Teacher Work Sample

Anita M. Youngman
April 16, 2016
1st grade
Math
University of Alaska Southeast
ED 688 Student Teaching MAT

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Contextual Factors

Learning Goals

Assessment Plan

Design for Instruction

Instructional Decision-Making

13

Analysis of Student Learning

16

Reflection and Self-Evaluation

19

Attachments

22

Assessment Plan

22

Design for Instruction

30

Instructional Decision-Making

35

Analysis of Student Learning

37

Teacher Work Sample

Contextual Factors
I am doing my student teaching at Government Hill Elementary, in Anchorage Alaska.
Government Hill is part of the Anchorage School district and has some pretty unique circumstances that I
consider to be of high quality and design. Government Hill has a school within a school: a two way
Spanish immersion along with a neighborhood program. The neighborhood program would typically
qualify for title one funding that provides additional funding and supports for students from lower socioeconomic backgrounds. The unique quality I see in this design is that mixing socio-economic classes has
a significant impact in providing a more enriching environment for the neighborhood students within the
community.

Along with the Spanish immersion program comes an extremely pro-active PTA that
provides many enriching extra curricular opportunities for all the children at Government Hill.
For example, PTA parents write grants for Artists in Residence, they facilitate an ice-skate loan
and pack back packs of food for students to take home on the weekends. A typical title one
school within the Anchorage School District does not have this type of community support and
enriching experiences.
I am student teaching on the neighborhood side of Government Hill Elementary this
semester. The students in my class are very diverse in abilities, ethnic backgrounds and
behaviors. In two weeks of being at the school, I have only seen two parents come into the
classroom briefly. Three of the students have active IEPs and a couple more are being referred
by the classroom teacher as additional possibilities. Along with the students supported by the
SPED program there are 6 students who are considered English Language Learners. In addition,
there are behavior challenges that easily send the class into a spiral of chaos.

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I feel very fortunate that there is an effective behavior management program in place for
this challenging 1st grade class. Since the beginning of the semester, I have been working on
implementing some additional reward systems. In this environment I believe that behavior
management is the cornerstone for student learning. With the variety of abilities that range from
above average to far below average, behavior management is a crucial for effective
differentiation of lessons.
I really like the set up of the classroom. Students sit in table groups, except for one
student who has an IEP and has her own desk. The only downfall to the classroom design is the
supplies always being on the tables. It feels very chaotic to me at times and often becomes a
distraction to some of the more energetic students who will play with supplies rather than listen
to instructions. The choices I have will be, molding behaviors to fit this design, learning to
tolerate the distraction or figuring out a different routine for supplies.
My main goal as a teacher this semester is to find out what motivates this group of kids.
My next step is to design curriculum that can be taught at various times throughout the day in
various scenarios. Providing these students with lessons that continuously hit on a core theme
while teaching new concepts will be my most challenging aspect of curriculum design. Paying
close attention to formative assessment will be another ally that I will have in the curriculum
design process.
In designing a unit this semester, I plan on creating authentic learning opportunities with
games and interactive play. With a strong reward system and interactive lessons, placed at a
variety of times, students will have multiple opportunities to internalize the math they will be
learning. Additionally, I will be implementing the old fashion drills to these young learners. I

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hope to design a unit where student differentiation is considered and students work to master
concepts of subtraction in math. In order to work on individual student needs, frequent
formative assessments along with frequent conferencing with students will be necessary for
student mastery.

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Learning Goals
Learning goal # 1 Math-Fluency with Addition and Subtraction
Number fluency is a significant indicator that students will be successful in future math
abilities and concepts. With some organization and diligence, I will administer daily/frequent
formative drills that test for students ability to quickly and accurately provide math addition
and subtraction facts. All students will start at a beginner level and move towards harder drills.
This model will allow students to work independently towards mastering addition and
subtraction math facts. By scaffolding student learning through drills, students will establish
the background knowledge and fluency needed to eventually understand and apply math facts
to more abstract, higher thinking problems associated with math.
Common Core Standards for 1st grade math: 1.OA.C.6 Add and subtract within 20 1.0A.D.7
Work with addition and subtraction equations 1.OA.A.1 Represent and solve problems
involving addition and subtraction.
Formative assessments will be frequent and students can work at their own pace to develop
fluency with addition and subtraction.
Learning goal # 2 Understanding interchangeable fact families with addition and
subtraction
Students will learn about fact families and the properties they share when using addition and
subtraction. Students will explore how numbers within fact families stay the same and are
related and interchangeable. Much like the importance of fluency, fact families and the
understanding that some numbers are connected will help students with fluency and later they
will be better equipped to deal math problems that promote higher thinking. This goal is more
abstract but lends way to students applying their knowledge to a variety of math concepts.

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Common core standards for 1st grade math: 1.OA.B.3 understand and apply properties of
operations and the relationship between addition and subtraction 1.OA.B.4 Understand and
apply properties of operations and the relationship between addition and subtraction. 1.0A.D.7
Work with addition and subtraction equations
Formative assessments will be given in the form of games and periodic checks for
understanding.

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Assessment Plan
Learning goal # 1

Learning goal # 2

Goal

Math-Fluency with
Addition and subtraction

Understanding
interchangeable fact families
with addition and
subtraction

Assessment

Pre-Assessment (fig. AP.7)

Formative leveled drills that
students master before
proceeding to the next level.
(fig. AP.2 - fig. AP.7)
Post-Assessment (fig. AP.7)

Pre/Post assessment of
students ability to accurately
create addition/subtraction
number sentences in a fact
family model.
(fig. AP.8)

Formative Assessment

Daily Drills, mastery before

next level.
(fig. AP.2 - fig. AP.7)

Games and activities in unit

design.

Plan for instruction

Drills will be daily and

Games in the class where
compliment the daily learning students work on fact family
of subtraction.
houses. Parents have an
erasable version of a game
they can play with students to
strengthen subtraction fluency.

Accommodations

Built in accommodation,
A variety of levels of
students dont progress until
difficulty will be provided.
they have mastered a 2 minute Interactive partner work.
timed fluency drill.

Scoring

100% required to move to the

next level. Teacher will
conference with students who
didnt pass daily to help build
addition/subtraction skills.

Each correct math sentence is

a point, four points possible
per math sentence for each
fact family.

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Design for Instruction

Learning goal # 1

Learning goal # 2

Goal

Math-Fluency with addition Understanding

and subtraction
interchangeable fact families
with addition and
subtraction

Assessment

Pre-Assessment (fig. AP.7)

Post-Assessment (fig. AP.7)
Formative assessments (fig.
AP.2 - fig. AP.7)
Formative leveled drills,
students perform 100% before
proceeding to the next level.

Plan for instruction

Drills will be daily and

Games in the class where
compliment the daily learning students work on fact family
of subtraction.
houses. Parents have an
erasable version of a game
they can play with students to
strengthen subtraction fluency.

Accommodations

Built in accommodation,
A variety of levels of
students dont progress until
difficulty will be provided
they have mastered a 2 minute
timed fluency drill.

Scoring

100% required to move to the

next level. Teacher will
conference with students who
didnt pass daily to help build
addition/subtraction skills.

Students will work on fact

families with parents and in
class. Utilizing this method
students will become familiar
with the idea that they can
interchangeably use addition
and subtraction.

Lesson Plans for unit

(fig. D.I. 2) Timed Fluency

drill lesson plan

(fig. D.I. 1) Fact family Dice

game lesson plan
(fig. D.I. 3) Fact family card
game home/school

Pre-Assessment (fig. AP.8)

Post-Assessment (fig. AP.8)
Evaluates student ability to
accurately create addition/
subtraction number senates in
a fact family model.

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Technology

10
Technology is not used by
students but teacher uses
computer design in
formulating tests that scaffold
learning. Paper and pencil
tests are appropriate in
meeting standards and goal
for this objective.

Basic use of overhead is used

for direct instruction on rules
and explanation of games.
Activities using paper and
pencil are appropriate for this
grade level and objectives of
the standards and goal.

Backward Design Unit Design Template: MAT/Certification Elementary

Candidate Name: Anita M. Youngman

Host Teacher Name: Erin Jones

School: Government Hill Elementary

Grade Level: 1st

Date Range Unit:

Length of Unit

Theme of Unit Subtraction numbers to 20

Content Area: Math

# of Students: 23

Materials: Include all materials including technology: 1 die/student, 1 dice fact families
worksheet/student, 1 pencil/student, white board/overhead for demonstration. Timer, Drill
checklist, 23 student specific drills, 23 privacy folders, 23 pencils. White board projector, deck of
playing cards, 23 worksheets (Fig. ), 23 pencils, white board markers. GoMath books and Think
Central. Class set of 10 frames and markers.
Alaska Content and Subject area Standards: Math
1. 1.OA.C.5.6 Add and subtract within 20
2. 2. 1.OA.A.1 Represent and solve problems involving addition and subtraction.
3. 1.0A.D.7 Work with addition and subtraction equations
4. 1.OA.B.3.4understand and apply properties of operations and the relationship between addition and
subtraction
TRANSFER GOALS (Unpacked Standard(s)
1. Students will choose a method for subtracting numbers up to 20.
2. Students will relate what they know about addition to solving subtraction.
3. Students will develop math fluency with subtraction up to 20.
4 Students will solve subtraction problems.

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STAGE 1 Essential Questions and Enduring Understandings

Enduring Understanding(s)
Students will understand that addition and
subtracting is interchangeable within fact families.
Students will understand that there are a variety of
methods to subtract numbers.

What Essential Questions will be Considered?

(Q)

How can you utilize what you know about

addition to help you with subtraction?

STAGE 1 Objectives/Key Learning

What students should know that numbers within
a fact family stay the same.
There are a variety of ways to
subtract numbers. Math
fluency with adding and
subtracting numbers up to 20.

What students should be able to do.

Students should be able to make math sentences
with addition and subtraction using the same
numbers. Students should build fluency with
numbers.

STAGE TWO: Assessment (Identify Desired Results)

1. Math fluency

Culminating Performance Task

G.R.A.S.P.S. (For ED621B &C)

2. Identifying and using math fact families to

solve problems

Rubrics (attached) (ED 621C)

STAGE THREE: Opportunities to Learn

Standard
s
Addresse
d

Learning Activities

Learning/Instructional Strategies

1. Introduction / Hook
Pre test on fact families and drill
Lesson 1
1. Drill
2. GoMath 4.1

Direct instruction, subtracting

numbers on a number line, with
fingers , etc.

Lesson 2
1. Drill
2. GoMath 4.2
3. Fact Families game with table groups
Lesson 3

On teams students explore/play a

game figuring out subtraction using
tens as a base.

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1. Drill
2. GoMath 4.3
3. Dice game book

12
Students play/explore what they
know about addition to perform
subtraction sentences. Teacher
demo, student exploration

Lesson 4
1. Drill
2. GoMath 4.4
3. 10s subtraction demo/game

Demo, encouraging students to

easily figure out subtraction based
on 10s. Game for fluency.

Lesson 5
1. Drill
2. GoMath 4.5
3. 10 Frames and markers

More complicated concepts are

explored using 10 frames and
manipulative.

Lesson 6
1. Drill
2. GoMath 4.5
3. Fact Families card game

Fact family game, I do, we do, you

do.

Conclusion

Closure
Post test on fact families and drill
Differentiation
Students work at personal speed on drills starting with addition and working up to subtraction to gain
fluency with math facts up to 20. Students are exposed to a variety of methods to
successfully subtract numbers. Students can use number cards, fingers, lines to
compute math facts. Drills are intended to accommodate different learning rates.
Differentiated Assessments: Drills move at student pace. One student with an IEP will not be timed and
will work at times that are best for her.
Differentiated Instruction: A variety of methods and individualized instruction will happen periodically
when reviewing drills with students who are not successful. Giving students new ways to successfully
complete their drills. Instruction will vary, using manipulative and games to promote different learning
styles.

Culture and Language connections

Cultural relevance
Access to cultural capital
Language proficiency personal conferencing and explaining of concepts in a variety of ways and
multiple times.

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13

Instructional Decision-Making
Fluency in addition and subtraction are my main focus points for my students with this
math unit. From what I have learned about teaching math, students that are successful in math
have a strong background in math fluency. Drills have a long history in education as being a
proven method of strengthening student abilities in math. On the other hand, drills do not fall
in line with my overall personal philosophy of an authentic, engaging and fun education for
students. However, drills promote skills that when mastered, create a platform where students
are ready to have some fun with numbers and math. When students dont have fluency, their
brain is bogged down with figuring out math facts and cant focus on more challenging,
engaging and fun math concepts. With this in mind, during my unit and more specifically the
drill portion, some modifications were needed to ensure that all students were successful.
My first modification based on student needs, happened close to the beginning of the
unit. I planned on starting a lesson with a simple demonstration. I started writing on the board,
11-10=1, 12-10=2, etc., all the way up to 20. As I was writing out the problems, I asked if any
of the students noticed a pattern. Many students acknowledged there was a pattern and I felt
successful in my demonstration. Next, I grouped students by table groups and we played a
game adding and subtracting this base 10 concept. After playing the game a bit, I noticed that
there was a good handful of students who really didnt understand this base ten subtraction
concept. Originally, it was unclear that some of the students were not getting the concept.
Then, I realized that some modifications to my lesson were essential to meeting my goal with
student mastery and fluency with addition and subtraction.
Later that night, I went home and created three additional drills that focused on base ten

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14

subtraction along with a little addition( fig. I.D.M.1). I immediately inserted these drills into
the subtraction mix. After administering the first drill, I realized quite a few of the students
benefited from doing this drill and finding the pattern on their own again. However, a couple
of students still had no idea what was going on. I thought I explained myself clearly but I
realized that a few students were still not getting the pattern/concept. I provided these students
with a number chart and had them figure out this base 10 subtraction concept on their own. I
showed them how to use the number chart and had them correct their drills using the number
chart, discovering the pattern on their own.
This glitch in my lesson reinforced the theory that discovering learning on your own is a
much more concrete and powerful method of teaching. Watching and discovering this theory
on my own was just as profound to me, as it was my students. The students needed a different
approach to discovering the base 10 concept and they were able to learn with guidance on their
own. In conclusion to my first example, I think there were many factors that led to this
successful modification of my unit. What started as a demonstration, game, and modification
transformed into a learning experience for myself and my students.
Another example of a modification that took place during this unit revolved around these
drills too. This example was needed for two students who were performing with abilities much
higher than a majority of the rest of the class. These two students mastered all the drills while a
majority of the class were still somewhere in the middle to lower end in the mastery drill
process. Fortunately, my host teacher had some old drill sheets that focused on addition and
subtraction of numbers between one and twenty. These new drill sheets were number specific.
For instance, on a sheet of 40 problems all the equations subtracted the number three.

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15

So far, these are the only two students that are at this level. However, because of this
modification, I have a plan for the other students who start finishing up their drills (fig. I.D.M.
3). Additionally, these two students are still benefiting by the added practice with fluency. The
students are still motivated by the challenge of longer drills, keeping them engaged with the
other students.
The last part of this modification to the unit with these two students is the reward aspect.
I set this drill system up alongside a rewards system I have in place for completed work. When
students master a drill, I reward them with a Nanuq buck and a sticker on their paper (fig.
I.D.M.2). This has worked out great as a strong motivator as the students. It has been recent
that I have put these two students to work on their new drill sheets while the rest of the class
catches up. I dont want their work to become less rewarding, so I color the ones they get right
and when they beat their previous amount of correct answers they can still be rewarded with a
Nanuq buck. I feel confident that these two students are still on a path of having
meaningful, rewarding work that challenges them, while refining their fluency in math with
addition and subtraction.

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16

Analysis of Student Learning

1

Students

Raw
Score
Pretest

Raw Score Pretest

Post Test percentage

N=21

Top
possible
=32

Top
possible =
32

Post Test

Actual
Gain
Score

Potential
Learning
Gain Score Gain Score

Percentage

1 Aly

16

32

100%

100%

2 Bro

15

3%

47%

44

97

45

3 Bri

23

0%

72%

72

100

72

4 Eve

24

16%

75%

59

84

70

5 Eth

21

22%

66%

44

78

56

6 Geo

17

0%

53%

53

100

53

7 Jez

27

0%

84%

84

100

84

8 Jus

32

22%

100%

78

78

100

9 Jer

23

19%

72%

53

81

65

10 Jaz

0%

19%

19

100

19

11 Kay

14

27

44%

84%

40

56

71

12 Kia

14

32

44%

100%

56

56

100

13 Mek

23

0%

72%

72

100

72

14 Mac

29

19%

91%

72

81

89

15 Nya

32

19%

100%

81

81

100

16 Rus

31

0%

97%

97

100

97

17 Son

22

13%

69%

56

87

64

18 Tys

20

0%

63%

63

100

63

19 Tri

12

28

38%

88%

50

62

81

20 Tom

25

22%

78%

56

78

72

21 Xav

25

9%

78%

69

91

76

Learning Gain Score 1449/21

69

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17

According to my data 7 of the 21 students did not have passing scores on their post
fluency drill. However, all but one student made gains in their fluency abilities. Since this drill
was at the end of a line of drills some of the students did not have as much practice with quickly
completing the test. If given more time with the drills and time on the drill test I think these
numbers would be much higher. With that being said, I think this learning goal of fluency with
subtraction was a successful learning goal that provided all students with quicker, more accurate
math skills. (fig. A.S.L.1)
The graph for my learning goal number two, math fact families, shows that only 2 out of
the 21 students did not make adequate progress (fig. A.S.L.2). Considering that the students had
no previous experience with math fact families, all the students made significant gains in their
abilities with a majority going from no knowledge in the beginning to 100% accuracy in the end.
I thought it would be interesting to see how different AIMS web ability levels
progressed during this unit with fluency, drilling and practice (fig. A.S.L.3). The graphs show
that in every category of ability from above average to well below average, at least one student
was able to master the fluency drill. While watching the students grow during this process, I
have confidence that more students would have attained a 100% score if they had more time. All
of the students, except for two, more than doubled their pre test scores.
Based on student scores, I think that my first learning goal of fluency provides evidence
that students were able to work at their level while many of them were able to master subtraction
facts with numbers between 1-20.
There are two students whose results made me reflect. The first student, Jus, stands out
because according to his AIMS web scores he is below average in his abilities with math.

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18

During this unit, not only did he double his original score but he out performed many of the
average and above average students.
In the beginning of this unit, as I administered drills Jus would get frustrated that he
could not complete the drills in time and became upset. In addition, his overall self confidence
was lacking, he thought he could not do math. Fortunately, the drills were short and frequent in
delivery and his attitude changed quickly too. Jus quickly realized that many students were just
like him giving him just the right amount of boost in confidence to keep going. Before I knew it,
Jus began to soar in math and his drills.
I think, the fluency drills have really helped Jus understand that practice makes perfect.
Not only did it help him with fluency but I see that his confidence in math in general has
improved and he really feels as if he can and will be able to do the math with practice (fig. A.S.L.
4).
The other student that stands out is Xav. This student was categorized as well below
average and it is apparent when I work with him that he does struggle with math. However, he
also performed very well, perfecting his math fact families and tripling his fluency score.
Xav started off with the same kind of attitude of helplessness but as time passed his
confidence was beginning to change for the better. I think that having little practiced successes
for these students created more of a growth mindset for both of these students. I believe that
these students having more of a growth mindset can change the way they think about education
and what they can do. The fact families might have come easy to Xav in the end but I think that
the drills paved the way for his success too. Having built confidence through the fluency drills,
Xav found his motivation and desire to succeed (fig. A.S.L.5).

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19

Reflection and Self-Evaluation

Working through the teacher work sample provided me with a clear representation of the
learning my students achieved throughout their math unit on subtraction. Along the way I
discovered strategies that worked well and in reflection I discovered ways that I can strengthen
my teaching methods in the future.
The students were most successful in understanding, creating and utilizing fact family
houses, learning goal number two. I think that this goal was successful because it was designed
with a clear beginning and ending that students could master in a short period of time. My goal
stated that students would understand that addition and subtraction are related and that they could
be used interchangeably.
Instruction for learning for goal number two was provided at different times beyond just
math time. For instance, we played a game where the students practiced making fact family
houses on their own, using dice and creating a book. The dice activity provided differentiation
for the wide range of abilities within this group of students. Although the game was repetitious
and beneficial for the lower learners, the higher learners were just as engaged with creating and
playing the game. This learning goal was fun, at the same time students were able to make the
connection that numbers within addition and subtraction problems are related.
My favorite learning goal was math fluency, number one. I think this is most important
to future success however, it was not the most successful because of the various student abilities
present in the classroom. I was aware of this student variety from the beginning and if I had all
year with these students this would have been a year long goal. I believe this goal can and
should be taught parallel to whatever math is currently being taught.

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20

The fluency portion was short, motivating and a great intro for beginning daily math
lessons. Student accountability was at the heart of the implementation of the fluency goal.
Students were responsible for working each drill until they performed at a 100%, mastery level.
Differentiation was a natural fit into this routine, and students didnt advance until they were
ready. Morning work time became a correcting, conferencing time with me and students where I
could provide one on one teaching moments.
This type of drill lesson does not entirely fit with what I consider best practice of a
creative learning experience. However, I was pleased that students were motivated, learning at
their own levels and at their own paces. In addition, most of the students made significant
progress with fluency in addition and subtraction.
As I reflect on the two learning goals, I could easily connect the two goals. As students
correct their drills, I could have students add their answers in an upward fashion to correct their
work. This would give students another opportunity to discover the associative properties of
addition and subtraction in math. Connecting these two goals would strengthen student fluency
and flexibility that students can utilize in doing math in the future.
Over the course of my studies in teaching elementary students, Ive learned in theory that
students need the opportunity to learn and discover concepts on their own. While working on the
math unit, this idea manifested itself and I realized on my own the validity of this theory. As a
future professional teacher, I plan to find ways to help students with self discovery and
exploration, encouraging a growth mindset. Just as I had to actively encounter and explore
student learning, I would like to see the students actively encountering various problems that
they are encouraged to discover on their own.

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21

Having a deep understanding of the curriculum and the flexibility to change direction
according to student needs will aid in my ability to promote this growth mindset. Strengthening
a variety of teaching methods based on learning styles, from using manipulatives to paper and
pencil work will reach a wider range of students. To accomplish this goal, I will continue to
learn from my students and actively research new engaging methods to teach young students
subtraction.
Another area I would like to work on is, having students support each other. This one is
tricky to manage with potential behavior disasters, but in the long run I realize I dont speak 1st
grader. However, 1st graders share language and experiences. Through observation and
continued learning of developmental stages, I will continue to build a repertoire of methods that
are critical for effective communication with students. In addition to this idea of learning their
language, would be to continue refining and expanding my toolbox of rhymes and sayings that
pertain to what students are learning. As a child, the rhymes and proverbs that teachers taught
are still present in my memory today.
In summary, the teacher work sample has given me another great tool to utilize when I
feel that I need direction when teaching a unit. It gives a clear approach to organizing, planning,
assessing and reflecting upon teaching students.

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22

Attachments
Assessment Plan
fig. AP.1 Student Tracking Sheet Learning Goal #1 Fluency
#1

AL
Br
Bri
C
Ev
Et
G
Jez
Jus
Jer
Jaz
Ka
Ki
Lo
Me
Mac
N
P
R
S
Ty
Tri
Toms
X

#2

#3

#4

#5

#6

#7

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23

fig. AP.2 Drill #1 Learning Goal #1 Fluency

2
+3
___

0
+1
___

2
+1
___

5
+4
___

2
+1
___

5
+6
___

3
+2
___

3
+4
___

5
+4
___

3
+4
___

5
+4
___

5
+6
___

6
+5
___

5
+6
___

1
+0
___

2
+3
___

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24

fig. AP.3 Drill #2 Learning Goal #1 Fluency

7
+6
___

8
+9
___

8
+7
___

8
+9
___

10
+9
___

6
+7
___

7
+6
___

7
+8
___

9
+8
___

7
+8
___

10
+9
___

9
+10
___

8
+7
___

9
+10
___

9
+8
___

6
+7
___

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fig. AP.4 Drill # 3 Learning Goal #1 Fluency

11
+10
___

11
+12
___

13
+12
___

10
+11
___

13
+12
___

5
+6
___

3
+2
___

3
+4
___

5
+4
___

10
+11
___

12
+11
___

12
+13
___

12
+11
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12
+13
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11
+10
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11
+12
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fig. AP.5 Drill # 4 Learning Goal #1 Fluency

3
-2
___

0
-0
___

1
-1
___

4
-4
___

2
-1
___

5
-5
___

2
-2
___

3
-3
___

5
-4
___

3
-1
___

4
-3
___

5
-4
___

5
-3
___

5
-2
___

4
-2
___

4
-1
___

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fig. AP.6 Drill # 5 Learning Goal #1 Fluency

6
-5
___

8
-1
___

7
-2
___

8
-7
___

9
-7
___

6
-3
___

6
-4
___

7
-5
___

8
-2
___

7
-4
___

9
-1
___

9
-5
___

7
-3
___

9
-5
___

8
-4
___

6
-2
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fig. AP.7 Drill # 6 Learning Goal #1 Fluency

10
- 5
____

11
- 10
____

12
- 6
____

10
- 9
____

12
- 2
_____

5
-3
____

2
-1
____

3
-2
____

4
-2
____

10
- 2
____

11
- 10
____

12
- 10
____

11
- 5
____

12
- 7
____

10
- 3
____

11
- 6
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fig. AP.8 Learning Goal #2 Fact Families

29

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30

Design for Instruction

fig. D.I. 1 Lesson plan Learning Goal # 2 Fact Families

Lesson Design Template: MAT/Certification Elementary

Candidate Name: Anita Youngman

Host Teacher Name: Erin Jones

School: Government Hill Elementary

Grade Level(s): 1

Date & Time of Lesson: 2-18-16 9:30 am

40 mins

Topic of Lesson: subtraction

Content Area(s): Math

# of Students: 24

Materials including technology: 1 die/student, 1 dice fact families worksheet/student, 1

pencil/student, white board/overhead for demonstration.

Alaska Standards:

C.C.1.OA.5 Relate counting to addition and subtraction

CC.1.OA.4 Understand subtraction as an unknown-addend problem.

Profile of Your Students (cultural, language, developmental and behavioral

characteristics):
Students come from a wide variety of ethnic backgrounds. The socio-economic status of
families tends to be low. Behavior management is a factor that requires careful attention to
pacing, along with a variety of methods for teaching. Three students have IEPs and a couple
more are being evaluated for IEPs. Six students are considered English Language Learners.
STAGE ONE
Objective(s):
1. I will relate what I know about addition to
solve subtraction problems.
2. I will develop math sentences based on
addition and subtraction
facts.

STAGE TWO:
Student Assessment:
1. Students will accurately compose addition and
subtraction number
sentences that are
randomly developed
based on dice game.

STAGE THREE: Opportunities to Learn

Introduction/Hook
Introduce the fact family house.
Procedure and products

Differentiation/Accommodations/Modifications

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31

As students work in partner groups, teacher will

1. Draw a fact family house on the board,
walk around and give support as needed.
including 4 blank number sentences.
2. Put the number 15 in the roof portion of the
Students that finish early can decorate their game
house.
book.
3. Have students come up with the correct number
sentences using what they know about addition.
4. Talk about fact families and work out the
subtraction sentences.
5. Have table managers get dice game worksheets
for their table. Teacher passes out 1 die/student.
6. Fold book together as a class.
7. Demonstrate how to play the dice game,
working a problem on the overhead.
8. Work a problem together.
9. Students are partnered up to work/play the rest
of the worksheet together.
10.Once students are finished the can decorate
their books.
Closure: Students get a sticker on their book once their facts are checked off.

fig. D.I. 2 Learning Goal #1 Fluency

Lesson Design Template: MAT/Certification Elementary

Candidate Name: Anita Youngman

Host Teacher Name: Erin Jones

School: Government Hill Elementary

Grade Level(s): 1

Date & Time of Lesson: Varies 4 days/

Length of Lesson: 5 mins/day

# of Students: 23

week
Topic of Lesson: Math Fluency

Content Area(s): Math

Materials including technology: Timer, Drill checklist, 23 student specific drills, 23

privacy folders, 23 pencils

Alaska Standards:

1.OA.C.6 Add and subtract within 20 1.0A.D.7 Work with addition and
subtraction equations 1.OA.A.1 Represent and solve problems
involving addition and subtraction.

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32

Profile of Your Students (cultural, language, developmental and behavioral

characteristics):
Students come from a wide variety of ethnic backgrounds. The socio-economic status of
families tends to be low. Behavior management is a factor that requires careful attention to
pacing, along with a variety of methods for teaching. Three students have IEPs and a couple
more are being evaluated for IEPs. Six students are considered English Language Learners.
STAGE ONE
Objective(s):
1. I will recall math facts quickly and accurately

STAGE TWO:
Student Assessment:
1. Students will accurately solve math problems in
2 minutes.

STAGE THREE: Opportunities to Learn

Introduction/Hook
When students get their papers, they will grab a privacy folder and put their names on the back of their
paper.
Procedure and products

Differentiation/Accommodations/Modifications

1. Students get their specific leveled paper and go

get a privacy folder.
2. Students write their names on the backs of their
papers while they are waiting to begin their 2
min. timed drill.
3. Once everyone has received their paper, class
counts down from 5 and students can then flip
over their papers and start working.
4. Teacher starts timer for 2 mins.
5. Students bring papers to teacher when they are
done, when timer rings remaining students stop
and teacher collects papers.
6. Students put away privacy folders and get Math
books for daily math lesson.

1. Alyric, is not timed for this test and finishes

with the teacher aid and turns in the test.
2. During morning work and table time, teacher
reteaches to students that did not receive a
100%. Students correct papers and try again
during next drill.

Closure: Students put away their privacy folders and get ready for daily math lesson.

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33

fig. D.I. 3 Learning Goal # 2 Fact Families

Lesson Design Template: MAT/Certification Elementary

Candidate Name: Anita Youngman

Host Teacher Name: Erin Jones

School: Government Hill Elementary

Grade Level(s): 1

Date & Time of Lesson:

Length of Lesson: 25 mins

Topic of Lesson: Fact Families

Content Area(s): Math

# of Students: 23

Materials including technology: White board projector, deck of playing cards, 23

worksheets (Fig. ), 23 pencils, white board marker

Alaska Standards:

1.OA.B.3 understand and apply properties of

operations and the relationship between addition and
subtraction 1.OA.B.4 Understand and apply properties
of operations and the relationship between addition
and subtraction. 1.0A.D.7 Work with addition and
subtraction equations

Profile of Your Students (cultural, language, developmental and behavioral

characteristics):
Students come from a wide variety of ethnic backgrounds. The socio-economic status of
families tends to be low. Behavior management is a factor that requires careful attention to
pacing, along with a variety of methods for teaching. Three students have IEPs and a couple
more are being evaluated for IEPs. Six students are considered English Language Learners.
STAGE ONE
Objective(s):
1. I will develop math sentences based on
addition and subtraction facts.

STAGE TWO:
Student Assessment:
1. Students will accurately compose addition and
subtraction number
sentences that are
randomly developed
based on cards.

STAGE THREE: Opportunities to Learn

Introduction/Hook
Teacher will explain that the class is going to learn a game they can play at home with family.
Procedure and products

Differentiation/Accommodations/Modifications

Teacher Work Sample

1. For Parent teacher conferences, parents were
1. Alyric can play the game with the teacher aid
given a laminated version of this game, a deck
using a deck of cards on her own.
2. Teacher can individually help students that are
of cards and a dry erase marker.
2. Teacher shuffles cards and picks two cards and
incorrectly solving the last two houses.
3. Students have a complete game at home they
has students add the cards together, putting the
new number in the top of their house.
can ask a family member to play with them.
3. Teacher models creating 2 addition and 2
subtraction math sentences using all three
numbers.
4. Two students come up and pick two more cards,
and teacher has the class work on filling out the
next house with addition and subtraction math
sentences.
5. Students are called up to pick numbers for the
last two houses from the deck of cards and
students complete the last two houses on their
own.
Closure: Have students teach their parents how to play at home.

34

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Instructional Decision-Making
fig. I.D.M.1 New drill test with base ten concept with subtraction

fig. I.D.M. 2 Mastered drill

35

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fig. I.D.M.3 Drill for students who have mastered all the drills.

36

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37

Analysis of Student Learning

fig. A.S.L. 1 Learning Goal # 1 Fluency
Pre test

Post test

A'Lr
Bro
Bri
Eve
Eth
Geo
Jez
Jus
Jer
Jaz
Kay
Kia
Mek
Mac
Nya
Rus
Son
Tys
Tri
Tom
Xav
0

12

16

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38

fig. A.S.L.2 Learning Goal # 2 Fact Families

Pre test

Post test

A'Ly
Bro
Bri
Eve
Eth
Geo
Jez
Jus
Jer
Jaz
Kay
Kia
Mek
Mac
Nya
Rus
Son
Tys
Tri
Tom
Xav
0

12

16

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39

fig. A.S.L.3 Student Performance based on AIMS web scores for learning Goal #1 Fluency.

Above average AIMSweb

Average AIMS

Pre test
Pre test

Post test

Post test

Bro

Eve

Eth
Kia

Jez

Jer

Kay

Mac

Nya

Tom

Rus

Tri
0

12

16

12

16

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40

Below average AIMS

Pre test

Well below average AIMS web

Post test

Pre test

Post test

Bri
A'ly

Geo

Mek

Jus

Son
Jaz

Xav

Tys

12

16

12

16

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fig. A.S.L.4 Example of Jus pre and post tests from the unit.

41

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fig. A.S.L.5 Example of Xavs pre and post tests from the unit.

42