Reflective Narrative Making 10 to Add 9- Principal Observation

INTASC Principle 9: Professional Growth/Reflection The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. NAEYC Standards: 5. Becoming a professional

This lesson was used to help me grow professionally as a reflective practitioner. In order to become a more proficient teacher, I need to have opportunities for mentor teachers to guide my learning. This lesson was observed by the principal of Hawthorne Elementary to provide constructive feedback about my teaching.

This artifact represents INTASC principle 9 and NAEYC standard 5 because this lesson served as an observation for the principal to help me be a more reflective practitioner. The comments provided by my principal gave me insight to strengthen my teaching.

The opportunity to get observed by a principal was a beneficial experience that helped me in many ways. First, I gained understanding in the process of an observation which is standard for all professional teachers. I was able to schedule a pre-observation and post observation. In the pre-observation, my principal reviewed my lesson plan and gave me ideas to improve instruction. We talked about how to correctly facilitate Constructive Learning of Investigations in student centered lessons. We also worked on pulling small groups to differentiate. The post observation was very helpful to hear constructive criticism about how to improve my teaching. I learned my best practice ideas for future lessons. In each meeting I was given valuable suggestions that will make me a stronger more reflective practitioner.

The students learned how to use a double Ten's Frame to add two numbers when one digit is nine. They learned that when using a Ten's Frame it is easier to start counting by ten then nine. The student's gained the concept of borrowing from the one's place to give to the ten's place. The students were able to apply the skill of making ten to add nine in different applications. They practiced the skill playing a card game in partners and then the class played Bingo using their double Ten's Frame. In addition to learning the skill the students were able to work at their own pace during instruction. A small group was pulled for students who were struggling with the concept. Another group was pulled for students demonstrating proficiency. All groups were working on the same skill just varying the levels and strategies.

Denyse Fiero Math Lesson Plan Making 10 to Add 9 October 18, 2012 VSC Standard Standard 1.0 Knowledge of Algebra, Patterns, and Functions Topic C. Indicator 1. Analyze number relations and compute Objectives Demonstrate proficiency with addition and subtraction basic facts using a variety of strategies Common Core Standard: 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings, and equations with a symbol for the unknown number to represent the problem. Essential Skills and Knowledge Ability to explore addition and subtraction with manipulatives to build their conceptual understanding (e.g., snap cubes, subitizing cards, tens frames, hundreds charts, number lines and empty number lines) Ability to take apart and combine numbers in a wide variety of ways Ability to make sense of quantity and be able to compare numbers Ability to record their thinking using >, =, and < when comparing quantities Ability to use flexible thinking strategies to develop the understanding of the traditional algorithms and their processes Knowledge of and ability to apply properties of addition and subtraction (CCSS, Page 90, Table 3) Ability to apply the knowledge of addition and subtraction to choose the most efficient strategy to solve a problem

Objective: We will find sums by making a 10 when adding numbers up to 9. Materials: Double Ten-Frames (36) SmartPads (13) BINGO Gameboard (23) Number cards (0-10) 1 set per pair Two color counters (20 per pair) Anecdotal Records Elmo

Key Concept: The students will learn how to Make a 10 which is an easier way to add There is a pattern when Making a 10, when the first addend is increased by one to make 10, the second added is decreased by one. Planning and Teaching Engagement: (5 minutes) I will flash quick images of Ten's Frames with a specific amount of dots and I will show the students the cards for five seconds. The students will write the number of dots on the Ten's Frame. I will show three examples. Objective: We will find sums by making a 10 when adding numbers up to 9. Exploration: (5 minutes, students will be at their desks) The students will use their double Ten's Frame Smartpad. I will model how to set up the problem. Then the students will solve it independently. 1. 2. 3. 4. I will have students put 9 counters on one Ten's Frame. I will select a card- "It will be a 4." I will tell the students to put four counters on the second Ten's Frame Finally, I will ask the students to find two ways to make a number sentence with the counters that we have. However, the students can only use the number 9 only once in a number sentence.

Explanation: (5 minutes, students will be sitting at their desks working with the teacher) I will model how to play the "Making 10 to Add 9" game with my mentor teacher. We will use the Elmo to display game Problem: 9 + 7 1. I will explain that the first student will fill one Ten's frame with nine counters.

2. Next, the first player will select a card. (The cards will only go up to 10) 3. The second player will count the amount in counters and place it on the second Ten's Frame. 4. The first player will make a number sentence using the two Ten Frames and write it on the SmartPad. 5. The second partner will then move one cube to the first Ten's Frame and find another way to add the sum. 6. The first partner will write the new addends and solve the problem on the Smart Pad Guided Practice * I will either do a guided practice or go right into playing the game depending on the level of competency following the directions to the game: "Boys and Girls, let's try one together. Problem: 9 + 8 = What do we do first? answer: add our 9 counters to our first Ten's Frame What do we do next? answer: select a number card and add the same number of counters to the second Ten's Frame. What do we do now that we have an addend on each Ten's Frame? answer: Write the number sentence on our SmartPad. What's the next step? answer: We will find another way to solve the problem by taking one cube and moving it to fill the Ten's Frame. Do you see a pattern here? answer: yes, when the first addend is increased by one to make 10, the second addend is decreased by one "This is called Making 10 to Add 9." "I like to add using my Make a Ten strategy because it is easier to add 10" Lastly, you will do what? answer: We will solve the number sentence using a full Ten's Frame and adding the second Ten's Frame and recording it on the SmartPad. Partner Practice: Boys and Girls, you are ready to play our "Making 10 to Add 9 game." You will go back to your seats and you will work in partners. We will have the same partners that we had yesterday Players take turns playing the game. (I will take anecdotal notes to see who is secure in this skill and to see if I need to re-teach the new learning. Students who need extra support will work with me on the carpet) Extension - Differentiated Practice: Not Evident Group- I will call a group back to the carpet who showed signs of skill weakness for this concept. I will work with the small group to gain understanding of Make a 10 to add 9. The rest of the class will continue to play the game. Proficient Group- I will call the students showing proficient skills to work on using double Ten's Frames using one addend whose numbers range from one to nine.

Extension Differentiate Practice (Bingo): All groups will reinforce the skill by playing Making 10 to add 9 BINGO. The game will be differentiated depending on the knowledge of the skill. I will call the re-teach group to work with me on the carpet. I will then call the next group of names to work in small groups to reinforce the Making a 10 plus 9. The re-teach group will work in a collaborative group whose objective is Make a 10 to add 9 get six in a row. The secure group will work independently to play BINGO using Making a 10 plus 9.

Assessment: The assessment for this skill is to take anecdotal notes to see who is fluent in adding 9 and making a ten strategy. 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 given a double Ten's Frame Assessment sheet and one number card to play the game independently. I will also assess the students results to see their proficiency. Closure: Boys and girls, what did we learn about the Making a 10 plus 9 strategy in this lesson?