Reflective Narrative Compare and Order Three Two Digit Numbers Lesson Plan Principle 8: Assessment The teacher

understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. NAEYC Standards: 3. Observing, documents, and assessing to support young children and families

This artifact is mathematics lesson plan on comparing and ordering three two digit numbers implemented in my primary semester at Dundalk Elementary in a first grade classroom Today "We will compare and order three whole numbers from least to greatest by using number cards." This lesson was developed with the intent of learning how to order three two digit numbers using the constructivist approach. First, I needed to find a way to engage the students and also assess their prior knowledge. After this the students were able to explore a problem using any strategies or innovative ideas to solve the problem. The students shared their ideas. Next, I provided guided instruction where the students learned different strategies to order numbers. The students worked in partners to practice the new skill and learn from each other. Finally the students worked independently ordering a group of three two digit numbers.

This artifact represents INTASC principle 9 and NAEYC standard 3 because this lesson has helped me see the value of assessment to drive instruction, understand the learning styles of each student and to better develop students.

This lesson helped me to observe my student's thinking and learn the best methods of comprehension for each student. The lesson also helped me to see the value in partner work for students to share ideas and expand their learning through peer interaction. Also, using the constructivist method made the lesson more engaging and student driven. The students felt empowered that they had control of their own learning and development.

This lesson's impact on the students was to learn the objective to order and compare three two digit numbers. The students also learned how to drive their own learning and fulfill their own curiosity about this topic. In addition, they had a chance to share and interact positively with their peers.

Denyse Fiero Math Lesson Plan Ordering Three Numbers February 26, 2012 Mathematics Process Standards: Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic Topic A. Indicator 1. Apply knowledge of whole numbers and place value Objectives Compare and order whole numbers up to 99 using terms such as: greater than, less than, equal to

Objective: We will compare and order three whole numbers from least to greatest by using number cards. Materials: pinch card (engagement 22/33) Flip-chart (20) number foldable mats (partner work) number index cards 20 order the numbered heart sheet (exploration) 1 checklist Base-10 Rods

Engagement: (5 minutes) Students will sit at tables to complete engagement activity. I will display a greater or less than problem on the Elmo. The problem will say, "What number is greater?" Each number will be modeled with rods. The numbers will be 33 and 22. The students will pinch the number that is the greatest.

Exploration: (5 minutes) Students will order the February birthdays in the order of the earliest to the latest. The dates will be posted on the flip chart.

February 6 Metzi, Andrew February 16 Lacie February 23 Jenna I will collect a student sample and the student will share their idea on the Elmo. I will ask the student how they knew what number was the least

Explanation: Objective: We will compare and order three whole numbers from least to greatest by using number cards. (Students will transition to the carpet by tables) I will display a flip chart. (10 minutes) 1st slide will have engagement question. What number is greater 33 or22 2nd slide display the exploration piece. The students will order the February birthdays in order from first to last. 3rd slide will have the objective and an example for the students to see that the objective looks like. 4th slide will go over important vocabulary words Least and greatest by making a word web. 5th slide will explain two strategies to order two three digit numbers. I will model how to order three, two-digit numbers from least to greatest. (all numbers will have rods to represent them) - I will help the students figure out which number is the least by using two strategies. - I will find the number with the least amount of rods and cubes and put the number to the left. - Next, I will find the number with the greatest amount of rods and cubes and place the number to the right. - Finally, I will place the left-over number in the middle. - We will check ourselves by comparing the number in the tens place. The smallest number in the tens place is the least, the biggest number is the greatest and the left-over number in the middle.

Extension-Differentiate Practice: (15 minutes) I will model directions for the guided practice activity on the carpet. This activity will be identical to the modeled activity in the flip chart.

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Guided Practice Students will work in pairs to order three two-digit numbers. (The partners will be predetermined and announced by table when students are ready to be transitioned to desks. The students will be transitioned to their desks by color of row) Students will each get a working mat, rods, and 2 bags of three number cards. The students will place the numbers in order. a. Differentiation- students can build the number out of rods and then select the least to greatest using the strategy used in the model example or they can work without them if the manipulatives are not needed. b. If students are waiting for their peers they can check their work by comparing the numbers in their place value. The students will complete two examples together. All students will be working with the same numbers to order. The partners will place the numbers in the appropriate slots in the mat. Every Pupil Response-When it is time to share, all students can hold up their work to see if each team agrees. Closure: I will ask the students what they learned about ordering numbers and what strategies could they use. I will also ask the students how do they check their answers.

Assessment: Clear all materials to prepare for the secret problem. Discuss rules and behavior of the completing a secret problem. Formative: I will pre-assess the students prior to the lesson to see their background knowledge and strategies used to solve the exploration problem. I also want to see if the students already are proficient in this skill to guide my instruction. Formative: I will take anecdotal notes on students working in whole group and partner work to assess their knowledge and how the students learn the best. Summative: (10 minutes) I will distribute the secret problem to each student. Students will be provided counting rods if necessary. I will observe students to see what strategy or difficulty for students. I will take anecdotal notes for each student. I will also assess the students results to see their proficiency. Analysis/Evaluation:

The students were pre-assessed during the exploration portion of the lesson plan. The purpose of the assessment was to evaluate the strategies of thinking and to see the level of knowledge of the students in the skill of sequencing numbers. The students used number

lines, pictures and a calendar to solve the exploration problem. Overall, the class score for the exploration question was a 66% accuracy. The students were informally assessed during the instruction and guided practice of this lesson. I used anecdotal notes to determine the student's level of knowledge and what type of instruction helped each student. During this time I worked with four students individually to help them understand this concept. The students all demonstrated knowledge of this concept by the time guided practice ended. Summative assessment: The students sequenced three two-digit numbers in order from least to greatest independents. The results were an 16/18=88%. I worked with the two students while the rest of the class was still completing the secret problem. The students were given an additional three numbers to sequence and both students were successful. I learned valuable information about the methods and learning styles of the students which will help plan for more effective lesson plans in the future. I also learned that working in partners was a insightful way for some students to learn the lesson. Peer modeling really helped some students learn. The objective of comparing and ordering three whole numbers from least to greatest by using number cards was met through this lesson plan. Pre-assessment- sequence the number hearts Pre-assessment-Sequence Formative (whole number hearts group and partners)

Sean Andrew Morgan Metzi Milan Eric Anabelle Shanay Jaelyn

Janiya

Yes Not evident Yes Yes Yes No evident Yes Yes Not evident
Not evident

Danny Skyler Jenna Nyara Mia

AB yes Yes Not evident Yes

Yes Yes (after working one on one) Yes Yes (working w/partners helped) Yes Yes (after working one on one) Yes Yes Yes (difficulty staying on task) Yes (after working one on one) AB Yes Yes Yes (working w/partners helped) Yes

Summative (independent ordering of 3 numbers) Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes

Yes Yes Yes Mixed up least to greatest got it when reminded of vocab meaning

Nicholas Solomon

yes Not evident

Yes Yes (after working) one on one) Yes Yes

Class Percentage correct (final check) 18/18=100%%

Joseph Alexis

Not evident Yes

Class Percentage correct (preassessment) 12/18=66%

Yes No, 1st time (worked with him and got it 2nd time) Yes Yes
Class Percentage correct 1st time:16/18=88% correct 2nd time:18/18=100%

Reflection:

From the analysis of this lesson, I can see that all the students have a good knowledge of ordering two digit numbers in order from least to greatest. I now can work on extending their knowledge to ordering four two digit numbers from least to greatest. There is no evidence that re-teaching is necessary. All students were able to order the numbers from least to greatest by the second attempt at working independently. I will reinforce these strategies to the two students who struggled during our morning work. By analyzing the data of assessment information, I could have worked with the four students in a small group to work more efficiently. In addition, I have noticed a trend with the same individuals needing more individualized help. I should consider putting in place a small group instruction. Another trend is the same group of students that usually comprehend the skill quickly. I will need to put another skill or challenge for these students. The lesson was developmentally appropriate for the class as a whole. The lesson will need to be differentiated to accommodate all skill levels.