlace Eachtablecaptainwastogetthetablesmathjournals.

ValueChartandglueitintothemathjournals.
Studentsparticipatedinnamingthefivestepsfortacklingword

Thensaidtoldtheclasstheproblem:
problems.
12:25
Ms.Vazquezhasread265pagesof1,000.How
1. Readtheproblem.
manypagesdoesshehavelefttoread?
2. Findimportantinformation.
Thumbsupwhenyouhavewrittenitdown.
3. Retellthestoryinyourownwords.(Talkinyourtable)
Howdowetackleourwordproblem?
4. Choosethebestoperation.
5. Solvetheproblem
Ms.Vazquezwalkedaroundtohelpstudents.She
12:25 explainedthedirectionstoafewkidsinSpanish.

Ms.Vazquezwouldaskquestionlikethefollowing:
12:40 Howmanydoyouhaveinthetensplacevalue?

12:41

1:15

Whenmostofthestudentswerefinishedtheyinthe
rug.
Ms.Vazquezhadtwostudentsshowtheirwork.
Thereweretwodifferentanswers.
Isawtwoanswersanddontknowwhichoneis
correct.Weneedtofigureitout.

StudentsworkedquietlysolvingtheproblemusingfirstthePlace
ValueChartandthenusingthealgorithm.

Thestudentswereparticipatinginshowingtheirworkandsolving
theproblemtogetherasaclasstofindthecorrectanswer.

4. Summary of the class observation

Ienjoyedthisthirdgradeclass.Ms.Vazquezwasveryengaging.Shewiselypresentedthesubtractionproblemfirststatingit
verballyandthenwroteitontheboardthusaddressingboththeauditoryandvisuallearnersintheclassroom.Themannerinwhich
sheguidedthestudentstoanindepthunderstandingusingboththePlaceValueChartandtheAlgorithmwasagreatdemonstrationof
semiconcreteandabstract.Ms.VazquezwascarefultoexplainwhythestudentswereusingthePlaceValueChart.Shesaid,Using
thePlaceValueChartwillhelpyouexplainyourveryownthinking.Themathematicalexplanationswerealwaystheretohelpthe
studentsunderstandwhytheyweredoingwhattheyweredoing.Whentheclasswasontherug,shewasattentivetobothwhatthe
studentontheboardwasdoingbutalsotothestudentswhoweresittingontherug.Whenthestudentswouldguidetheirpeersatthe
board,Ms.Vazquezwouldallowthemtoparticipate,everynowandthenaskingthemWhy?
Thiswasthefirstdaythatthethirdgradeclasshadaproblemusingthousands.Therewerevariouslevelsofknowledgeand
understanding,astherewasonestudentwhotriplecheckedhisworkwhileotherswerestruggling.Manystudentsweredoingwhat
theyknewwhichwasadditioninsteadofsubtraction.Forthe33studentsonly11studentswereabletofindthecorrectanswerbutthe
methodtheyusedwouldallowthemtounderstandforfutureproblems.