Samantha Grubb

Observation 1: January 18, 2017

Time of observation: 11:10-12:35 14 students

Lesson: Math (Comparing Expressions) NCSCOS Standard 5.OA.2

Standard 1: Demonstrate Leadership Developing

1a. Ms. Grubb uses data to evaluate student progress. Ms. Grubb took steps to maintain a safe and
orderly classroom, prompting students about raising hands.

1b. Ms. Grubb participates in collaborative professional learning with her CE, co-teacher, and fifth grade
team.

Standard 2: Respectful Environment - Proficient

2b. Ms. Grubb modeled respect for all while maintaining her place as the teacher. Students behaved
respectfully toward each other. Ms. Grubb displayed knowledge of different cultures and treated this
diverse group of children with positive regard.

2d. Ms. Grubb works closely with a Special Educator to maximize services for all children.

Standard 3: Teacher Knows the Content - Developing

3a. The lesson objective is aligned with the NCSCOS and based on the district curriculum map and
resources.

3b. Ms. Grubb demonstrated an understanding of the math content and appropriate methods for
delivery of instruction.

Standard 4: Facilitation of Learning Developing

4b. Ms. Grubb works with the CE and 5 th grade team to plan appropriate instruction through flexible
grouping and differentiation.

4d. Ms. Grubb effectively integrated technology in the lesson with learning notebooks on the
whiteboard.

4h. Ms. Grubb monitored student learning through observation and with multiple formative and
summative assessments (questioning, thumbs up, collecting work, oral board work). The lesson
concluded with a formal assessment with a ticket out checking the learning target.

Standard 5: Teachers Reflect Developing

5a. Ms. Grubb uses multiple data sources to improve student learning. Ms. Grubb regularly reflects on
her practice and uses this self-knowledge for improvement.

Summary:

Ms. Grubb planned and delivered an effective math lesson on expressions. The class is ability grouped,
based on the fifth grade PLT plan, which regroups on team. This provides students with a good
transition to middle school teaming. Additional resources are provided for this smaller group with push
in teaming with the Special Educator on the team.

Ms. Grubb monitored the students as they entered from Specials (11:05). Ms. Grubb took attendance
and checked for homework as students entered, then directed students attention to the overhead.

Ms. Grubb distributed papers and spent the next twelve minutes (11:13-11:25) in a re-do of an
assessment that hadnt gone well. Ms. Grubb read the word problems aloud and students worked
these individually. [Collected for assessment?]

Ms. Grubb began new learning by asking students to read the learning target from the whiteboard and
by reviewing rules for mathematical expressions with rhymes, hand signals, and chants.

Ms. Grubb modeled the learning target for students, and then introduced the learning activity, the
Puzzled Penguin letter. (11:35) Ms. Grubb read the Puzzled Penguin story to model interpreting
numerical expressions without evaluating them. During direct instruction Ms. Grubb had students
working in pairs, had them check their own and others work, had them explain their thinking and had
them writing in math notebooks. Ms. Grubb circulated during instruction checking student work,
speaking with them about their thinking and work, and praising them for their effort. Ms. Grubb
modeled writing a letter to Puzzled Penguin explaining their thinking and evaluation of the math
expressions.

Guided practice (11:49-12:26) followed with examples completed in class with the teacher, reviewed by
the teacher, problems presented and explained by students, and students working with peers to explain
their thinking about expressions.

(12:26) Ms. Grubb gave students a warning, and then brought them back from groups to their seats to
close the class. Ms. Grubb closed by reviewing the learning targets, by giving students a notecard for a
ticket out assessment of the learning target and assigning homework.

Ms. Grubb collected tickets out, spoke with students and dismissed students to go to lunch.

Questions for Reflection:

There was a shift late in the lesson when it became OK to evaluate the expressions to check
your understanding when before the teacher had been drilling to interpret expressions without
evaluation. Could you explain to students why you do not evaluate at first, but then might solve
to check?
 I do not have data to support my guess, but the teacher example that swapping out large
expressions for a smaller, easier examples with the explanation that it means the same thing
seemed to fall on deaf ears. (I think it was checked with a thumbs up.) I think that it is a good
mathematical concept to understand, but Im not sure they got it. What do you think?