MAED 3224 Clinical Assignment IMB Block

Part 1: Your students

a. Grade level: 3
b. School/School System:

Part 2: Whole Class Lesson

Meet with your IMB teacher and decide what you will teach. Make sure your teacher
understands that your lesson must have a conceptual instruction and a procedural and/or
reasoning component. You teach just one lesson.

A. Describe the Central Focus of your lesson (a description of the important

understandings and core concepts that students will develop with this lesson. This should
address conceptual understandings, AND procedural fluency and/or mathematical
reasoning/problem solving skills)
The students will be reviewing a total of 9 different problems that they will see
on their EOG. For the exit ticket the students will be required to draw a picture
and answer a question involving a remainder. The students will need to show
that the picture has a remainder and that the reminder counts in the total. The
picture will need to show partitioning of the milk jugs.
B. State your CCSSM Standard:
The following standards can be seen in the review problems, 3.OA.5, 3.OA.8,
3.NBT.1, and 3.OA.9
C. Create a lesson. In this lesson highlight using the following:
Direct Instruction Lesson Plan Template
Grade Level/Subject: 3/Math
Central Focus: Review for EOG
Essential Standard/Common Core Objective: the review problems cover the
following standards 3.OA.5, 3.OA.8, 3.NBT.1, and 3.OA.9

Daily Lesson Objective: The students will do the review problems individually and
discuss as a group. In order to show mastery the students will be expected to get
3/3 on their exit ticket. They will have to draw a picture to represent the problem,
show a strategy and have the correct answer.
21st Century Skills: Collaboration
Academic Language Demand (Language Function and Vocabulary):
Analyze- Students will be analyzing the problems and working through them to get
the correct answer.
 Description of Activities
Activity Time
and Setting
The teacher is going to get the students thinking
about math by putting up a few quick fact problems
3
1. Focus and and the students will raise their hands to answer. (9x5,
minute
Review 7x6, 3x2) This will get their brains ready for math and
s
then she will tell them today we are going to be
reviewing for your EOG.
2. Statement of Today you are going to work on these 9 problems to 1
Objective review for your EOG. You will do one problem at a time minute
for Student and then we will discuss answers. s
The students will get the worksheet attached at the
bottom, they will be working on one problem at a time.
3. Teacher Input The teacher is going to discuss the answers with the
students, she will write out the equations and discuss
every step of the problem.
The students are going to analyze the problem
individually, they will work through to solve and when
everyone has an answer the students will go to the
corner that represents the answer they chose. (In the
classroom the four corners have ABCD posted, one in
each corner, so when students want to show what the
4. Guided Practice 1 hour
picked they will go to the corresponding corner.) After
students get into their corner they will turn and talk
with the other classmates in their corner and discuss
how they solved the problem. Then the students will
come back to their desks and the teacher will go over
how to find the correct answer.
Students will work independently on the last problem
of the worksheet as their exit ticket. The students will 20
5. Independent
be asked to draw a picture, and explain their answer, minute
Practice
along with selecting the correct letter. The students s
will be assessed with this exit ticket.
The teacher will be able to assess the students when they go to
6. Assessment their corners to represent the answer they chose.
Methods of The exit ticket will be the summative assessment, students will
all need a 3/3 to show mastery. They will receive one point for a
objectives/skills: picture, one point for the strategy, and one point for the correct
answer.
The teacher will go over the solution to the exit ticket
problem to wrap up the lesson. She will discuss with
the students how it is important to read the questions 5
7. Closure carefully and look for what the question is asking the minute
student to do. She will remind students that in two s
weeks the EOGs will be taking place and we will
continue to practice before they get the test.
 Problems for Students: Answer Key: C,B,B,A,D,D,B,A,A

Standards: 3.OA.5 (1,2,6,8) 3.OA.8 (3,7) 3.NBT.1 (4,5) 3.OA.9 (9)

1. Which expression is equal to 2 x (6+8)

A. 2 + (6 x 8)
B. 2 x 6 + 8
C. (2 x 6) + (2 x 8)
D. (2 + 6) = (2+8)
2. Sam used the expression 9 x7 to find the area of the figure below.

Which expression could also be used to find the area of the figure?

A. (3x4) + (3x3)
B. (3x7) + (3x7) + (3x7)
C. (3+7) x (3+7) x (3+7)
D. (9+3) x (9+7)

3. Kayarie wants to buy a scooter that costs $81. She earns $9 for each lawn
she rakes. Kayarie has already raked 4 lawns. How many more lawns does
Kayarie need to rake to have enough money to buy the scooter?
A. 45
B. 5
C. 50
D. 3
4. Jake has 18 pencils. Joseph has 22 more pencils than Jake. What is the BEST
estimate of the number of pencils they have altogether?
A. 60
B. 30
C. 40
D. 50
5. Kim has 31 bounce balls. Jenny as 18 more bounce balls than Kim. What is
the BEST estimate of the number of bounce balls they have altogether?
A. 70
 B. 60
C. 50
D. 80
6. There are 12 children at a pizza party. Each Child will get 4 slices of pizza.
Each pizza has 6 slices. Which expression represents the number of pizzas
needed?
A. 12 (4x6)
B. 12 4 6
C. 12 x 6 4
D. (12x4) 6

7. Shane was working on a math worksheet. Which could help him solve 4x15?
A. (4+10) x (4+5)
B. (4x5) + (4x10)
C. (4+5) + (4+10)
D. (4x5) x (4x10)
8. What is the rule for the pattern below?
2, 12, 9, 19, 16, 26, 23, 33, 30
A. Add 10, subtract 3
B. Multiply by 6 subtract 3
C. Subtract 10 add 7
D. Subtract 10 then multiply by 3

Exit Ticket

9. Jeff filled 5 crates of milk jugs. Each crate holds 3 jugs. After Jeff fills the
crates he has 2 jugs left over. How many total jugs does the farmer have?
A. 17
B. 10
C. 13
D. 30

Language Function: Highlight IN BLUE in

Example: Compare where in the lesson
where you did this in
your lesson.
Syntax: Ex. Properly set Highlight IN YELLOW
up equations, math where in the lesson
symbols such as =, <,> where you did this.
Discourse: Ex. Turn and Highlight IN ORANGE
Talk about the process, where in the lesson did
number talks. this in your lesson.
 VOCABULARY: This is Highlight IN PURPLE
math vocabulary. where in the lesson you
Example: numerator did this.
NOTE: YOU do not need to do everything in your plan. Above is to help you
clarify what these terms mean as they relate to a math lesson.
D. Create a formative assessment for your lesson.
Exit Ticket

10.Jeff filled 5 crates of milk jugs. Each crate holds 3 jugs. After Jeff fills the
crates he has 2 jugs left over. How many total jugs does the farmer have?
E. 17
F. 10
G. 13
H. 30

During the lesson when the students have solved the problem before going over
the answer the teacher will have the students go to their corner that
represents their answer. (the teacher has ABCD in four corners of the room
and the students will go to their answer and then sit down and the teacher will
discuss the correct answer and solution). This is the formative assessment
throughout the lesson.
E. Complete this rubric based on your assessment above.
Beginning Developing Proficient
1 2 3
Conceptual Drawing Shows Shows
understanding unrelated partitioning partitioning and
understanding
of what to do
with remainder
Procedural No strategy Applied Strategy results
Understandings used strategy but in correct
error occurs answer
 Conceptual

20% 20%
Beginning
Developing
Proficient

60%

Procedural

20%
Beginning
40%
Developing
Proficient

40%

Part 3: Results of Whole Class Assessment

A. Give the results of your assessment in a graphic form per your rubric in
part 2E. This can be a pie chart, bar graph, table, etc. It should give me a
quick understanding of how your students did in each part of the rubric
above.

B. BULLET the results of the assessment as below:

1. What understandings do these results show you class as a whole has per the
objective?
For conceptual many of the students knew to partition but didnt know what to
do with the remainder
Remainders need to be studied
A lot of students didnt know how to correctly apply a strategy
Most of the students knew how to draw a picture to represent the problem

2. What are the error patterns you have discovered? For each error pattern, label if it is
conceptual, procedural, or reasoning.
Students dont know what to do with the remainder-procedural
Incomplete picture representations-conceptual
Students were multiplying the remainder-procedural
3. Upload a copy of student work showing these error patterns and label it as
conceptual, procedural, and reasoning. (at least two samples should be uploaded)
 didnt include
remainder in picture -Conceptual and multiplied the total of 15 by 2 which shows a
procedural error because they didnt know to add the remaining 2

subtracted remainder instead of added-Procedural

 incomplete picture-
conceptual

Part 4: Plan for Re-engagement during workshop (you are only planning this)

CREATE A TABLE THAT ADDRESSES THE FOLLOWING:

A. How will you group your students per the results of instruction?
Students will work in their desk pods to solve the problems and then we will
discuss whole class. The students wont be separated according to ability
because only 20% of the class showed they were proficient in procedural and
conceptual understanding of remainders. The students will be seeing remainder
in different scenarios so this will serve as differentiation for the 20% who have
mastered the exit ticket from the first lesson.
B. What is your objective for each of these groups?
The students will be able to show procedural and conceptual understanding in
problems dealing with reminder in different scenarios. They will need to draw a
picture to support their thinking and give a correct answer. The main goal of this
lesson is for the students to be able to understand what they need to do to solve
the problem well enough to explain it to another classmate.

C. What is your planned activity for each of these groups that you believe are the
appropriate NEXT STEPS for their learning?
Students will be given problems where they have to process the remainder in
different ways. They will do 3 types of remainder problems, one where the
 remainder is discarded, one where the remainder forces up, one where there is
no remainder. These problems will help the students with understanding what to
do with a remainder in different situations. (See problems below) The students
will work individually, then turn and talk with their group and discuss strategies
and explain their pictures to their table mates, then they will go to the corner that
represents their answer, then they will come together whole class and discuss.

1. Sam made 47 gingerbread cookies which she will distribute equally in tiny glass jars.
If each jar is to contain six cookies each, how many jars will she need? Explain your
answer.
-This problem is an example where the remainder forces up

2. Jake also prepared 60 croissants which he plans to give to his 10 neighbors. If each
neighbor received and equal number of croissants, how many will be left? Explain your
answer.
-This problem is an example of no remainder
3. There are 15 students, each student needs to have 3 pencils, the teacher gives 3
boxes containing 6 pencils in each. Will all of the students get 3 pencils, how do you
know?
-This problem is an example of a discarded remainder