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Second Math Observation

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82 views

Second Math Observation

Uploaded by

api-308126590
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Informal/Formal Observation

Date: November 27th, 2017

Boys Girls

Teacher: Kailee Harris

Supervisor: Jennifer Potteiger

Proximity:

Anticipatory Set (gains the attention of students and sets the tone for the lesson)
The students will complete their problem of the day as they enter the classroom.
Problem of the day:
Jason makes $14.00 per hour mowing lawns. If he works 36 hours this week, how much money
will he make?
Answer: Jason will make $504.00 if he works 36 hours.

Instructional Objective (objective is stated and clear to the students)


CCSS.MATH.CONTENT.5.NBT.B.5
Fluently multiply multi-digit whole numbers using the standard algorithm.

The learners will multiply 2-digit by 2-digit numbers.

Instructional Input (communicates effectively, clear explanations with a variety of media)


The teacher will begin as she directs the students to complete their problem of the day
that is displayed on the smartboard. She will then walk around the classroom and address any
questions that the students may have as they work. After 3 minutes she will check the students
work before going over the question (looking for effort and participation). She will then go over
the problem and have the students answer the question as she solves it on the board. She will
then ask the students to clear everything off of their desks and to have their eyes on her to show
her that they are ready to begin the lesson.
Once the teacher receives 100% compliance from her students she will state the objective
and tell the students that they will be working on 2-digit by 2-digit multiplication. She will then
start by demonstrating two examples on the board (38 x 18 and 44 x 23). After completing the
examples, the teacher will explain to the students that she will be putting them into small groups
so that they can solve a multiplication problem, share it with their small group, and then present
it to the class as a group. She will then split the students into their small groups and give them
each group their multiplication problem. She will give the students a few minutes to solve the
problem on their own, then a few minutes to share with their group mates, and then 5 minutes to
write their problem on a small whiteboard and practice their presentations. After the five minutes
is up, the teacher will randomly pick groups to present their problem to the class.
After the students are done presenting, the teacher will then pass out a sheet of paper that
has the 3 multiplication problems on it for the Plickers app. She will give the students 5-7
minutes to complete the problems. As the students work, the teacher will pass out the Plickers
answer sheets. Once the 5-7 minutes is up, the teacher will present each question on the
smartboard and have the students display their answers using their specific Plickers answer card.
During this time she will use her app to record each student's findings and quickly receive their
answer/understanding of the concept.
After gathering the data on her Plickers app, the teacher will close the lesson and thank
the students for such a wonderful lesson.

Modeling (demonstrating process or product)


The teacher will demonstrate two examples on the board: 38 x 18 and 44 x 23. She will
first line 38 x 18 up vertically. Next she will demonstrate how to multiply by the number in the
ones place, she will then move to the number in the tens place. Before multiplying, she will state
that when multiplying the number in the tens we must start in the tens place, therefore we put a
zero in the ones place in the second row. She will then continue to multiply the number out, once
the multiplication is complete she will demonstrate how to add up the numbers (thinking out
loud). The teacher will then ask the students what four multiplication problems did we
complete within the the example? (8 x _) + (8 x _) + (10 x _) + (10 x _). She will do this to
show what the true values of the numbers were as they completed the multiplication problem and
to promote higher-level thinking. For the second example she will include the student's thoughts
as she asks for volunteers and whole group participation as she completes the problem 44 x 23.

Checking for understanding/Formative assessment (periodically assesses students grasp of


information/lesson)
The students will demonstrate their understanding as they answer questions using the
Plickers app.
Questions:
1. 45 x 16 =
2. 35 x 29 =
3. 26 x 18 =

Summative Assessment
The students will take the Unit three test in a few weeks to demonstrate their thinking.

Guided/Independent practice (students practice [with teacher help if needed])


The teacher will put the students into assigned groups. Using a Think, Pair, Share model,
each group will receive a two-digit by two-digit or a two-digit by three-digit multiplication
problem. Each student will first solve the problem individually. Then each student will share
their findings with their groupmates. Then the students will then work together to discover the
best way to share their thinking. And finally, the whole group will then write their mathematical
thinking on a small whiteboard to share with the class.
During this time the teacher will walk around the room and address any questions for
misconceptions. She will monitor the small groups and make sure that the students are working
cooperatively.
Group questions:
Low groups: Medium groups: High groups:
56 x 12 97 x 45 327 x 62
73 x 22 83 x 39 561 x 39
Closure (summarize and complete lesson)
The teacher will restate the objective and tell the students how well they did in class. She
will share the data that was collected using the Plickers app. She will also tell them how well
they will do with this new unit that involves multi-digit multiplication.

Classroom management (manages classroom atmosphere and sets conditions for successful
student behavior).

Evidence of differentiated instruction

Evidence of higher order questioning

Lesson plans reflect all designated elements?

All ancillary requirements met (attendance, Skyward, report cards, prompt attention to
returning office forms, substitute folder and plans)

Physical Setting Doesnt Meet Meets Exceeds

Well Organized
Cleanliness
Students and teachers desk
orderly
GLCEs/CCSS/NGSS/standards
posted on bulletin boards
Free of clutter
Room appealing to the eye
Student work posted with
appropriate standards

Additional Comments/Suggestions:

Name:____________________________

Plickers Questions
1. 45 x 16 = _________
2. 35 x 29 =_________

3. 26 x 18 =_________

Name:____________________________

Plickers Questions
2. 45 x 16 = _________

3. 35 x 29 =_________

4. 26 x 18 =_________

Group Questions:
56 x 12 = ____
97 x 45 = ____
561 x 39 = ____

73 x 22 = ____
83 x 39 = ____
327 x 62 = ____

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