Running head: STUDENT LEARNING IN MATHEMATICS 1

The SLIM Project: Exploration of Student Learning in Mathematics

Morgan Bethke

Colorado Mountain College, Edwards-Vail

STUDENT LEARNING IN MATHEMATICS 2

Context for Learning

This math unit was taught in a rural elementary school, located in the state of Colorado. The

Elementary is a model site for the Colorado Department of Education for supporting students

with significant needs. In addition, this school is also the housing Significant Student Need

program for Eagle County School District. There are six paraprofessionals within the special

education program and I am currently co-teaching with another special education teacher. The

math resource used in the general education classroom at this elementary school, is Bridges. The

students participate in PARCC standardized state testing and for those on alternative curriculum,

Co-Alt. The math intervention program we use in our classroom and for assessing students is,

ADD+VANTAGEMR® (AVMR) .

The class featured in this particular math unit were moderate needs special education

students, containing five males and one female. Within this small group of six students there

were four third-graders and two fourth graders. All six of these students were on Individualized

Education Plans (IEPs), English language learners, and diagnosed with disabilities that directly

affect their learning. In order to meet our students’ required service hours documented in their

IEPs, we provided 5 hours per week intensive pull out intervention, plus 4 hours per week of

push in and curriculum differentiate services. We created groups based on students’ needs and

present levels of performance. Groups were flexible throughout the year based on students level

of progress. Additionally, we had small groups within our intensive pull out groups.

We were able to meet the needs of our students by using the following textbooks and

instructional programs: ADD+VANTAGEMR® (AVMR), ​Bridges in Mathematics ©2005–2018

Math Learning Center, ​ Teaching Numbers in the Classroom (AVMR Text), and Developing
STUDENT LEARNING IN MATHEMATICS 3

Number Knowledge (AVMR Text). These instructional practices were implemented with the use

of the following resources: Chromebooks, LCD TV Display, ActiveInspire, numeral cards,

LeapFrog Game (versions 2,4,5), Crazy Number Grid worksheet, What is the Problem

worksheet, Jump Addition and Subtraction worksheet, large teacher number grid, student number

grids, white board, markers, plastic chips for number grid, timer, speed drill addition worksheets,

exit tickets, Number in My Pocket activity.

A summary of required or needed supports, accommodations or modifications for these

students can be found in the table below:

Table 1 

Students with Specific Learning Needs

IEP/504 Plans: Number of Supports, Accommodations,

Classifications/Needs
Cognitive delay (Traumatic
Brain Injury, Speech Language
Impairment, Intellectual
Disability)
Specific Learning Disabilities
Students Modifications, Pertinent IEP Goals
1 Modify assignments to be working on a
similar skill at an easier level.
Visuals/timers for scheduling, activities,
and behavior. "First/Then" statements and
visuals. Breaks throughout activities and
day. Cue attention to peer models for
appropriate behavior. Adult models for
appropriate articulation and language.
Obtain student attention prior to giving
directions. Model of letters at desk.
Number line at desk. Positive rewards for
positive behavior. Provide appropriate
verbal models. Hands-on/concrete
manipulatives for math. During
assessments – extended time, breaks as
needed, oral script, small group
administration.
2 Small group instruction when learning new
material and for assessments and
assignments. Extended time on
assignments and assessments to give
STUDENT LEARNING IN MATHEMATICS 4

student time to independently read and

comprehend. Multisensory instruction.

ADHD/ADD 4 Breaks, fidgets, redirections, frequent

breaks
Language Learners 6 Teachers use SIOP strategies throughout
the day, integrating reading, writing,
speaking, and listening. Additionally,
students are given visuals, graphic
organizers, and sentence stems. They
receive Spanish support from a TA when
needed and participate in a Weekly ESL
group.
Behavior Plan 2 Behavior plan accompanies IEP.
Visuals/timers for scheduling, activities,
and behavior. Cue attention to peer models
for appropriate behavior. Provide warning
in advance of transitions. Positive
reinforcement. Consistent expectations and
consequences. Use of proximity control
for behavior. Constant close adult
supervision. Verbal "body check" cue
when appears to be escalating.

Rationale

My mentor and I design our instruction around the ADD+VANTAGEMR® (AVMR)

(Wright, Stanger, Stafford, & Martland, 2015) resource, we were also cognisant of the content

covered in their general education classrooms that came from the Bridges © 2005-2018 Math

Learning Center resource. When working this population of students, I would ask myself what

were important life skills that I would want them to develop and take-away from my instruction.

While I might hope that they would remember the specific strategies for counting, I ultimately

wanted them to see the transfer of being able to use their number sense for common everyday

tasks like purchasing goods, identifying calendar dates, or even address and directions.
STUDENT LEARNING IN MATHEMATICS 5

I collected my pre assessment data at the beginning of the school year when my mentor

and I conducted an AVMR screener with each individual student to assess their number sense

strengths and areas of need. In addition to the data collected, we also progress monitored

students bi-weekly on their individualized math goals that come from their IEPs. Based on the

data we collected from this, we were able to identify instructional next steps to address their

areas of need. Students’ assessment data showed they had reached a strong level of

understanding on the previous unit that involved structuring numbers 1-20.

Structure

In addition to the content that needed to be covered, I felt I also needed to identify a

different structure for instructional delivery. It is all too often that the behaviors of these

particular students inhibit any possibility of delivering meaningful whole group instruction. I

decided I would try out a new system where students would be divided up into pairs and rotate

through three stations, two of which would be with a teacher, and one independent where they

could be supported by their partner. Students were paired based on ability level and

social-emotional needs. ​Once I tested out the functionality of the stations, I knew I would be able

to reassess the students needs, academically and behaviorally, and switch up the pairing as

needed.

Lesson Overview

Since the next progression of the AVMR resource was Two-Digit Addition and

Subtraction: Jump Strategies, I designed my unit around this mathematical sub skill. The unit

consisted of five- 50 minute lessons; three days in the first week and two days in the second.

Although the small group meeting is considered intervention based, meaning that we target very
STUDENT LEARNING IN MATHEMATICS 6

specific skills, it is a foundational piece in working towards the grade level standard

(CCSS.MATH.CONTENT.3.NBT.A.2 ​Fluently add and subtract within 1000 using strategies

and algorithms based on place value, properties of operations, and/or the relationship between

addition and subtraction).

Students began each lesson with a warm-up at the carpet, where we worked together on

an activity that focused on numeral identification and counting forward and backward by tens

(see Appendices A-E for lesson sequence).The warm-up activities were mostly designed to get

students settled down and focusing on math. I had to choose activities that applied to the diverse

levels of learners, so student participation was not necessarily always an accurate portrayal of

how proficient a student was with the content of the unit. The activities also helped to identify

the potential behaviors and student emotional needs I would be facing throughout that particular

small group session

Once students finished the warm-up activity, they split off into their assigned station, and

rotated counterclockwise every 8 minutes (see Appendix A-E for station breakdown). While the

premise of each station was relatively similar, it allowed me to differentiate each activity for

each specific pair. The first station focused on a skill specific to that pair’s instructional need,

this included navigating the number grid, counting forward by 10s, counting backwards by 10s,

and transferring the counting strategy to an actual occasion. The second station was an

application math game. AVMR offers five different versions of Leapfrog Addition, so I was

able to choose the differentiated version that best fit each pair.

The final station, for independent work, was the one that required the most thought on my

part. Given the behavioral and emotional needs of these students, it was little difficult imagining
STUDENT LEARNING IN MATHEMATICS 7

an 8 minute period where they would be left unsupported and required to not only stay on task,

but also engage in an activity that they could successfully complete on their own. With the

background knowledge I already have about my students’ learning styles and information

learned throughout my coursework, I decided on short, fast paced activities. Students were given

addition and subtraction worksheets that were differentiated to fit their independent level to

complete in a speed drill. The students always got excited when something became a race or

competition, so I added in the two minute timer so they could challenge themselves to correctly

complete as many problems as they could before the time went off. Next, the students switched

papers and got to correct their partners work. This also was a strategy to keep them engaged,

knowing that they love playing the teacher role.

Lastly, the students filled in a graph to chart their progress on correct problem

completion. The students found it meaningful to see how they are growing over time. The format

of these addition and subtraction worksheets was very similar to the​ ​Math Computation

(M-COMP​) a​ ssessments we used to progress monitor them on their IEP goals, which was an

added bonus. After students rotated through all three stations, we would meet back at the carpet

and I would distribute an exit ticket for them to complete before leaving. Each exit ticket was

designed based off of the specific skill they were practicing in the first station.

Description, Analysis and Reflection

Assessment Analysis

I was able to assess students’ learning through a variety of ways, including informal

observations, formative and summative exit tickets. I found the engagement and learning that
STUDENT LEARNING IN MATHEMATICS 8

took place at my own station to be the most insightful informal observation, because I was able

to clearly see how much support students needed from me in completing activities as well as

their reliance on provided resources (number grid, number lines, etc.). In addition, I asked

students to complete an exit ticket, as a formative assessment, at the end of all five lessons (see

Appendix F for Assessment Examples). The exit tickets were used as a summative assessment to

identify if students were able to transfer the strategies learned throughout the stations, to bare

number problems. They usually included one addition problem and one subtraction problem with

digits directly related to their level of proficiency. The exit tickets provided another opportunity

for me to conduct informal observations, identifying what resources or support students needed,

as well as looking at if they were able to correctly solve the tasks on the paper itself. I did not

anticipate the addition worksheets from the independent stations to be insightful, but because

there were often students absent throughout the teaching of my unit, I would occasionally get to

sit and observe students’ thinking as they solved the equations. On a few occasions, their

confusion or strategy application clearly connected to their performance at the other two stations.

Overall, the small group showed progress throughout the unit, however, it was really a

true reflection of how diverse the needs of these particular students really are. Based on

pre-assessment data, I had already paired students based on ability level and knew that my low

group would not necessarily reach the same level of proficiency as my high group, but the goal

was for all three groups to build a strong enough foundational understanding to move onto the

next progression of the AVMR resource, together. Unfortunately, I had students absent during

every day of my unit, as well as students choosing to not participate in certain stations. Because

of this, I feel that the most accurate analysis of student learning is comparing their data to their
STUDENT LEARNING IN MATHEMATICS 9

own personal performance at each session, instead of looking at it in comparison to the rest of

the group. No two students received the same amount of days or content of lessons.

Of my group of six students, I chose to analyze four students’ performance, based on

their unique patterns in growth. Two of the students I looked at came from my middle group,

who I will refer to as “CO”. CO is a student who is consistently engaged in his learning and

always participates. One of his strengths in this unit was his ability to immediately apply a new

strategy that was being taught to the current task at hand (see Appendix J for Student CO Work

Samples). He was also successful with any of the tasks that involved number identification.

However, when we moved to counting by 10s or 1s he would quickly become confused and

recite incorrectly. For example, even though our warmup focused on counting forward by 10’s,

when asked to solve an equation of “57 + 30” during our lesson, CO was not able to complete the

task successfully. Instead, he would jump from 57 to 88. There was never really any pattern to

his mistakes, he just struggled with counting. When reviewing the four exit tickets he completed,

every single problem was solved correctly. However, I was able to observe that he heavily relied

on the use of his number grid for the first three exit tickets. I was happy to see that he could

independently navigate between 10s and 1s when using this tool, but the goal was for the

students to apply what they knew about number grids and counting, to mentally solving the

equations. Despite his reliance on the number grid, I moved him to my high group on day 5 of

the unit because of his tendency to quickly apply his learning to the activity at hand. I felt CO

would be able to keep up with more difficult material. On the final day of the unit, I challenged

CO to try to mentally solve the equations on his exit ticket. He explained to me that he still did
STUDENT LEARNING IN MATHEMATICS 10

not feel comfortable solving subtraction problems without the number grid, but he would

challenge himself to do so on the addition equation, which he was in fact successful in solving.

The next student’s performance I reviewed was the second member of my middle group,

AM (see Appendix K for Student AM Work Samples). Unfortunately, there are outside,

social-emotional factors that majorly interfere with AM’s ability to learn. However, when those

things are under control AM has shown he is able to achieve huge academic growth. From the

very beginning I was able to see that AM was close to grasping the concepts that pertained to the

tens place, but struggled with making the switch back to the ones place. For example, on his first

exit ticket he wrote , “​43-21=20”.​ He was able to complete the tasks at each station, but his

unwillingness to participate or engage in learning made it difficult to get a clear understanding of

his true level of comprehension. Judging from his work on the second exit ticket, it seemed he

was starting to be able to apply the strategies learned to both the tens and ones place. He did

confuse the subtraction sign for an addition sign, resulting in an incorrect answer (ex: 46-28=

74), but I could see that if the equation was in fact addition, he would have completed it

correctly. By the fourth lesson, I could see that AM was starting to get a grasp on the content but

still needed me to repeat questions multiple times and was very slow to respond. Because he was

navigating through the activities at a much slower pace, I chose to switch his partner, CO, to the

high group so he would not slow CO down. At the end of that day’s lesson, AM was able to

correctly complete his exit ticket with the support of visuals. For the final lesson AM was paired

with a new partner, a previous member of the high group, who I also felt was moving at a very

slow pace. Even with the new partner, AM still had a very slow processing speed. He was able to

answer questions correctly, it just took a lot longer and did not allow us to move through the
STUDENT LEARNING IN MATHEMATICS 11

games and activities as intended. When it came time for him to complete his exit ticket, he was

quick to ask for a number grid to help him with solving the equations. I asked him to challenge

himself to use his mental math strategies and see if he could do it without that support. He was

not thrilled with the idea, but did in fact solve both problems correctly!

The third student’s progress I analyzed was RA. RA was originally partnered in my high

group but later moved down to my middle group because she still required a lot of support in

completing the activities (see Appendix for L Student RA Work Samples). She was successful

with solving the mental math warm-ups I would use. For example, I would flash a number card

and ask RA what the number was, what number was in the tens place, and what the new number

would be if I added or subtracted a certain amount of tens (What number is this? ​63.​ What

number is in the tens place? ​6.​ What if I added two more tens? What would the new number be?

83.​). When I asked her to transfer this skill to solving an equation (63+20), she was instantly

confused. On her first exit ticket, she resorted to using a strategy she had learned in her general

education classroom for solving double-digit equations, but did not use it correctly. Prior to this

unit, I felt RA had a strong concept of place value and counting forward and backwards by tens,

so I originally put her in the high group. Because of that transferability, she was proficient during

warm ups, but not during the lesson in solving equations. Therefore, I knew I needed to move

away from non-decuples for the moment. I decided to restructure my next lesson to explicitly

work on two concepts. First, I would ask RA to write the number that represented two tens, four

tens, 8 tens, etc. I wanted her to see that when I asked the class to add or subtract tens during our

warm-up they were actually solving equations in their head. I would next repeat a similar

sequence to our warm-up and then ask RA to write the equation that I was actually asking her to
STUDENT LEARNING IN MATHEMATICS 12

solve. She picked this up rather quickly and was able to complete her exit ticket correctly, with

the support of a number grid. I chose to repeat the lesson one more time to make sure the

transferability was still automatic for her. She once again struggled with it at the beginning, but

quickly caught on towards the end. She completed her next exit ticket without any support and

got one of the two equations correct.

I felt her partner was moving at a much quicker pace at this point and switched RA to

my middle group with a student I knew moved at a similar pace. Unfortunately, this was not a

great match either. She had now grown confident in the strategy and was moving through the

activity much faster than her partner. I felt she was ready to be challenged, so I asked her to also

start using that same strategy, but on non-decuples (ex: 58-21 → 58-20= 38 → 38-1= 37). This

was not as easy for her, but it was clear she had finally been able to transfer the warm-up strategy

to mentally solve these equations. I decided that I would ask a paraprofessional to continue

helping her with switching between tens and ones during their push-in support time, so that we

could move on with the unit.

As the unit concluded, I was able to see that the group met the intended learning goal,

understanding that counting by 10s helps when solving addition and subtraction problems. The

students levels of mastery varied, but I was able to see that they could apply this counting

strategy when trying to solve double-digit addition and subtraction equations. I still found that

some students struggled when they were asked to switch between counting by ones and 10s.

Other members of the group had difficulty connecting their mental math strategies to bare

number problems. For example, I could ask a student to add three-10s to 53 and they could

answer with confidence, but when I asked the students what 53+30 was, immediately following,
STUDENT LEARNING IN MATHEMATICS 13

they had a lot of hesitation. Based on this information, I will continue to work on teaching

students additional strategies for solving double-digit addition and subtraction problems.

Video Commentary

The following clips can be viewed at the link listed below:

The first video clip I included was from lesson #1 of my unit (see Appendix A for lesson

plan template). As I had mentioned previously, this was the first time I implemented this new

station structure with this math group. ​The diverse and extreme behaviors of these particular

students always seemed to interfere with meaningful instruction. This clip shows the stations,

successfully, in action. Each station was eight minutes long and this clip begins three minutes

into the second rotation, where you can see students simultaneously engaged in meaningful

learning at all three stations. I attribute the success in this clip to effective pacing, where there

was a good balance of high energy and time to process information (Marzano, Pickering,

Heflebower. 2011). Additionally, I had to improvise the structure of the game I was playing with

KT during this segment. The element of competition that usually helps with engagement was

minimized by the fact that his partner was absent that day. I also wanted to make the most of his

willingness to learn so I chose to play the game with him and ask him to write down the equation

I derived from the spinners and also to help me solve it. I did not want to risk losing engagement

during the few moments he would have had to wait while it was my turn.

The second clip in this sequence was from the fourth lesson of my unit ​(see Appendix D

for lesson plan template)​. This clip shows one particular student’s behavior that had previously
STUDENT LEARNING IN MATHEMATICS 14

contributed to the dysfunction of the group. Once again, there is a diverse collection of

behavioral needs and one student’s misbehavior could quickly influence the other students in the

group, resulting in a completely ineffective session. Because there was only one other student at

this station, I was able to avoid engaging in a power struggle and used my calm and positive

demeanor to slowly pull him back into learning. I was able to quickly address the behaviors

without interrupting the flow of instruction. That particular student would only answer in a quiet

whisper, but I knew he was still paying attention because he was able to follow along and

respond accordingly. In general, his processing speed is a little on the slower side, so I have

learned to have patience with that. He also was not taking away from the other student’s

opportunity to learn, so I could continue with instruction as planned.

The final clip came from the fifth and final lesson of the unit ​(see Appendix E for lesson

plan template)​. You can see how the hyperactivity of one student could have easily catapulted

into a series of hyper and distracted behaviors from the other students. I was fortunate that this

student’s partner was absent that day and I could use classroom management strategies to keep

him on track without jeopardizing the learning of the other group members. I could keep this

student engaged by acknowledging the off topic things he had to say, even engaging in a bit of

humor, a strategy Marzano (2011) suggests for increased engagement, but still holding him

accountable for the task at hand. I also felt the incorporation of a game and inconsequential

competition (Marzano, 2011) helped to keep CO’s interest.

Family Engagement Strategies

STUDENT LEARNING IN MATHEMATICS 15

I was fortunate enough to implement this unit during a time frame where I also had a

large number of my students’ IEP meetings, as well as parent-teacher conferences. I took both of

these opportunities to explain to parents the skills we were currently practicing during math

group and their student’s individual strength and areas where improvement was needed.

Regardless of what level the student was at, within my groups, I felt they could all benefit from

counting practice. I explained to parents/caregivers that they could help their students with

counting by 10s and 1s. Parents could give students a number (ex: 24) and count together by 10s

(24, 34, 44, 54) or count backwards by 1s (67, 66, 65, 64).

Culturally and Linguistically Diverse Strategies

In order to support student academic language development in mathematics I included a

variety of differentiation strategies that I felt best supported their levels of proficiency. This

small group of students were all English language learners who previously participated in the

ACCESS yearly assessment. On average, all students demonstrated to be at​ Level 3- Developing

in the four language domains of Listening, Speaking, Reading, and Writing.​ Knowing this

information I implemented sensory supports for students to be able to construct meaning from

more complex material (Fairbairn & Jones, 2010).

Artifact #1: ​Follow multi-step directions with the support of a visual checklist. ​All six

students are English language learners and four out of the six students in this group are

diagnosed with ADD/ADHD and struggle with carrying out multistep directions. I had to be very

mindful in how I would create a station that students would be responsible for completing

independently. With all of this being said, I created a visual checklist for them to reference while
STUDENT LEARNING IN MATHEMATICS 16

they worked at their independent station ​(see Appendix G for Visual Checklist)​. In addition to

providing the students with this checklist, I modeled the steps that they should be completing

within that eight minute period. This strategy is supported by Fairbairn and Jones’ (2010)

explanation on the importance in presenting Level 3 ELL students with directions orally as well

as providing visual support.

Artifact #2: ​Solve double-digit addition and subtraction problems with the support of

manipulative or incorporation of tactile math​. ​Almost all of my students have accommodations

written in their IEPs that state that they benefit from the use of manipulatives during math

instruction and/or assessments. Gottlieb (2010) also explains that this sensory experience

provides ELL students with “mental Velcro” where they can attach language to content. When

we first began counting forward and backwards by 10s and 1s, I gave students bundles of

popsicle sticks to represent the groups of 10s and single popsicle sticks to represent the 1s ​(see

Appendix H for photo of bundles)​. When students would struggle with remembering what

number followed in the sequence they could go back and count the bundles and sticks to help

identify the number.

Artifact #3: ​Complete mental math warm up activities with the support of multimodal

instruction, specifically, instruction presented orally where language learner is able to match

voice to print by pointing to icons, letters, or illustrated words. ​One of my warm up activities

was called “Number in my Pocket.” This was a new activity that I was modeling for them for the

first time, where they combined a variety of mental math strategies covered throughout previous

math units. I explained to the students that I was the number master and they had to listen to
STUDENT LEARNING IN MATHEMATICS 17

three clues about the secret number I had in my pocket. Once I provided all three clues, they

were to give me a thumbs up if they thought they had the answer. I read aloud the rhyme and

clues and also provided visual representation of my sentence on the computer screen ​(see

Appendix I for visual support).​ I knew it would be important to provide multiple ways for my

students to access the language, which is why I presented the clues orally as well as providing

visual support (Gottlieb, 2010).

Self Assessment of Teaching & Learning

I believe I took a lot of risk in choosing to implement a new structure, like stations,

during the days I would be carrying out the instruction of my SLIM Project. I was particularly

hopeful that this specific structure would be the solution we have long been searching for in

response to student behaviors. I had even asked Dr. Allaman to focus her observational periods

on how effectively she felt we were able to maximize student learning throughout each station. I

definitely felt a positive shift in engagement and upon reflecting was able to attribute that to the

incorporation of strategies learned in ​The Highly Engaged Classroom​ (Marzano, et al. 2011).

Some of these strategies consisted of effective pacing, physical movement, using humor,

building positive teacher-student relationships, using games, and building friendly competition.

A large portion of the group meeting was used to positively interact with students on their

learning, without being distracted by the need to redirect student behaviors. I was also happy to

see that the independent station worked effectively. Being that I made the math drill into a race

the students were very excited and it did not leave any down time for them to get distracted. In

addition to the factors related to behavior and engagement, I found the stations to allow me the
STUDENT LEARNING IN MATHEMATICS 18

opportunity to differentiate my instruction to best meet the needs of each pair as well as an

increased level of my support and attention.

Upon reflecting on the successes and needed areas of improvement within my lesson, I

would have refined the warm-up activities. I relied on one similar activity for the majority of the

lessons because I believed the familiarity would allow the diverse levels of students to be

successful and participate. Students were not always excited or engaged, until I finally switched

up the activity on the final day. I need to continue to find fun, engaging, multilevel warm up

activities to start the group off. On the final day of my unit, I made a couple of changes in

grouping that I unfortunately found to be unsuccessful. I paired one student with a different

partner based on the levels of support I felt they both needed, but they needed assistance in

different areas and that pairing showed to also be ineffective.

I will definitely need to be more mindful of the emotional needs of my students when

thinking of pairs for the next unit. In addition to these refinements, I concluded that there was not

a single day throughout the five day unit where I had all six of the students in attendance or

participating. I believe it could have potentially changed the dynamics of every station if all

members were present and engaged. I look forward to seeing how well this format works for

upcoming units, when all students are present. This unit reminded me of how important it is to

have a variety of strategies ready for when a lesson does not go as planned. When working with

students with diverse needs, you never know exactly what will work, so I will always need to

have alternative ways for students to access the material.

STUDENT LEARNING IN MATHEMATICS 19

References

Fairbairn, S., & Jones-Vo, S. (2010). ​Differentiating instruction and assessment for English

language learners: A guide for K-12 teachers​. Philadelphia: Caslon Pub.

Gottlieb, M. H. (2009). ​Assessing English language learners: Bridges from language proficiency

to academic achievement​. Thousand Oaks, CA: Corwin Press.

Marzano, R. J., Pickering, D., & Heflebower, T. (2011). ​The highly engaged classroom​.

Bloomington, IN: Marzano Research.

Wright, R. J. (2010). ​Teaching number in the classroom with 4-8 year olds​. Los Angeles: SAGE.

Wright, R. J., Ellemor-Collins, D., & Tabor, P. D. (2012). ​Developing number knowledge:

Assessment, teaching & intervention with 7-11 year olds​. London: Sage.
STUDENT LEARNING IN MATHEMATICS 20

Appendix A

Lesson Plan Template

Colorado Mountain College
Teacher Candidate:

Morgan Bethke

Name of Mentor Teacher:

Asia Oleszczak

Co-teaching Strategy:

Station Teaching

Title of Lesson:

Two-Digit Addition and Subtraction

Content Area(s): Grade: Date/Duration:

Mathematics 3/4 Day #1- 45min.

Planning the Lesson:

Lesson Preparation
Enduring (Conceptual)
Understandings:
Developing a range of flexible strategies helps to work through problems more
What do you want students effectively.
to remember five years from
now about their learning?

Standards: CCSS.MATH.CONTENT.3.NBT.A.2

What content standards are Fluently add and subtract within 1000 using strategies and algorithms based on
aligned with this lesson? place value, properties of operations, and/or the relationship between addition
and subtraction.

Anticipated - (Misconception) Students may confuse counting forward and counting

Misconceptions and backwards when interchangeably solving addition and subtraction
Feedback: problems
- (Feedback) Explain to students that when we see an addition sign we
What anticipated count forward, the numbers get bigger. Provide a number grid or
misconceptions might number line for them to see this visually.
students encounter during
STUDENT LEARNING IN MATHEMATICS
this lesson? What will be the
feedback to move the
students toward
understanding
Other Content Areas:
What other content areas and
standards will you be
integrating into this unit?
Pre-Assessment:
What pre assessment data do
you have that helped identify
the specific learning targets
for the unit?
Learning Target(s):
What are the learning targets
for the lesson that should be
posted in student friendly
language and should be
measurable
Informal and Formative
Assessment:
What evidence will students
provide during the lesson to
demonstrate their learning?
What learning can you
observe?
21
- (Misconception) Students may confuse counting by 1s and 10s when
interchangeably solving addition and subtraction problems
- (Feedback) Have students first identify how many tens are in the
number and then how many ones. Once those are separated we can also
review how and when we move a certain way on a number grid (up and
down for 10s and left and right for 1s)
Literacy (Speaking & Listening)
CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on ​grade 3 topics and texts​,
building on others' ideas and expressing their own clearly.
AVMR screener, IEP progress monitoring, in class work samples, observations
from general education classroom.
Content Learning Targets:
I will understand that counting by 10s can help me to solve addition and
subtraction problems.
Language Learning Targets:
I can share the strategy I used to solve an addition or subtraction problem with
my station partner.
Performance Tasks:
Students should be able to apply strategies learned/review at the station prior to
the math game at the proceeding station.
Group #1: Leap Frog (Version 2)
Group #2: Jump Addition and Subtraction
Group #3: Leap Frog (Version 5)
Other Evidence:
ability to contribute to discussion questions/ respond to teacher’s questions
progress on speed drills during the independent station
STUDENT LEARNING IN MATHEMATICS
Summative Assessment:
What evidence will show
that students successfully
learned what the lesson was
intended to teach?
Instructional Strategies:
Which instructional
strategies are best suited to
the learner and the content
being taught? How will they
be sequenced? What level of
Bloom’s taxonomy must
students reach to meet the
learning targets?
Differentiation:
How will you accommodate
ALL learners in your
classroom? (i.e. SSN/ELL)
Resources and Materials:
Are there ways that
technology can be used to
support and enhance
instruction and student
learning? What other
materials will you need?
22
Exit ticket with bare number problems- students should show they used the
number line or number grid strategies taught during stations, to correctly solve
the addition and subtraction equation.
- Thumbs up/thumbs down
- Partners
- Movement
- Think-aloud
- Learning target
- SIOP
- Exit ticket
- ELLs: all member of this group are second language learners. Many of
the strategies I use to support my students with special needs are also
helpful for students who are ELLs.
- Manipulatives
- Multi model learning
- Visuals
- Sentence stems
- Partners based on levels of need (I have three different groups
of students working on a variation of the same task.)
- G1: Adding to a Decuple and Subtracting to a
Decuple (XL and RA)
- G2: Adding and subtracting two 2-digit numbers
without regrouping (AM and CO)
- G3: Adding and subtracting two 2-digit numbers with
regrouping (DG and KT)
-Number cards (with and without tens place underlined)
-White boards and markers
-TV for displaying learning target
-Speed drill worksheets, timer, graph for results, visual list of steps, pens,
markers, pencils
-Crazy Number Grid
-Exit Tickets
-Jump Addition and Subtraction worksheet, number cards, pencils
STUDENT LEARNING IN MATHEMATICS 23

-What’s the Question worksheet

- Leapfrog Game (version 2)

-Leapfrog Game (version 5)

- 1-100 Number Grid

Teaching the Lesson:

Lesson Sequence & Activities

Motivation/Student
Engagement/Activating
Prior Knowledge and
Connecting to Previous
Learning:
What will you do to activate
previous learning that does
not include the new
learning?
Students will meet at the carpet for a quick warm-up activity. I will show a
number card and ask students to give me a thumbs up once they know what it is.
Once I call on student to read the number, I will call on another student to tell
what number is in the tens place. Next, I will ask them to answer questions that
involve adding or taking away tens. (What if I add two more tens? What would
the number be now?; What if I take away three tens, what would the number be?)

Communicating Learning I will end the warm-up with introducing the learning target.
Targets:
“You all just solved two digit addition and subtraction problems in your head,
How will you communicate without even needing manipulatives or a whiteboard. You were flexibly counting
your learning targets before, forward and backwards by 10s to solve the problems.”
during and at the conclusion
of the lesson?

Key Vocabulary:

What vocabulary is essential Tens place, ones place, addition, subtraction

to student learning and how
will you use best practices to
teach that vocabulary?

Instruction: -Whole group

What kind of grouping will -Small group/stations

you use to present the
lesson: whole group: small
group: cooperative groups;
combination?
STUDENT LEARNING IN MATHEMATICS
Questioning and Specific
Feedback:
What questions will you
ask? What kinds of
questioning strategies will
you use? How will
incorporate your use of
formative assessments?
What kind of specific
feedback can you provide?
Guided Practice (with
teacher or with peers):
What will you do to help
students practice the new
learning?
Independent Practice
(work time and/or
conferring):
What will you do to provide
independent practice for
students either in class
and/or for homework?
24
What number is in the tens place?
What if you add ten more?
What would the number be?
If I asked you to count by tens, which way would you move?
What equation did you just solve?
How do you know?
What strategy did you use?
Practicing skills specific to their needs
Group #1 (XL & RA)- adding and subtracting involving a non-decuple and a
number 1 to 9. Provide student with an equation, emphasize the numbers in the
tens place, practice counting forward or backward by the identified number of
tens.
Group #2 (AM & CO)-Students are provided with “What’s the Question”
worksheet.. Students will count the number line jumps to confirm the number
placement on the numberline is correct and identify the equation they solved.
(they will be asked to use those jumps to solve an equation on the next part)
Group #3 (KT & DG)- students will answer question about the crazy number grid
and explore how to fill in a number grid based off of what they know about
counting by tens and ones.
Group #1 (XL & RA)- Leap Frog 5 students play AVMR game that practices
addition and subtraction with regrouping, involving two 2-digit numbers. Student
has a game board that has a table filled with various sums. They first spin
Spinner A to determine the first number in the equation and then spin Spinner B
to get addition or subtraction of a certain number. Once the student solves the
equation, they put their chip on the corresponding number on their game board.
The first player to get 3 chips in a row, wins.
Group #2 (AM & CO)- “Jump Addition and Subtraction” Student chooses one
numeral card to begin with and then chooses a second card from the main deck.
This main deck will include either a + or - sign followed by a digit (ex: +24, -12,
etc.) Once the student has the cards to build the equation they record the equation
in the first column of their graphic organizer and then use the blank number line
in column two to solve their problem. Student then writes their answer in the
third column. It is now the second players turn to do the same thing. For the
remaining turns, students will carry their answer from column three to the next
row, column one, choose a new card from the deck (ex: +24, -12, etc.) and solve
accordingly. Whichever students has the largest number in the end, wins.
Group #3 (KT & DG)- Leap Frog 2 students play AVMR game that practices
addition and subtraction involving decuple and a 2-digit number. Student has a
game board that has a table filled with various sums. They first spin Spinner A to
STUDENT LEARNING IN MATHEMATICS
Independent Station
Students practiced
foundational skills that they
are can execute without the
support of a teacher
Closure:
How will students reflect on
their learning?
Parent involvement:
What are ways in which
parents/caregivers can be
part of this lesson?
Communicating with
parents: ​How would you
explain this lesson to a
parent/caregiver?
25
determine an addition or subtraction and then spin Spinner B to get the number
added or subtracted from 49. Once the student solves the equation, they put their
chip on the corresponding number on their game board. The first player to get 3
chips in a row, wins.
Students start two minute timer and complete as many problems as they can
within that time frame. Once the timer goes off, students trade papers and correct
their partners work. Students can then fill in the number of correct problem
completed on their charts. If time permits, they are asked to go back and correct
the problems they got incorrect.
Group #1 (XL & RA)- Speed drill with addition worksheet (double-digit plus a
single-digit, with regrouping)
Group #2 (AM & CO)- Speed drill with addition worksheet (double-digit plus a
single-digit, no regrouping)
Group #3 (KT & DG)- Speed drill with addition worksheet (single-digit plus a
single-digit, sums 1-20)
Each student will be given an exit ticket with one addition and one subtraction
problem to solve based on the strategy/level they were practicing in station #1 &
#2.
Parent involvement:
Communicating with parents/caregivers
Parents/Caregivers can help their students with counting by 10s and 1s. Parents
could give students a number (ex: 24) and count together by 10s (24, 34, 44, 54)
or count backwards by 1s. (67, 66, 65, 64)
I would explain to parents/caregivers that we are practicing counting by 10s and
1s, so that they can add and subtract within 100 fluently.
STUDENT LEARNING IN MATHEMATICS 26
STUDENT LEARNING IN MATHEMATICS 27

Appendix B

Lesson Plan Template

Colorado Mountain College
Teacher Candidate:

Morgan Bethke

Name of Mentor Teacher:

Asia Oleszczak

Co-teaching Strategy:

Station Teaching

Title of Lesson:

Two-Digit Addition and Subtraction

Content Area(s): Grade: Date/Duration:

Mathematics 3/4 Day #2- 45min.

Planning the Lesson:

Lesson Preparation
Enduring (Conceptual)
Understandings:
Developing a range of flexible strategies helps to work through problems more
What do you want students effectively.
to remember five years from
now about their learning?

Standards: CCSS.MATH.CONTENT.3.NBT.A.2

What content standards are Fluently add and subtract within 1000 using strategies and algorithms based on
aligned with this lesson? place value, properties of operations, and/or the relationship between addition
and subtraction.

Anticipated - (Misconception) Students may confuse counting forward and counting

Misconceptions and backwards when interchangeably solving addition and subtraction
Feedback: problems
- (Feedback) Explain to students that when we see an addition sign we
What anticipated count forward, the numbers get bigger. Provide a number grid or
misconceptions might number line for them to see this visually.
students encounter during
STUDENT LEARNING IN MATHEMATICS
this lesson? What will be the
feedback to move the
students toward
understanding
Other Content Areas:
What other content areas and
standards will you be
integrating into this unit?
Pre-Assessment:
What pre assessment data do
you have that helped identify
the specific learning targets
for the unit?
Learning Target(s):
What are the learning targets
for the lesson that should be
posted in student friendly
language and should be
measurable
Informal and Formative
Assessment:
What evidence will students
provide during the lesson to
demonstrate their learning?
What learning can you
observe?
28
- (Misconception) Students may confuse counting by 1s and 10s when
interchangeably solving addition and subtraction problems
- (Feedback) Have students first identify how many tens are in the
number and then how many ones. Once those are separated we can also
review how and when we move a certain way on a number grid (up and
down for 10s and left and right for 1s)
Literacy (Speaking & Listening)
CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on ​grade 3 topics and texts​,
building on others' ideas and expressing their own clearly.
AVMR screener, IEP progress monitoring, in class work samples, observations
from general education classroom.
Content Learning Targets:
I will understand that counting by 10s can help me to solve addition and
subtraction problems.
Language Learning Targets:
I can share the strategy I used to solve an addition or subtraction problem with
my station partner.
Performance Tasks:
Students should be able to apply strategies learned/review at the station prior to
the math game at the proceeding station.
Group #1: Leap Frog (Version 2)
Group #2: Jump Addition and Subtraction
Group #3: Leap Frog (Version 4)
Other Evidence:
ability to contribute to discussion questions/ respond to teacher’s questions
progress on speed drills during the independent station
STUDENT LEARNING IN MATHEMATICS
Summative Assessment:
What evidence will show
that students successfully
learned what the lesson was
intended to teach?
Instructional Strategies:
Which instructional
strategies are best suited to
the learner and the content
being taught? How will they
be sequenced? What level of
Bloom’s taxonomy must
students reach to meet the
learning targets?
Differentiation:
How will you accommodate
ALL learners in your
classroom? (i.e. SSN/ELL)
Resources and Materials:
Are there ways that
technology can be used to
support and enhance
instruction and student
learning? What other
materials will you need?
29
Exit ticket with bare number problems- students should show they used the
number line or number grid strategies taught during stations, to correctly solve
the addition and subtraction equation.
- Thumbs up/thumbs down
- Partners
- Movement
- Think-aloud
- Learning target
- SIOP
- Exit ticket
- ELLs: all member of this group are second language learners. Many of
the strategies I use to support my students with special needs are also
helpful for students who are ELLs.
- Manipulatives
- Multi model learning
- Visuals
- Sentence stems
- Partners based on levels of need (I have three different groups
of students working on a variation of the same task.)
- G1: Adding and subtracting two 2-digit numbers
without regrouping (XL and RA)
- G2: Adding and subtracting involving a near-tens
number and a 2-digit number (AM and CO)
- G3: Addition and subtraction involving decuple and a
2-digit number (DG and KT)
-Number cards (with and without tens place underlined)
-White boards and markers
-TV for displaying learning target
-Speed drill worksheets, timer, graph for results, visual list of steps, pens,
markers, pencils
-Jump Addition and Subtraction worksheet, number cards, pencils
-Crazy Number Grid
-Exit Ticket
STUDENT LEARNING IN MATHEMATICS
Motivation/Student
Engagement/Activating
Prior Knowledge and
Connecting to Previous
Learning:
What will you do to activate
previous learning that does
not include the new
learning?
Communicating Learning
Targets:
How will you communicate
your learning targets before,
during and at the conclusion
of the lesson?
Key Vocabulary:
What vocabulary is essential
to student learning and how
will you use best practices to
teach that vocabulary?
Instruction:
What kind of grouping will
you use to present the
lesson: whole group: small
group: cooperative groups;
combination?
30
-What’s the Question worksheet
- Leapfrog Game (version 2)
-Leapfrog Game (version 4)
- 1-100 Number Grid
Teaching the Lesson:
Lesson Sequence & Activities
10 minutes
Students will meet at the carpet for a quick warm-up activity. I will show a
number card and ask students to give me a thumbs up once they know what it is.
Once I call on student to read the number, I will call on another student to tell
what number is in the tens place. Next, I will ask them to answer questions that
involve adding or taking away tens. (What if I add two more tens? What would
the number be now?; What if I take away three tens, what would the number be?)
I will end the warm-up with introducing the learning target.
“You all just solved two digit addition and subtraction problems in your head,
without even needing manipulatives or a whiteboard. You were flexibly counting
forward and backwards by 10s to solve the problems.”
Tens place, ones place, addition, subtraction
-Whole group
-Small group/stations
STUDENT LEARNING IN MATHEMATICS
Questioning and Specific
Feedback:
What questions will you
ask? What kinds of
questioning strategies will
you use? How will
incorporate your use of
formative assessments?
What kind of specific
feedback can you provide?
Guided Practice (with
teacher or with peers):
What will you do to help
students practice the new
learning?
Independent Practice
(work time and/or
conferring):
What will you do to provide
independent practice for
students either in class
and/or for homework?
31
What number is in the tens place?
What if you add ten more?
What would the number be?
If I asked you to count by tens, which way would you move?
What equation did you just solve?
How do you know?
What strategy did you use?
8 minutes
Practicing skills specific to their needs
Group #1 (XL & RA)- continuation of the warm up. Identifying a number, the
number in the tens place, and then adding/subtracting 10s. “What number is in
the tens place? What if I take away two tens? What would the new number be?”
Connect this mental thinking to writing an equation. Do not move onto ones
place YET.
Group #2 (AM & CO)- Students are provided with “What’s the Question”
worksheet. Students will count the number line jumps to confirm that the number
placement on the numberline is correct and identify the equation they solved.
(they will be asked to use those jumps to solve an equation on the next part)
Group #3 (KT & DG)- students will choose a number card, locate it on their
personal number grid, and then count forward/backward by tens using a chip to
track their counting. If time permits, continue working on filling in the crazy
number grid.
8 minutes
Group #1 (XL & RA)- Leap Frog 4 students play AVMR game that practices
addition and subtraction without regrouping, involving two 2-digit numbers.
Student has a game board that has a table filled with various sums. They first
spin Spinner A to determine the first number in the equation and then spin
Spinner B to get addition or subtraction of a certain number. Once the student
solves the equation, they put their chip on the corresponding number on their
game board. The first player to get 3 chips in a row, wins.
Group #2 (AM & CO)- “Jump Addition and Subtraction” Student chooses one
numeral card to begin with and then chooses a second card from the main deck.
This main deck will include either a + or - sign followed by a digit (ex: +24, -12,
etc.) Once the student has the cards to build the equation they record the equation
in the first column of their graphic organizer and then use the blank number line
in column two to solve their problem. Student then writes their answer in the
third column. It is now the second players turn to do the same thing. For the
remaining turns, students will carry their answer from column three to the next
STUDENT LEARNING IN MATHEMATICS
Independent Station
Students practiced
foundational skills that they
are can execute without the
support of a teacher
Closure:
How will students reflect on
their learning?
Parent involvement:
What are ways in which
parents/caregivers can be
part of this lesson?
32
row, column one, choose a new card from the deck (ex: +24, -12, etc.) and solve
accordingly. Whichever students has the largest number in the end, wins.
Group #3 (KT & DG)- Leap Frog 2 students play AVMR game that practices
addition and subtraction involving decuple and a 2-digit number. Student has a
game board that has a table filled with various sums. They first spin Spinner A to
determine an addition or subtraction and then spin Spinner B to get the number
added or subtracted from 49. Once the student solves the equation, they put their
chip on the corresponding number on their game board. The first player to get 3
chips in a row, wins.
8 minutes
Students start two minute timer and complete as many problems as they can
within that time frame. Once the timer goes off, students trade papers and correct
their partners work. Students can then fill in the number of correct problem
completed on their charts. If time permits, they are asked to go back and correct
the problems they got incorrect.
Group #1 (XL & RA)- Speed drill with addition worksheet (double-digit plus a
single-digit, with regrouping)
Group #2 (AM & CO)- Speed drill with addition worksheet (double-digit plus a
single-digit, no regrouping)
Group #3 (KT & DG)- Speed drill with addition worksheet (single-digit plus a
single-digit, sums 1-20)
5 minutes
Each student will be given an exit ticket with one addition and one subtraction
problem to solve based on the strategy/level they were practicing
Parent involvement:
Communicating with parents/caregivers
Parents/Caregivers can help their students with counting by 10s and 1s. Parents
could give students a number (ex: 24) and count together by 10s (24, 34, 44, 54)
or count backwards by 1s. (67, 66, 65, 64)
STUDENT LEARNING IN MATHEMATICS 33

Communicating with
parents: ​How would you
explain this lesson to a I would explain to parents/caregivers that we are practicing counting by 10s and
parent/caregiver? 1s, so that they can add and subtract within 100 fluently.
STUDENT LEARNING IN MATHEMATICS 34

Appendix C

Lesson Plan Template

Colorado Mountain College
Teacher Candidate:

Morgan Bethke

Name of Mentor Teacher:

Asia Oleszczak

Co-teaching Strategy:

Station Teaching

Title of Lesson:

Two-Digit Addition and Subtraction

Content Area(s): Grade: Date/Duration:

Mathematics 3/4 Day #3- 45min.

Planning the Lesson:

Lesson Preparation
Enduring (Conceptual)
Understandings:
Developing a range of flexible strategies helps to work through problems more
What do you want students effectively.
to remember five years from
now about their learning?

Standards: CCSS.MATH.CONTENT.3.NBT.A.2

What content standards are Fluently add and subtract within 1000 using strategies and algorithms based on
aligned with this lesson? place value, properties of operations, and/or the relationship between addition
and subtraction.

Anticipated - (Misconception) Students may confuse counting forward and counting

Misconceptions and backwards when interchangeably solving addition and subtraction
Feedback: problems
- (Feedback) Explain to students that when we see an addition sign we
What anticipated count forward, the numbers get bigger. Provide a number grid or
misconceptions might number line for them to see this visually.
students encounter during
STUDENT LEARNING IN MATHEMATICS
this lesson? What will be the
feedback to move the
students toward
understanding
Other Content Areas:
What other content areas and
standards will you be
integrating into this unit?
Pre-Assessment:
What pre assessment data do
you have that helped identify
the specific learning targets
for the unit?
Learning Target(s):
What are the learning targets
for the lesson that should be
posted in student friendly
language and should be
measurable
Informal and Formative
Assessment:
What evidence will students
provide during the lesson to
demonstrate their learning?
What learning can you
observe?
35
- (Misconception) Students may confuse counting by 1s and 10s when
interchangeably solving addition and subtraction problems
- (Feedback) Have students first identify how many tens are in the
number and then how many ones. Once those are separated we can also
review how and when we move a certain way on a number grid (up and
down for 10s and left and right for 1s)
Literacy (Speaking & Listening)
CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on ​grade 3 topics and texts​,
building on others' ideas and expressing their own clearly.
AVMR screener, IEP progress monitoring, in class work samples, observations
from general education classroom.
Content Learning Targets:
I will understand that counting by 10s can help me to solve addition and
subtraction problems.
Language Learning Targets:
I can share the strategy I used to solve an addition or subtraction problem with
my station partner.
Performance Tasks:
Students should be able to apply strategies learned/review at the station prior to
the math game at the proceeding station.
Group #1: Leap Frog (Version 2)
Group #2: Jump Addition and Subtraction
Group #3: Leap Frog (Version 4)
Other Evidence:
ability to contribute to discussion questions/ respond to teacher’s questions
progress on speed drills during the independent station
STUDENT LEARNING IN MATHEMATICS
Summative Assessment:
What evidence will show
that students successfully
learned what the lesson was
intended to teach?
Instructional Strategies:
Which instructional
strategies are best suited to
the learner and the content
being taught? How will they
be sequenced? What level of
Bloom’s taxonomy must
students reach to meet the
learning targets?
Differentiation:
How will you accommodate
ALL learners in your
classroom? (i.e. SSN/ELL)
Resources and Materials:
Are there ways that
technology can be used to
support and enhance
instruction and student
learning? What other
materials will you need?
36
Exit ticket with bare number problems- students should show they used the
number line or number grid strategies taught during stations, to correctly solve
the addition and subtraction equation.
- Thumbs up/thumbs down
- Partners
- Movement
- Think-aloud
- Learning target
- SIOP
- Exit ticket
- ELLs: all member of this group are second language learners. Many of
the strategies I use to support my students with special needs are also
helpful for students who are ELLs.
- Manipulatives
- Multi model learning
- Visuals
- Sentence stems
- Partners based on levels of need (I have three different groups
of students working on a variation of the same task.)
- G1: Adding and subtracting two 2-digit numbers
without regrouping (XL and RA)
- G2: Adding and subtracting involving a near-tens
number and a 2-digit number (AM and CO)
- G3: Addition and subtraction involving decuple and a
2-digit number (DG and KT)
-Number cards (with and without tens place underlined)
-White boards and markers
-TV for displaying learning target
-Speed drill worksheets, timer, graph for results, visual list of steps, pens,
markers, pencils
-Crazy Number Grid
-Exit Ticket
-Jump Addition and Subtraction worksheet, number cards, pencils
STUDENT LEARNING IN MATHEMATICS
Motivation/Student
Engagement/Activating
Prior Knowledge and
Connecting to Previous
Learning:
What will you do to activate
previous learning that does
not include the new
learning?
Communicating Learning
Targets:
How will you communicate
your learning targets before,
during and at the conclusion
of the lesson?
Key Vocabulary:
What vocabulary is essential
to student learning and how
will you use best practices to
teach that vocabulary?
Instruction:
What kind of grouping will
you use to present the
lesson: whole group: small
group: cooperative groups;
combination?
37
-What’s the Question worksheet
- Leapfrog Game (version 2)
-Leapfrog Game (version 4)
- 1-100 Number Grid
Teaching the Lesson:
Lesson Sequence & Activities
10 minutes
Students will meet at the carpet for a quick warm-up activity. I will show a
number card and ask students to give me a thumbs up once they know what it is.
Once I call on student to read the number, I will call on another student to tell
what number is in the tens place. Next, I will ask them to answer questions that
involve adding or taking away tens. (What if I add two more tens? What would
the number be now?; What if I take away three tens, what would the number be?)
I will end the warm-up with introducing the learning target.
“You all just solved two digit addition and subtraction problems in your head,
without even needing manipulatives or a whiteboard. You were flexibly counting
forward and backwards by 10s to solve the problems.”
Tens place, ones place, addition, subtraction
-Whole group
-Small group/stations
STUDENT LEARNING IN MATHEMATICS
Questioning and Specific
Feedback:
What questions will you
ask? What kinds of
questioning strategies will
you use? How will
incorporate your use of
formative assessments?
What kind of specific
feedback can you provide?
Guided Practice (with
teacher or with peers):
What will you do to help
students practice the new
learning?
Independent Practice
(work time and/or
conferring):
What will you do to provide
independent practice for
students either in class
and/or for homework?
38
What number is in the tens place?
What if you add ten more?
What would the number be?
If I asked you to count by tens, which way would you move?
What equation did you just solve?
How do you know?
What strategy did you use?
8 minutes
Practicing skills specific to their needs
Group #1 (XL & RA)- continuation of the warm up. Identifying a number, the
number in the tens place, and then adding/subtracting 10s. “What number is in
the tens place? What if I take away two tens? What would the new number be?”
Connect this mental thinking to writing an equation. Do not move onto ones
place YET.
Group #2 (AM & CO)- Students are provided with “What’s the Question”
worksheet. Students will count the number line jumps to confirm the number
placement on the numberline is correct and identify the equation they solved.
(they will be asked to use those jumps to solve an equation on the next part)
Group #3 (KT & DG)- students will choose a number card, locate it on their
personal number grid, and then count forward/backward by tens using a chip to
track their counting. If time permits, continue working on filling in the crazy
number grid.
8 minutes
Group #1 (XL & RA)- Leap Frog 4 students play AVMR game that practices
addition and subtraction without regrouping, involving two 2-digit numbers.
Student has a game board that has a table filled with various sums. They first
spin Spinner A to determine the first number in the equation and then spin
Spinner B to get addition or subtraction of a certain number. Once the student
solves the equation, they put their chip on the corresponding number on their
game board. The first player to get 3 chips in a row, wins.
Group #2 (AM & CO)- “Jump Addition and Subtraction” Student chooses one
numeral card to begin with and then chooses a second card from the main deck.
This main deck will include either a + or - sign followed by a digit (ex: +24, -12,
etc.) Once the student has the cards to build the equation they record the equation
in the first column of their graphic organizer and then use the blank number line
in column two to solve their problem. Student then writes their answer in the
third column. It is now the second players turn to do the same thing. For the
remaining turns, students will carry their answer from column three to the next
STUDENT LEARNING IN MATHEMATICS
Independent Station
Students practiced
foundational skills that they
are can execute without the
support of a teacher
Closure:
How will students reflect on
their learning?
Parent involvement:
What are ways in which
parents/caregivers can be
part of this lesson?
39
row, column one, choose a new card from the deck (ex: +24, -12, etc.) and solve
accordingly. Whichever students has the largest number in the end, wins.
FOCUS ON WHICH SIDE OF THE NUMBER LINE THEY START ON
DEPENDING ON IF IT IS A SUBTRACTION OR ADDITION
PROBLEM.
Group #3 (KT & DG)- Leap Frog 2 students play AVMR game that practices
addition and subtraction involving decuple and a 2-digit number. Student has a
game board that has a table filled with various sums. They first spin Spinner A to
determine an addition or subtraction and then spin Spinner B to get the number
added or subtracted from 49. Once the student solves the equation, they put their
chip on the corresponding number on their game board. The first player to get 3
chips in a row, wins.
8 minutes
Students start two minute timer and complete as many problems as they can
within that time frame. Once the timer goes off, students trade papers and correct
their partners work. Students can then fill in the number of correct problem
completed on their charts. If time permits, they are asked to go back and correct
the problems they got incorrect.
Group #1 (XL & RA)- Speed drill with addition worksheet (double-digit plus a
single-digit, with regrouping)
Group #2 (AM & CO)- Speed drill with addition worksheet (double-digit plus a
single-digit, no regrouping)
Group #3 (KT & DG)- Speed drill with addition worksheet (single-digit plus a
single-digit, sums 1-20)
5 minutes
Group #1: Handout that gives student a three digit number and they are asked to
identify the number in the tens place, identify the new number when two more
tens are added, and then write out the equation they just solved.
Group #2 and #3: Students will be given an exit ticket with one addition and one
subtraction problem to solve based on the strategy/level they were practicing.
Parent involvement:
Communicating with parents/caregivers
Parents/Caregivers can help their students with counting by 10s and 1s. Parents
could give students a number (ex: 24) and count together by 10s (24, 34, 44, 54)
or count backwards by 1s. (67, 66, 65, 64)
STUDENT LEARNING IN MATHEMATICS 40

Communicating with
parents: ​How would you
explain this lesson to a I would explain to parents/caregivers that we are practicing counting by 10s and
parent/caregiver? 1s, so that they can add and subtract within 100 fluently.
STUDENT LEARNING IN MATHEMATICS 41

Appendix D

Lesson Plan Template

Colorado Mountain College
Teacher Candidate:

Morgan Bethke

Name of Mentor Teacher:

Asia Oleszczak

Co-teaching Strategy:

Station Teaching

Title of Lesson:

Two-Digit Addition and Subtraction

Content Area(s): Grade: Date/Duration:

Mathematics 3/4 Day #4- 45min.

Planning the Lesson:

Lesson Preparation
Enduring (Conceptual)
Understandings:
Developing a range of flexible strategies helps to work through problems more
What do you want students effectively.
to remember five years from
now about their learning?

Standards: CCSS.MATH.CONTENT.3.NBT.A.2

What content standards are Fluently add and subtract within 1000 using strategies and algorithms based on
aligned with this lesson? place value, properties of operations, and/or the relationship between addition
and subtraction.

Anticipated - (Misconception) Students may confuse counting forward and counting

Misconceptions and backwards when interchangeably solving addition and subtraction
Feedback: problems
- (Feedback) Explain to students that when we see an addition sign we
What anticipated count forward, the numbers get bigger. Provide a number grid or
misconceptions might number line for them to see this visually.
students encounter during
STUDENT LEARNING IN MATHEMATICS
this lesson? What will be the
feedback to move the
students toward
understanding
Other Content Areas:
What other content areas and
standards will you be
integrating into this unit?
Pre-Assessment:
What pre assessment data do
you have that helped identify
the specific learning targets
for the unit?
Learning Target(s):
What are the learning targets
for the lesson that should be
posted in student friendly
language and should be
measurable
Informal and Formative
Assessment:
What evidence will students
provide during the lesson to
demonstrate their learning?
What learning can you
observe?
42
- (Misconception) Students may confuse counting by 1s and 10s when
interchangeably solving addition and subtraction problems
- (Feedback) Have students first identify how many tens are in the
number and then how many ones. Once those are separated we can also
review how and when we move a certain way on a number grid (up and
down for 10s and left and right for 1s)
Literacy (Speaking & Listening)
CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on ​grade 3 topics and texts​,
building on others' ideas and expressing their own clearly.
AVMR screener, IEP progress monitoring, in class work samples, observations
from general education classroom.
Content Learning Targets:
I will understand that counting by 10s can help me to solve addition and
subtraction problems.
Language Learning Targets:
I can share the strategy I used to solve an addition or subtraction problem with
my station partner.
Performance Tasks:
Students should be able to apply strategies learned/review at the station prior to
the math game at the proceeding station.
Group #1: Leap Frog (Version 5)
Group #2: Leap Frog (Version 4)
Group #3: Leap Frog (Version 2)
Other Evidence:
ability to contribute to discussion questions/ respond to teacher’s questions
progress on speed drills during the independent station
STUDENT LEARNING IN MATHEMATICS
Summative Assessment:
What evidence will show
that students successfully
learned what the lesson was
intended to teach?
Instructional Strategies:
Which instructional
strategies are best suited to
the learner and the content
being taught? How will they
be sequenced? What level of
Bloom’s taxonomy must
students reach to meet the
learning targets?
Differentiation:
How will you accommodate
ALL learners in your
classroom? (i.e. SSN/ELL)
Resources and Materials:
Are there ways that
technology can be used to
support and enhance
instruction and student
learning? What other
materials will you need?
43
Exit ticket with bare number problems- students should show they used the
number line or number grid strategies taught during stations, to correctly solve
the addition and subtraction equation.
- Thumbs up/thumbs down
- Partners
- Movement
- Think-aloud
- Learning target
- SIOP
- Exit ticket
- ELLs: all member of this group are second language learners. Many of
the strategies I use to support my students with special needs are also
helpful for students who are ELLs.
- Manipulatives
- Multi model learning
- Visuals
- Sentence stems
- Partners based on levels of need (I have three different groups
of students working on a variation of the same task.)
- G1: Adding and subtracting two 2-digit numbers with
regrouping (XL and RA)
- G2: Adding and subtracting two 2-digit numbers
without regrouping (AM and CO)
- G3: Addition and subtraction involving decuple and a
2-digit number (DG and KT)
-Number cards (with and without tens place underlined)
-White boards and markers
-TV for displaying learning target
-Speed drill worksheets, timer, graph for results, visual list of steps, pens,
markers, pencils
-Jump Addition and Subtraction worksheet, number cards, pencils
-What’s the Question worksheet
- Leapfrog Game (version 2)
STUDENT LEARNING IN MATHEMATICS
Motivation/Student
Engagement/Activating
Prior Knowledge and
Connecting to Previous
Learning:
What will you do to activate
previous learning that does
not include the new
learning?
Communicating Learning
Targets:
How will you communicate
your learning targets before,
during and at the conclusion
of the lesson?
Key Vocabulary:
What vocabulary is essential
to student learning and how
will you use best practices to
teach that vocabulary?
Instruction:
What kind of grouping will
you use to present the
lesson: whole group: small
group: cooperative groups;
combination?
44
-Leapfrog Game (version 4)
-Leapfrog Game (version 5)
- 1-100 Number Grid
- Crazy Number Grid
-Exit Ticket
- Ten-Frame cards with a variety of number of patters
Teaching the Lesson:
Lesson Sequence & Activities
10 minutes
Students will meet at the carpet for a quick warm-up activity. I will display an
addition or subtraction problem on the TV screen and ask students to solve it
mentally and give a thumbs up when they have the answer. The equation will
include a two digit number and adding/subtracting a decuple. Using talk moves,
get students to explain the connection to counting forward/backward by 10s.
Ten Frame Flashes- flash a ten frame pattern, ask students to identify the number
that was represented. Next ask students “what is (1-5) more?” Help students
build the connection between counting by 10s and the ten frame.
I will end the warm-up with introducing the learning target.
“You all just solved two digit addition and subtraction problems in your head,
without even needing manipulatives or a whiteboard. You were flexibly counting
forward and backwards by 10s to solve the problems.”
Tens place, ones place, addition, subtraction
-Whole group
-Small group/stations
STUDENT LEARNING IN MATHEMATICS
Questioning and Specific
Feedback:
What questions will you
ask? What kinds of
questioning strategies will
you use? How will
incorporate your use of
formative assessments?
What kind of specific
feedback can you provide?
Guided Practice (with
teacher or with peers):
What will you do to help
students practice the new
learning?
Independent Practice
(work time and/or
conferring):
What will you do to provide
independent practice for
students either in class
and/or for homework?
45
What number is in the tens place?
What if you add ten more?
What would the number be?
If I asked you to count by tens, which way would you move?
What equation did you just solve?
How do you know?
What strategy did you use?
8 minutes
Practicing skills specific to their needs
Group #1 (XL & RA)- continuation of the warm up. Identifying a number, the
number in the tens place, and then adding/subtracting 10s. “What number is in
the tens place? What if I take away two tens? What would the new number be?”
Connect this mental thinking to writing an equation. MOVE ONTO ONES
PLACE AS WELL.
Group #2 (AM & CO)- continuation of the warm up. Identifying a number, the
number in the tens place, and then adding/subtracting 10s. “What number is in
the tens place? What if I take away two tens? What would the new number be?”
Connect this mental thinking to writing an equation. Do not move onto ones
place YET.
Group #3 (KT & DG)- students will choose a number card, locate it on their
personal number grid, and then count forward/backward by tens using a chip to
track their counting. If time permits, continue working on filling in the crazy
number grid.
8 minutes
Group #1 (XL & RA)- Leap Frog 5 students play AVMR game that practices
addition and subtraction with regrouping, involving two 2-digit numbers. Student
has a game board that has a table filled with various sums. They first spin
Spinner A to determine the first number in the equation and then spin Spinner B
to get addition or subtraction of a certain number. Once the student solves the
equation, they put their chip on the corresponding number on their game board.
The first player to get 3 chips in a row, wins.
Group #2 (AM & CO)- Leap Frog 4 students play AVMR game that practices
addition and subtraction without regrouping, involving two 2-digit numbers.
Student has a game board that has a table filled with various sums. They first
spin Spinner A to determine the first number in the equation and then spin
Spinner B to get addition or subtraction of a certain number. Once the student
solves the equation, they put their chip on the corresponding number on their
game board. The first player to get 3 chips in a row, wins.
STUDENT LEARNING IN MATHEMATICS
Independent Station
Students practiced
foundational skills that they
are can execute without the
support of a teacher
Closure:
How will students reflect on
their learning?
Parent involvement:
What are ways in which
parents/caregivers can be
part of this lesson?
Communicating with
parents: ​How would you
explain this lesson to a
parent/caregiver?
46
Group #3 (KT & DG)- Leap Frog 2 students play AVMR game that practices
addition and subtraction involving decuple and a 2-digit number. Student has a
game board that has a table filled with various sums. They first spin Spinner A to
determine an addition or subtraction and then spin Spinner B to get the number
added or subtracted from 49. Once the student solves the equation, they put their
chip on the corresponding number on their game board. The first player to get 3
chips in a row, wins.
8 minutes
Students start two minute timer and complete as many problems as they can
within that time frame. Once the timer goes off, students trade papers and correct
their partners work. Students can then fill in the number of correct problem
completed on their charts. If time permits, they are asked to go back and correct
the problems they got incorrect.
Group #1 (XL & RA)- Speed drill with addition worksheet (double-digit plus a
single-digit, with regrouping)
Group #2 (AM & CO)- Speed drill with addition worksheet (double-digit plus a
single-digit, no regrouping)
Group #3 (KT & DG)- Speed drill with addition worksheet (single-digit plus a
single-digit, sums 1-20)
5 minutes
Group #1 and #2: Students will be given an exit ticket with one addition and one
subtraction problem to solve based on the strategy/level they were practicing.
Group #3: Handout that gives student a crazy number grid with one digit filled
in. They will be required to use their abilities to flexibly count by ones and tens
to fill in the missing digits.
Parent involvement:
Communicating with parents/caregivers
Parents/Caregivers can help their students with counting by 10s and 1s. Parents
could give students a number (ex: 24) and count together by 10s (24, 34, 44, 54)
or count backwards by 1s. (67, 66, 65, 64)
I would explain to parents/caregivers that we are practicing counting by 10s and
1s, so that they can add and subtract within 100 fluently.
STUDENT LEARNING IN MATHEMATICS 47
STUDENT LEARNING IN MATHEMATICS
Teacher Candidate:
Morgan Bethke
Name of Mentor Teacher:
Asia Oleszczak
Co-teaching Strategy:
Station Teaching
Title of Lesson:
Two-Digit Addition and Subtraction
Content Area(s):
Mathematics
Enduring (Conceptual)
Understandings:
What do you want students
to remember five years from
now about their learning?
Standards:
What content standards are
aligned with this lesson?
Anticipated
Misconceptions and
Feedback:
What anticipated
misconceptions might
students encounter during
this lesson? What will be the
feedback to move the
48
Appendix E
Lesson Plan Template
Colorado Mountain College
Grade: Date/Duration:
3/4 Day #5- 45min.
Planning the Lesson:
Lesson Preparation
Developing a range of flexible strategies helps to work through problems more
effectively.
CCSS.MATH.CONTENT.3.NBT.A.2
Fluently add and subtract within 1000 using strategies and algorithms based on
place value, properties of operations, and/or the relationship between addition
and subtraction.
- (Misconception) Students may confuse counting forward and counting
backwards interchangeably when solving addition and subtraction
problems
- (Feedback) Explain to students that when we see an addition sign we
count forward, the numbers get bigger. Provide a number grid or
number line for them to see this visually.
- (Misconception) Students may confuse counting by 1s and 10s when
interchangeably solving addition and subtraction problems
STUDENT LEARNING IN MATHEMATICS
students toward
understanding
Other Content Areas:
What other content areas and
standards will you be
integrating into this unit?
Pre-Assessment:
What pre assessment data do
you have that helped identify
the specific learning targets
for the unit?
Learning Target(s):
What are the learning targets
for the lesson that should be
posted in student friendly
language and should be
measurable
Informal and Formative
Assessment:
What evidence will students
provide during the lesson to
demonstrate their learning?
What learning can you
observe?
49
- (Feedback) Have students first identify how many tens are in the
number and then how many ones. Once those are separated we can also
review how and when we move a certain way on a number grid (up and
down for 10s and left and right for 1s)
Literacy (Speaking & Listening)
CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on ​grade 3 topics and texts​,
building on others' ideas and expressing their own clearly.
AVMR screener, IEP progress monitoring, in class work samples, observations
from general education classroom.
Content Learning Targets:
I will understand that counting by 10s can help me to solve addition and
subtraction problems.
Language Learning Targets:
I can share the strategy I used to solve an addition or subtraction problem with
my station partner.
Performance Tasks:
Students should be able to apply strategies learned/review at the station prior to
the math game at the proceeding station.
Group #1: Leap Frog (Version 5)
Group #2: Leap Frog (Version 4)
Group #3: Leap Frog (Version 2)
Other Evidence:
ability to contribute to discussion questions/ respond to teacher’s questions
progress on speed drills during the independent station
STUDENT LEARNING IN MATHEMATICS
Summative Assessment:
What evidence will show
that students successfully
learned what the lesson was
intended to teach?
Instructional Strategies:
Which instructional
strategies are best suited to
the learner and the content
being taught? How will they
be sequenced? What level of
Bloom’s taxonomy must
students reach to meet the
learning targets?
Differentiation:
How will you accommodate
ALL learners in your
classroom? (i.e. SSN/ELL)
Resources and Materials:
Are there ways that
technology can be used to
support and enhance
instruction and student
learning? What other
materials will you need?
50
Exit ticket with bare number problems- students should show they used the
number line or number grid strategies taught during stations, to correctly solve
the addition and subtraction equation.
- Thumbs up/thumbs down
- Partners
- Movement
- Think-aloud
- Learning target
- SIOP
- Exit ticket
- ELLs: all member of this group are second language learners. Many of
the strategies I use to support my students with special needs are also
helpful for students who are ELLs.
- Manipulatives
- Multi model learning
- Visuals
- Sentence stems
- Partners based on levels of need (I have three different groups
of students working on a variation of the same task.)
- G1: Adding and subtracting two 2-digit numbers with
regrouping (XL and CO)
- G2: Adding and subtracting two 2-digit numbers with
regrouping (AM and RA)
- G3: Addition and subtraction involving decuple and a
2-digit number (DG and KT)
-Number cards (with and without tens place underlined)
-White boards and markers
-TV for displaying learning target
-Number in my Pocket Activity
-Crazy Number Grid
-Exit Tickets
-Speed drill worksheets, timer, graph for results, visual list of steps, pens,
markers, pencils
-Roll and Write 100 game
STUDENT LEARNING IN MATHEMATICS
Motivation/Student
Engagement/Activating
Prior Knowledge and
Connecting to Previous
Learning:
What will you do to activate
previous learning that does
not include the new
learning?
Communicating Learning
Targets:
How will you communicate
your learning targets before,
during and at the conclusion
of the lesson?
Key Vocabulary:
What vocabulary is essential
to student learning and how
will you use best practices to
teach that vocabulary?
Instruction:
What kind of grouping will
you use to present the
lesson: whole group: small
51
- Leapfrog Game (version 2)
-Leapfrog Game (version 4)
-Leapfrog Game (version 5)
- 1-100 Number Grid
Teaching the Lesson:
Lesson Sequence & Activities
10 minutes
I will introduce students to a new activity where they will combined a variety of
mental math strategies covered throughout previous units. I will explain that I am
the number master and they have to listen to three clues about the secret number I
have in my pocket. Based on the three clues they can give me a thumbs up when
they have the answer.
I read aloud the rhyme and clues and also provide visual representation of my
sentence on the computer screen.
Number in my pocket what will it be. Number in my pocket let me see.
Clue #1: My number is before 98
Clue #1: My number is bigger than 75
Clue #1: My number is ten less than 93
(number is 83)
I will end the warm-up with introducing the learning target.
“You all just solved two digit addition and subtraction problems in your head,
without even needing manipulatives or a whiteboard. You were flexibly counting
forward and backwards by 10s to solve the problems.”
Tens place, ones place, addition, subtraction, forward, backward
-Whole group
-Small group/stations
STUDENT LEARNING IN MATHEMATICS
group: cooperative groups;
combination?
Questioning and Specific
Feedback:
What questions will you
ask? What kinds of
questioning strategies will
you use? How will
incorporate your use of
formative assessments?
What kind of specific
feedback can you provide?
Guided Practice (with
teacher or with peers):
What will you do to help
students practice the new
learning?
Independent Practice
(work time and/or
conferring):
What will you do to provide
independent practice for
students either in class
and/or for homework?
52
What number is in the tens place?
What if you add ten more?
What would the number be?
If I asked you to count by tens, which way would you move?
What equation did you just solve?
How do you know?
What strategy did you use?
8 minutes
Practicing skills specific to their needs
Group #1 (XL & CO)- continuation of the warm up. Identifying a number, the
number in the tens place, and then adding/subtracting 10s. “What number is in
the tens place? What if I take away two tens? What would the new number be?”
Connect this mental thinking to writing an equation. MOVE ONTO ONES
PLACE AS WELL.
Group #2 (AM & RA)- continuation of the warm up. Identifying a number, the
number in the tens place, and then adding/subtracting 10s. “What number is in
the tens place? What if I take away two tens? What would the new number be?”
Connect this mental thinking to writing an equation. MOVE ONTO ONES
PLACE AS WELL.
Group #3 (KT & DG)- Read and Write 100 game, students are given a hundred
chart to use as a game board and then each have their own recording sheet.
Student rolls two dice, one to determine the number in the tens place and the
second to determine the number in the ones place. The student will then place a
chip on the corresponding number, and say the number aloud correctly. Player
two repeats these steps. The first player to get three numbers in a row, wins.
8 minutes
Group #1 (XL & CO)- Leap Frog 5 students play AVMR game that practices
addition and subtraction with regrouping, involving two 2-digit numbers. Student
has a game board that has a table filled with various sums. They first spin
Spinner A to determine the first number in the equation and then spin Spinner B
to get addition or subtraction of a certain number. Once the student solves the
equation, they put their chip on the corresponding number on their game board.
The first player to get 3 chips in a row, wins.
Group #2 (AM & RA)- Leap Frog 4 students play AVMR game that practices
addition and subtraction without regrouping, involving two 2-digit numbers.
Student has a game board that has a table filled with various sums. They first
spin Spinner A to determine the first number in the equation and then spin
STUDENT LEARNING IN MATHEMATICS
Independent Station
Students practiced
foundational skills that they
are can execute without the
support of a teacher
Closure:
How will students reflect on
their learning?
Parent involvement:
What are ways in which
parents/caregivers can be
part of this lesson?
53
Spinner B to get addition or subtraction of a certain number. Once the student
solves the equation, they put their chip on the corresponding number on their
game board. The first player to get 3 chips in a row, wins.
Group #3 (KT & DG)- Leap Frog 2 students play AVMR game that practices
addition and subtraction involving decuple and a 2-digit number. Student has a
game board that has a table filled with various sums. They first spin Spinner A to
determine an addition or subtraction and then spin Spinner B to get the number
added or subtracted from 49. Once the student solves the equation, they put their
chip on the corresponding number on their game board. The first player to get 3
chips in a row, wins.
8 minutes
Students start two minute timer and complete as many problems as they can
within that time frame. Once the timer goes off, students trade papers and correct
their partners work. Students can then fill in the number of correct problem
completed on their charts. If time permits, they are asked to go back and correct
the problems they got incorrect.
Group #1 (XL & CO)- Speed drill with addition worksheet (double-digit plus a
single-digit, with regrouping)
Group #2 (AM & RA)- Speed drill with addition worksheet (double-digit plus a
single-digit, no regrouping)
Group #3 (KT & DG)- Speed drill with addition worksheet (single-digit plus a
single-digit, sums 1-20)
5 minutes
Group #1 and #2: Students will be given an exit ticket with one addition and one
subtraction problem to solve based on the strategy/level they were practicing.
Group #3: Handout that gives student a crazy number grid with one digit filled
in. They will be required to use their abilities to flexibly count by ones and tens
to fill in the missing digits.
Parent involvement:
Communicating with parents/caregivers
Parents/Caregivers can help their students with counting by 10s and 1s. Parents
could give students a number (ex: 24) and count together by 10s (24, 34, 44, 54)
or count backwards by 1s. (67, 66, 65, 64)
STUDENT LEARNING IN MATHEMATICS 54

Communicating with
parents: ​How would you
explain this lesson to a I would explain to parents/caregivers that we are practicing counting by 10s and
parent/caregiver? 1s, so that they can add and subtract within 100 fluently.
STUDENT LEARNING IN MATHEMATICS 55

Appendix F

Assessment Examples
STUDENT LEARNING IN MATHEMATICS 56

Appendix G

Visual Checklist
STUDENT LEARNING IN MATHEMATICS 57

Appendix H

Stick Bundles- Math Manipulative

STUDENT LEARNING IN MATHEMATICS 58

Appendix I

Sentence Visual Support

STUDENT LEARNING IN MATHEMATICS 59

​Appendix J

Student CO Work Samples

STUDENT LEARNING IN MATHEMATICS 60

​Appendix K

Student AM Work Samples

STUDENT LEARNING IN MATHEMATICS 61

​Appendix L

Student RA Work Samples