Catherine Sestokas

Domain 3 write up
10:56 - 12:05 Mathematics
Anticipatory Set (Do Now): Daily Common Core Review 10 - 3; Mad
Minute
Assessment: Quick Check 10 - 3
Objective: The students will learn how to identify and record three-digit
numbers in expanded form, standard form, and number word form.
Content Delivery: Teacher will begin this lesson by having the students
complete a Daily Common Core Review. When students complete this
assignment, it will be reviewed as a class and any misconceptions will be
covered. Next teacher will have students complete a mad minute to have
them practice their addition and subtraction facts. Once this is complete,
teacher will move into the new lesson content. Teacher will demonstrate to
students how to use expanded form, standard form, and number word
form; teacher will also make sure the students understand the definitions.
Teacher will then have the students work in pairs to complete three numbers
in each of the forms. Teacher will go over with the class. Teacher will then
show students the Visual Learning video on the smart board to reiterate the
information. Next, teacher will work with the students to do the guided
practiced on page 306. Students will then complete independent work.
Practice Activities: Following teacher instruction, the students will remain
at their seats and complete the Independent Practice and Problem Solving
Activities on pages 307 & 308. Once the students have completed their work,
they can finish up by completing the Quick Check Master 10 - 3. Use the
score of the master to assign the leveled activities and homework.
Tier 1: work with teacher at back table if wanted by the students; leveled
activity; Three for Three
Tier 2: leveled activity; Helping Hands
Tier 3: leveled activity; Helping Hands

Reflection:
Throughout this lesson plan, it may not be visible that almost all of the
subparts in domain three were touched upon, however if someone was
evaluating the lesson from the outside they would see that these guidelines
were clearly met.
3a: Communicating with Students
As I began teaching the content for the lesson, I handed the students
their Envision worksheet and asked them to look it over to think about
what this lesson may be about. Most of the children actively raised
their hands to quickly tell me what the heading on the packet was.
However, this was math class and I was not asking if they knew how to
read. I could not stop when they read the information directly from the
top of the page. I needed them to think harder. They needed to tell me
that we were going to learn how to represent numbers in different
ways; in their own words of course. From this I knew that the students
would be able to explain what they were going to learn in the lesson to
an outsider.
As I continued through the lesson, I was very carful to use the
appropriate vocabulary and had them repeat the words standard form,
expanded form and number word form whenever they had the
opportunity. This was to ensure they knew the vocabulary and were
using academic language correctly.
I, also, clearly pointed out to the students that the vocabulary words
truly met their definitions. For example, when I was explaining
standard form, I asked the class what the word standard meanings. Not
all of them knew it. So I knew I needed to explain further. They finally
understood that standard means typical and therefore, they could
remember what standard form is because it is the typical way we will
write a number. Next was expanded form. They students needed to
think why this could possibly be thought of as and expanded form of
numbers. Which was simple for them because they knew what the
word expand meant and were able to put two and two together. Finally,
number word was the easiest for them to remember because they
knew they needed to write out the words.

I was difficult to look for many misconceptions during the bulk of this
lesson, however they were discussed after reviewing the Common Core
Review to test the previous knowledge of the students.
3b: Using questioning and discussion techniques
This area was a little tougher to meet the distinguished criteria,
especially with the particular lesson. I definitely kept all of the students in
the discussion. However, I do not think I was able to establish an
environment where I invited comments from and enough discussion between
students.
I did, however, instruct students to work in pairs when figuring out how
to represent numbers in different forms. This gave them the opportunity to
work off each other, discuss their findings, and tutor each other.
Although it was not in the distinguished category, I did encourage
participation from all students, even if they did not want to participate. I
walked around the classroom during paired work in order to see and listen to
who was struggling and who was mastering the content. Well from there I
was able to figure out misconceptions as well as areas where I could promote
confidence in students who usually do not participate because of fear of
getting an incorrect answer. If these students were trying to hold back, I
would allow ample wait time and scaffold where needed. I also encouraged
them to tell me how they came up with the answers to ensure that they did
not just get it from their partner.
3c: Engaging students in learning
Throughout the lesson, I definitely required all students to be actively
engaged. I did not only call on the students who were raising their
hands, but also the students who are usually quiet. Like I mentioned
above, I prepared myself for calling on students to boost their
confidence levels and encourage them to participate more frequently.
Whenever a student answers a question, I require said student to
explain how they got the answer. It is simple for the student to copy off
the student or students surrounding them, but I am able to better
assess the students actual knowledge by having them explain his or
her reasoning to me.
My materials also provide the students will ample variety to learn the
content. I use the smart board for visual learners as well as lecture and
completion of work. The students are very interactive with the video as
well.

Finally, I always provide an ample amount of work for any students

who are finished early so that they are also on task and well behaved.
3d: Using assessment in instruction
Throughout the entire lesson, I am monitoring the students work. I
begin with a pre-assessment and ensure prior knowledge is there for the
lesson. Then I assess student learning from what they are saying during
participation to focus and questions and answer then sufficiently. Next, I walk
around during student work and monitor to see which students may be
having difficulty. Finally, I close the lesson with more independent work that
will be marked for the students to see and understand where they are having
trouble. Assessment is one of the main areas of teaching that I find the most
important, therefore, I put a very strong focus on it.
Typically in my lesson, I ensure that the students understand high
quality work. However, in this type of lesson I dont think it really applies.
The only expectations I can have for this in regards to standards of work, is
that they are completing it and trying their best.
3e: Demonstrating flexibility and responsiveness
While walking around the classroom, I like to look around at student
work to see if I notice any misconceptions that I can turn into teachable
moments. With this lesson in particular I found that one of the students was
not completely writing out all of the number words, he was mixing them with
standard numbers. Therefore, I decided that while going over the paired work
I was going to think of every possible error I could when writing out the
sentence. I put hyphens in the incorrect locations, I mixed words and
numbers, and I even added the word and which was clearly stated they
should not say when writing numbers. This really helped them to understand
my expectations for the work.
I also allow the lower level students to really take control of their own
work. They are given the option to work with me in the back of the classroom
if needed. However, lately I have found that most of the students prefer to
work at their desks and like to prove to me that they can do the content. I do
still keep a close eye on them to make sure I dont need to require a move to
one on one work.
I will also never completely move on from an idea until all students
understand. I will constantly build on the material and level the work for any
students who may be falling behind.