Amanda Allen

ELD 375
Dr. Bulgar
Field Report 2
Observation of Teaching and Learning
In the beginning of the day before the math lesson was presented to the students, I
interview the teacher and asked her questions about her initial goals for this lesson and how she
is planning for it to happen. The objectives for this math lesson stated by the teacher are that
students will use standard algorithm to subtract three-digit numbers. They will be able to show
how to regroup by crossing out the original digits and putting the new digits about in the correct
places. Before stating what the goal is for today, she said that the students have been learning
different ways to subtract three digit numbers including using pictures and number line
therefore this lesson is a continuing lesson from previous days and they are adding new ways to
subtract each time. Which is also how the teacher planned for this activity because they are using
a routine they are already familiar with and just adding on to it. The teachers role during this
lesson is to, in the teachers own words, introduce by modeling. The teacher plans to model
what she wants the students to be doing, as well as having student volunteers having an
opportunity to model as well. The teacher then describes what the routine will look like and what
the students are supposed to do when completed, which is complete and exit ticket and proceed
with Daily Three Math routine.
The next step of my research is observation. The lesson that is described in the first
interview is now taking place. The lesson begins on the carpet with the teacher modeling the two
previous ways they learned to subtract 3 digit numbers. The teacher isnt the only one who is
modeling because she also has students reminding her how these different ways are done. This
was a whole group discussion, but now the students are sent back to their desks and begin to

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work on the math problem the teacher is presenting them. The students are sitting in groups of
four based on the way the room is designed, but this is an independent activity. The teacher
writes a three digit subtraction problem on the easel and direct the student to solve using standard
algorithm. The students then write the problem on their dry erase boards which were placed on
their desks by assistant teacher in classroom. The students work independently to solve the
problem and then hold it up for the teacher to check. If the student was incorrect the teacher will
then ask them to check their work using another method, such as picture or number line. This
helps the students use mathematical knowledge to help them use what they already know what to
do to help them figure out the problem. It also helped some students that I was observing figure
out what he or she wasnt getting the standard algorithm correct, such as a mistake on regrouping
and taking away. There is quiet discussion going on at this time. Most of the discussion is just
students thinking out loud about the problem or discussion that isnt related to math such as
activities that are happening after school like the Ice Cream Social. This lesson takes place
towards the end of the day, after lunch and recess. After the teacher is giving examples on the
easel, the teacher instructs them to take their math workbook out and shows them how to tear the
worksheet they will be completing out of their workbook. The students work on this
independently with the same form of discussion happening earlier in the lesson. After they are
complete they are to create a subtraction word problem using the numbers 743 and 23. They need
to solve the word problem using number line and any other strategy, and if they compete this
early they can create an addition word problem with the same numbers and solve it using two
different methods. The group I was observing didnt get to the word problems yet, they were
focusing on the worksheet at the time.

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After I observed the lesson, I proceeded with a follow up interview later in the day. I
asked the teacher where she felt the lesson succeed and/or did not meet objective goals, she
replied with this is a difficult concept for students to understand. I think that most students need
a review say. Especially when it comes to double-regrouping. I felt that this statement she
made was very accurate since the students werent really talking about math and were more
curious about what was happening after school. Also the students needed a lot of examples and
review during the lesson which is what the teacher was doing on the easel. I also asked the
teacher if the students showed development of skills or understanding that was expected and she
thought that they did, Yes. I will reteach this lesson in small groups (next day). I will also begin
to have students use this in conjunction with other strategies they have learned in order to
become more successful with three digit substation. This statement shows what the teachers
goals are for the student at the time and in the future. I think that helping the students in smaller
groups will regain their attention and really focus in on what each student is having trouble with.
Observing this lesson and hearing what the teachers goals and her opinion after allowed me to
understand that difficult concepts take a lot of time to fully master and knowing your students
and what they need help with is very important for student success. It also showed me that if
some goals are fully met that it is okay and the teacher will follow up with whatever actions are
necessary to help the students.