TPGES Observation Evidence

Jackson
3/29/2016

2A Environment of Respect/Rapport

3C Engaging Students in Learning

3A Communicating With Students
3rd Grade-Math

3B Questioning/Discussion Tech

3E Flexibility & Responsiveness

2D Managing Student Behavior

2E Organizing Physical Space

Covington

2C Classroom Procedures
Full Observation

2B Culture for Learning

3D Using Assessment
Evidence
T: Have a seat quickly. Who is showing that they are ready?
We ahave started a new module. What have we been doing
2:02:06 PM up this point with data? S: bar graphs of other people's x
opinion. T: collecting and charting T: Anything else we have
been doing with data?

T: Graph from scratch where we needed to find a title for the

bar graph, we discovered the scale that represented some of
2:03:10 PM the, what was it, number of pets in Sal's Pet Shop. So we x x
started to create bar graphs and this will be a quick little
referesher on creating a bar graph. Then we will practice a
couple of problems before we started with today's lesson.
(Starts the Khans Academy video with students gathered on
the carpet efficiently and quietly). T: Let me pause for second
because it cut off some of the important information. They
have already set up the bar graph for you. So you will notice
that It already has some of the parts of a bar graph: the title;
2:04:59 PM x x x x
it has your scale already listed-which is the number of
teachers and that bottom are the courses. So when we are
looking at this bar graph, we are looking to see the favorite
courses they like to teach.
(Continues video) He manipulates the chart based on the
data at the top into the interactive bar graph. Kids watched
x x x
quietly.
T: So what they basically just showed how to read a problem
with the information and how to apply it to your bar graph- x x
create a bar graph with the information provided. So let's just
do one practice concept before we start the lesson.
T: So here is some data that is provided and it says, 'Create a
bar graph to show how many cars of each color passed
Amy's family's car.' (this was posted on the Smartboard so
students could follow along as Ms. Jackson read). She x x
showed students the headings used for the bar graph (color
of cars and number of cars) .

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T: So if we look at the bar graph, what do we have down

here? What does this represent down here? Keenan? S:
The colors of the car T: The colors of the car. And what does
the scale over here represent? Ashton? S: The number of
cars. T: The number of cars. So we can start at the top of
chart and graph it. So the color red, how many cars are red?
Lily? S: 12. T: 12. So can you come up and graph 12 red
cars? I think you can just take your finger (it was an
interactive Smartboard application). T: Ok? Very good!
How many blue cars passed by? Student answered. T:
Good. Can you come up and graph it? Okay how many
silver cars? Carter? S: 12 (he got up because he knew he
was going to mark it on the SB. T: So just tell me: How
many black cars? Sabiola? (Student answered and Ms.
Jackson graphed it). T: How many green cars? Tessa?
(Student answers and teacher graphs it). T: Here is the
2:08:27 PM
information we placed inside the bar graph given the chart x x x x
and usually we will answer questions based on the
information you have graphed. But for times sake, we
wanted to practice creating a bar graph. Now really quick,
let's look at the scale. What does the scale show? What
does the scale look like on the side (she points). Students
answer 'the number of cars'. T: The number of cars. What
kind of scale did we use? Do we go by zero and count by
ones (1, 2, 3, 4, 5)? What does the scale show over here?
Alyssa? S: skip counted by fours T: And once again I
wanted to stress when you are creating a scale, it doesn't
necessariy have to be from 0, 1, 2 to whatever the highest
number you are going up to-you can skip-count by twos, skip-
count by fours, skip-count by fives. It just depends on your
data.

T: With that being said, let's go ahead and get started with
the lesson. Who can read the 'I Can' statement for today?
LeAja? S: I can solve one- and two-step word problems x
involving graphs. T: Very good. So we are going to be
working with one- and two-step problems that are centered
around the graphs that we charted.
T: So let's stand up and go back to our seats. (Students
2:11:25 PM x
moved quietly and quickly).

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T: Alright, so I have passed out some different templates we

are going to use today. And one of the templates was
template number 1. Place this one in front of you (shows
them Template 1 as a visual). T: Alright, who can tell me
what is this? Sean W? S: A bar graph. T: No, it looks a little
different from what we saw yesterday but that is a great
answer-I mean we have been working with bar graphs, so
you would think we would make some type of bar graph.
Lucas? S: a number plot? T: you are right, it is something
we have seen before. Lucas: it is something plot. T: Okay,
you are right-it is something plot. Tessa? S: A line plot. T: A
line plot. Very good. So I have given you a line plot and I am
going to ask you some questions based on your line plot in
front of you. Okay? So, this line plot shows how many x x x x x x
children are in the families of students in a third-grade class.
How many students only have one child in their family? So
look at your line plot and tell me how many students only
have one child in their family based on the information given
in the line plot. How many students have a family with only
one child? LeAja? S: 9. T: Okay, so how did you get that
anwwer, LeAja? What did you do to find that answer? S: I
counted all the x(s). T: Okay, thumbs-up if you agree. Okay,
so some people have a different answer. Alyssa? S: 8. T:
Thumbs-up if you agree. Okay, great. LeAsia, look back
very carefully and count again. (Student counts). T: How
many did you count? S: 8. T: Very good.

T: Okay, so how many third grade students have two children

in their family? (Wait time). T: Two students in their family?
Hannah? S: 5. T: 5. How many have three children in their
family? Faith? S: 6. T: 6. And how many students have four
children in their family? Curtis? S: 2. T: 2. Alright, so most
students have how many children in their family? So based
on this information, um most students have how many
children in their family? Sabiola? S: 2. T: 2. On your
personal whiteboard, so take out your personal whiteboard
2:11:40 PM
(gave them time). I would like you to write a number x x x x x x x
sentence showing how many more third graders have two
children in their family than three? So once again, on your
personal whiteboard, I would like you to write a number
sentence to show how many more third graders have two
children in their family than three children. (Student raises
their hand-Ms. Jackson answers quietly). Ms. Jackson
repeats the prompt again.

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(Gave students time to write their number sentence-gives

them a 30 second warning). So most students have how
many children in their family? Okay, who would like to share
their number sentense. Now you have to explain how you
got your answer. So who can share? Keenan? S: 9-6=3
(he struggles a bit to explain how he got it so Ms. J prompts
him to look at the data. Told him it was okay because he was
getting a little flustered. Told him everyone makes mistakes.
He then starts over and begins to explain. T: Okay, who
2:14:59 PM
agrees with Keenan? Thumbs up if you have the same x x x x x x
anawer. Very good. You should have written 9 - 6 = 3
because Keenan is right. If you look at the number of third
graders that have two children in their families and then look
at the number of students that have three children in their
family, it would be 9 - 6 = 3. Very good. S: I checked my
work. T: How did you check your work? (Lucas explained
how he checked his work). T: Very good. You did check
your work. Very good.
T: Alright, so let's turn your paper over to the bar graph on
the back. It should be Lesson 4 Fluency Template 2. It is on
the back of your line plot-it is right up here (Smartboard). It
2:15:45 PM should look like this (using the paper copy as a visual). x x
Questions? Ashton asks a question and she quietly says,
'not right now'.
T: So right here, what type of graph are we looking at now? I
think I said it but just by looking at it, what type of graph are
we looking at now? Lily? S: A bar graph. T: A bar graph.
So, this bar graph shows us how many minutes four children
spent playing piano. We are going to interpret the data. I
know it looks hard to see, and I apologize about that, but you
should be able to see it. If you need another copy, let me
know. So did Ryan practice more or less than 30 minutes?
We are looking at Ryan. Did Ryan practice for more or less
than 30 minutes? Who can tell me? (Wait time). T: So we
are looking at Ryan (repeats question). Hannah? S: Less.
T: Less? So do you think that Ryan practiced less than 30
minutes? Does everyone agree? Keenan said: no, no, no.
T: Okay, Ashton? S: I disagree? T: So why do you
disagree? S: Because the line next to Ryan goes past 30.
T: Do you see that the line goes past 30? Hannah, do you
2:19:08 PM
see it now? Hannah says yes. T: Okay good. So, did he x x x x x
practice more or less than 40 minutes? (repeats). What do
you think, Carter? (wait time). T: (repeats question). T: Who
can help him? More or less? Sean? S: I think it less? T:
You think it is less? So it is not quite at 40. Okay, so less.
So, what fraction of the time between 30 and 40 minutes did
Ryan practice piano? Hannah? (repeats question). Tessa?
S: 35. T: So, I need a fraction. So if you are looking between
30 and 40 What would be that fraction that Ryan practiced?
(wait time). Lucas? S: 1/2 T: 1/2? Right, how did you know?
Lucas explained where the line ended. T: Okay, so now
Tessa, what is half way between 30 and 40? S: Tessa said
35. T: Right, 35 minutes would be the halfway point between
30 and 40. Very good!

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T: Okay, now we are going to switch gears to our RDW.
Place those to the side and take out your whiteboard. A
student said, 'Ms Jackson I need a new marker' without
2:20:25 PM permission. T: Raise your hand for permission to speak-that x x x x
is rule number 3. Keenan was making fun of the student.
Student ignored him. Student raised her hand but didnt get
called on.
T: Alright problem is on the board and I know this is going to
be a little difficult because there is so much information. Can
everybody read it? (Students say no). T: This is what you
really need to see-is the chart up here. So, it says, 'The
following chart shows the number of times an insect's wings
vibrate each second. Use the following clues to complete the
unknowns in the chart.' So we have the unknowns listed in
the chart. So part A, 'The beetles number of wing vibrations
is the same as the difference between the flys and
honeybees.' And then the second clue, 'The mosquitos
number of wing vibrations is the same as 50 less than the
2:22:43 PM beetles and flys combined.' So you are going to use the x x x x x
clues to help you figure out the unknown. Once again, the
first clue (repeats part a and part b). Okay, so once again
you are trying to figure out the unknown in the chart. They
gave you some clues down here to help you figure out how
to solve for the unknown. If you cant see, you can come
closer and just bring your marker and whiteboard and come
sit on the carpet. We are going to take about two minutes.
Let's focus on solving the RDW. I see people already have
some work already started on their whiteboards. They are
not wasting time. (Students began working quietly).

Ms. Jackson walked around briefly. Most students were

attempting to get started and all students were working
quietly. T: We will take one more minute. Student had their
hand raised. She said yes and went to his desk. He was
2:25:00 PM asking for feedback-she said you made a mistake x x x
somewhere. Look at it again. The student struggled and she
said it was okay-we were going to go over it together in about
30 seconds. T: (to the class)-I will give you about 30 more
seconds.
T: Alright, once again your were solving for the unknown
letter b and the unknown letter m. So you should actually
have two answers. So let's quickly go over this. Once again,
I will read the directions (reads directions, part a, and part b
again). So, who has Part A completed that can share their
answer? One person? Alright, Lucas? (He came up to the
board). Lets put our markers down so we can pay attention
to how to solve the problem. Markers down and eyes on the
SmartBoard. [He wrote 550 -200= 350 (part a); b =200] T:
Okay, so explain what did you do Lucas? (He began to
2:29:08 PM explain). T: Show the equation you used to solve the x x x x
problem. Is this your checked work? Don't show your
checked work yet. Okay, show me what you have. (he
explains his equation). T: How did you get that information?
How did you use the clues to help you solve the problem?
(Student explains that he knows it was same as the
difference bewttwen the two bugs. The beetles number of
wing vibrations is the same as the difference betwen the fly
and the honeybee. He also explains his equation). T: Okay,
very good. For the unknown for beetle, b, you have 200.
Very good. Awesome job.

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T: Okay, what about part B? (repeats the question). So,

how would you solve this one? Curtis? The mosquito's
number of wing vibrations is the same as 50 less than the
beetles and flys combined. He put 900 - 50 = 850; M = 850.
As Curtis was working, T: We should be paying attention.
Once again, markers need to be closed and eyes on the
smartboard. A student asked a question while Curtis was still
working. Ms. Jackson said, 'He is not finished yet-let him
finish.' Once Curtis finished, T: So Curtis, what did you do?
(He begins with 900). T: Where did you get 900 from? (He
explains). T: So, you added the fly's and honeybee's
together? And then what did you do? (He explains). T: And
it equals 150? Thumbs up if you did the same thing? Okay,
to save time, we are going to go over part b. Part b went
along with part a. So it all kind of blends in together. So let's
look at part b. Alright, we have-we can fill in the information
we have for part a (fills in the chart for unknowns b and m).
2:30:40 PM So, the mosquitos number of wing vibrations is the same as x x x x
50 less than the beetle's and fly's combined. So, what you
needed to do was take the beetle's and the fly's and add
those together. So you have the fly is 550 and the beetle is
200, right? So you needed to combine those together
because it says the mosquitos will be the beetle's and the
fly's combined. And then we have to also take away 50-but
before we get to that point we need to first add the beetle's
and fly's together so 550 plus 200, what does that give us?
Sean? S: 750. T: 750. Okay, so we have the beetle's and
the fly's combined equals 750 and then what do we need to
do next, Lily? (She answers). T: So we know the mosquito's
vibrations is the same as the beetle's and fly's except that it is
50 less. So m equals 700. (some students got excited). T:
Very good.

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T: Lets get back to our seats quickly so we can finish up our

lesson. Alright, so we are going to use this information to-
there is another sheet I passed out to you. It is a blank
template, just has a grid on it, place that in front of you. It
should say Lesson 4 template. Alright, so we are going to
create a bar graph from the data from the applicaiton
problem. So we are going to use this data to create a bar
graph. So, before we get started, we need to choose a scale
that works for the data that the graph represents. So, really
quick, I want you to talk to your table. What type of scale
could we create to represent the number of wing vibrations
for each second? Go on and talk to the people around you
really quick. Talk with a buddy. What do you think Keenan?
(He talked to Ms. Jackson. She reminded him that the scale
would be the intervals-the numbers-what type of scale would
we use?). To another group, T: What do you think? (Some
students were engaged and talking with their partner). T: So
2:37:31 PM What did you and your team, or your partner, discuss? What x x x x x
type of scale would be appropriate for us to use for this bar
graph? The scale meaning the intervals that we will count by.
(teacher wait time) Sabiola? S: We thought about doing it
starting with 0 than moving to 150 until we get to 700. T: So
you think we should skip count by 150? Does anybody else
have another scale we could use? Lucas? S: I think we
should count by 100s (explained why). T: Okay. So, in this
case, using 100s is a strong choice since the numbers are
between 200 and 700. So you will decide if you will show the
scale of your graph vertically or horizontally. So we have
learned both ways. So it is up to you to decide whether or
not you want to show your bar graph vertically or horizontally.
Okay, so you always start your scale at 0 and then you label.
So go ahead and, in this case, it will go up to 700. So start
at 0 and then skip counting by 100s (she models on the
board).

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A student asks a question- she prompts him to look at their

newly created chart and look for the largest number. Two
students debate going vertically or horizontally to save from
having leftover space. Ms. Jackson said is it up them, but it
is okay to have extra space. T: Okay, so the number of wing
vibrations for the honeybee is 350 each second. Right here,
look up here. Discuss the scale you would use for the
honeybee. What would be do in this situation? Since we
skip-counted by 100s, what you do if you come across some
of the insects, like 350 or 550, so they aren't really going to
the next 100, what are we going to do? It is like 350, but 300
or 400? What would you do? (Ms. Jackson did not move
around the room as studnts drew their scales). T: Lily? S:
You would shade in half of the way. T: you will shade in half
way because half of what? (Student explains shading to 50
because it is half of 100). Ms. Jackson paraphrases so the
class can hear. T: So you would have to shade in half of the
2:40:58 PM units to show this data precisely. Do we need to do that for x x x x x
any other insects? What other insect would we have to do
that for? I want to hear from soebody that I havent heard
from yet. Um, what other insect would we have to fill in the
halfway mark for? What do you think Kali? Which other
insect woud be at the halfway point when skip counting by
100s and it won't necesarrily be on one of hundred lines. It is
the halfway mark in between two different hundreds, like 300
and 400. Which other insect would be at the halfway point?
(About five hands are aised). T: We already said the
honeybee because it falls at 350. What would be the other
insect? (wait time) Lily, do you need some help? Alyssa?
S:the fly. T: The fly. See it's halfway between the 500 and
600 lines. It would be 550-the halfway point-because it is not
yet at 600 and it is above the 500 mark.

Okay, so, let's go ahead and start filling in our graph. So we

are going to use the data from our application problem-the
RDW- and began creating our graph. So, we have the
insects right here and we have the number of wing vibrations
per second- we have created the scale, and we are going to
skip-count by 100s, so you should have already listed your
scale. So go ahead and start filling in your bar graph. Some
people have started already. To a specific student, T: So,
2:42:44 PM what are you missing here? (student responds). T: Thinking x x x x
about your components of a bar graph-what are you
missing? Student explains-Ms. J asks if there is anything
else and student answers. Ms. J reassures that she is
moving in the right direction. Ms. Jackson continues to
circulate between partners and providing feedback as
needed. After circulating, Ms. J asked the class if there was
anyone else not sure of what to do.

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T: Okay, listen, really quick, so for the application problem-

the RDW-we figured out the unknown letters-the unknown for
the beetle and mosquito-filling in our chart. I hope everyone
is listening. So, we are looking at the number of insects and
wing vibrations of each second. So we are using this data to
create a bar graph. So, you have a blank template. So what
you were suppose to do is to take the info and create a bar
graph. So we decided that the scale, the intervals we are
counting by, which will be the nunber of wing vibrations each
sec. will be counting by 100s. So if we create a scale skip-
counting by 100s and the highest number that we have over
here is 700, um we will make a scale starting with 0 skip-
counting by 100s to 700. I am going to show you a scale
(models it). What does the scale represent? Why are the
numbers over there, Kali? All of the information is over here
in this chart-everything that we are going to use if from over
here. Student was struggling to explain, Ms. Jackson told
her that the information was right over here (points to the
2:47:11 PM
chart). After some time, Ms. J asked who could help her. T: x x x x
Hannah? Student responds with the number of wing
vibrations. T: The number of wing virbations each second.
So we are going to label the scale over here (the numbner of
wing's vibrations per second). So if this is the scale over
here, what will go at the bottom of our bar graph? If we used
the number of wing vibrations per second over here, what is
going to go down here? Looking at the chart, what is left?
Tessa, what do you think? Tessa says the insects. T: The
insects. So, we will basically just plug in the information right
from this chart to help us graph our bar graph. Ms. Jackson
models on the Smartboard. T: Now you take the information
from the chart and it apply it to your bargraph. So honeybee,
how many wing vibrations per second? Kali? Looking over
here at the information, honeybee? (wait time) Faith? She
answers 350. T: 350, so we now just graph it. We don't
have 350, so what do we do? Tessa? S: In between 300
and 400. T: Good job! between 300 and 400 (models it).
So does everyone understand how to do it now? Got it? Go
Students were working, some as partners and others
individually. Ms. Jackson circulated and provided feedback
to students as needed. Students started walking to the front
2:47:57 PM
of the room to show Ms Jackson their answers. LeAja said, 'I x x
can't see people!' Keenan responded, 'Nobody is going to
move when you say it like that.' Ms. J takes care of the
situation quietly, without causing a bigger scene.

Because so many kids were coming to the carpet, and in

response to LeAja, Ms. Jackson said, 'Okay, I will come to
2:49:51 PM you. Go back to your seats, and I will come to you. She x x x
moves with them and provides feedback about missing
labels. Says she doesn't know what either respresents.

T: So, we have run out of time and will continue this lesson
tomorrow. We will finish it, debrief, and go over it tomorrow
and complete the exit ticket tomorrow. Put all of the papers
in your math folder and start cleaning up your materials. S:
x x x
We can't do our exit ticket? T: No, we don't have time to do
it. It is time for special area. We will have time tomorrow. S:
We didnt go over our flashbacks. T: That is okay-we will
review them tomorrow. Clap once, clap twice. Put up your
materials quickly and then line up.

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