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Middle Childhood Mathematics

Planning Commentary
Planning Commentary Directions: Respond to the prompts below (no more than 9 single-
spaced pages, including prompts) by typing your responses within the brackets following
each prompt. Do not delete or alter the prompts; both the prompts and your responses are
included in the total page count allowed. Refer to the evidence chart in the handbook to ensure
that this document complies with all format specifications. Pages eceeding the maimum will
not be scored.
1. Central Focus
a. Describe the central focus and purpose for the content you will teach in the learning
segment.
!"he learning segment is one of a few that will have a central focus on multiplication. "he
purpose for teaching this learning segment is that # have pre$assessed the students and have
found that they are lacking the background knowledge to proceed with the fourth grade
curriculum standard of %.&'".'.() which is multiply a whole number of up to four digits by a
one$digit whole number using strategies based on place value and the properties of operations.
"he goal of this learning segment is for the students to be able to fluently multiply one digit by
one digit numbers) two digit by one digit numbers) and three digit numbers all by one digit
numbers.*
b. +iven the central focus) describe how the standards and learning ob,ectives within your
learning segment address
conceptual understanding
procedural fluency
mathematical reasoning and-or problem solving skills
!"his learning segment addresses standards that should have been met in third grade) and
standards that are to be learned in fourth grade. # will start by re$teaching multiplication with one
digit by one digit numbers) and then we will move up to fourth grade multiplication curriculum.
"he fourth grade multiplication standard that # will be working towards is %.&'".'.() which is
multiply a whole number of up to four digits by a one$digit whole number using strategies based
on place value and the properties of operations. "he reason that # am starting with multiplying
one digit by one digit numbers is because # want them to have procedural fluency when we
move on to multiplying with more digits. # am currently aware that they do not have procedural
fluency when multiplying one digit numbers by one digit numbers) because # gave them a pre$
assessment before starting this learning segment. "he students could not even complete the
first row of the pre$test. "hey should be able to look at a problem with up to four digit by one
digit numbers and be skilled in carrying out the procedure to get the correct answer. .onceptual
understanding is addressed throughout the entire learning segment) as the students are given
multiple strategies to learn multiplication such as arrays) regrouping) chip manipulatives to show
regrouping) and repeated addition. /ll of these different strategies allow the students to
eperience multiple representations) which then allows them to fully understand the concept.
"he students use these different strategies to show that they can understand each strategy and
how it helps them to multiply. #t also allows them to understand why they are doing what they
are doing before they learn the procedural operations needed to complete the multiplication
problems. 0athematical reasoning and problem solving skills are addressed throughout this
entire learning segment. 1or mathematical reasoning) the students are able to use the
strategies and concepts they are learning in order to complete the problems) and understand
what they are doing in the process. 1or problem solving) the students are given word problems
every day within the multiplication problems we are learning. "his re2uires the students to be
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Middle Childhood Mathematics
Planning Commentary
able to look at the problems and decide what needs multiplied and what strategies and
processes they should use to carry out each problem. *
c. 3plain how your plans build on each other to help young adolescents make
connections between facts) concepts) and procedures) and to develop their
mathematical reasoning and-or problem solving skills to deepen their learning of
mathematics.
!0y lesson plans build on each other by starting with multiplying one digit numbers by one digit
numbers) using techni2ues and manipulatives to give them the basic fundamentals. "hen) #
continue to scaffold the activities as we move into multiplying two and three digit numbers by
one digit numbers without regrouping and then with regrouping. "he students start with learning
how to solve one digit by one$digit multiplication facts) and then use those facts when doing
larger multiplication problems that re2uire more difficult procedures. "he students are
developing their mathematical reasoning by completing the multiplication problems and being
able to eplain why those facts are correct using the background knowledge of place value they
have already learned.*
d. 3plain how you will help young adolescents make interdisciplinary or integrative
connections between the central focus of the learning segment and other sub,ect
areas.
!.ompleting this learning segment will give the students the resources they need in order to be
able to multiply. 0ultiplication is something that they will continue to use throughout their
academic careers in every sub,ect) so it is etremely important that the students learn the
material in this learning segment) and conceptually understand multiplication. 1or eample) in
4ocial 4tudies the students will use multiplication when talking about area of land) and when
talking about population. #n 4cience) the students will use multiplication when scaling 2uantities
up or talking about the area of a biome. "hese eamples show that multiplication will be
continually used and is an essential building block for all sub,ects.*
2. Knoledge o! "tudents to #n!orm $eaching
1or each of the prompts below (5a6d)) describe what you know about your students with
respect to the central focus of the learning segment.
.onsider the variety of young adolescent learners in your class who may re2uire different
strategies-support (e.g.) students with #3Ps) 3nglish language learners) struggling readers)
underperforming students or those with gaps in academic knowledge) and-or gifted
students).
a. Prior academic learning and prere2uisite skills related to the central focus7%hat do
young adolescents kno, hat can they do, and hat are they learning to do&
!/fter having the students complete a pre$assessment) # was able to see that the students do
not have the prere2uisite skills needed to do multiplication problems that have more than one
digit in them. # was also able to see that some of the students do not even know their one by
one digit multiplication facts that should have been previously learned. # do know that they are
able to use repeated addition to figure out a multiplication problem) but that is the only strategy
they know how to use. "his learning segment will provide the students with the learning
concepts and procedures they need to be able to multiply numbers that align with the fourth
grade common core standards.*
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Middle Childhood Mathematics
Planning Commentary
b. Personal-cultural-community assets related to the central focus7%hat do you kno
a'out your students( everyday e)periences, cultural 'ackgrounds and practices,
and interests&
!# know that the students have many interests outside of school such as sports and hobbies that
they participate in. "his learning segment is relevant to the interests and lives of my students
because the problems are about things that can relate to. 1or instance) in day one8s lesson) the
word problems we solve talk about summer fairs) reading at night) taking tests in school) ninth
birthday parties) going on vacation and eating ice cream. "his will grab student interest) make
them ecited) and keep their attention throughout the lesson. 4ome of the students also
participate in the after school math club that meets every 9ednesday called 0ath Pentathlon)
where they build mathematical concepts and understandings through games. "his shows that a
lot of my students have an interest in math and pursue math outside of the classroom. "his also
allows the students to get a bit of etra practice with the multiplication learned in this learning
segment in an after school setting. # know most of the students do not use multiplication at
home) and are not familiar with multiplication in their everyday eperiences) because a lot of the
students do not even know their simple multiplication facts. 4o this learning segment will allow
students to use multiplication outside of the classroom when they find it necessary in real life
eperiences) such as shopping or games.*
c. :oung adolescent developmental assets related to the central focus7%hat do you
kno a'out your students( cognitive, physical, and social and emotional
development&
!# know the students are on track for physical and cognitive development) and are typically
developing. "he students in the class # am using for my "P/. are students who have the ability
to meet the grade level re2uirements. "here is a student who has some emotional development
issues) and is not always able to handle all his emotions. ;ther than that) the students
emotionally are at a fourth grade level. "here should not be any developmental issues that keep
the students from being able to learn the material as part of this learning segment*
d. 0athematical dispositions7%hat do you kno a'out the e)tent to hich your
students
perceive mathematics as *sensi'le, use!ul, and orthhile+
1

persist in applying mathematics to solve pro'lems
'elieve in their a'ility to learn mathematics
!1or this 2uestion) # decided to ask them to fill out a paper with a yes or no asking about their
dispositions regarding math so their opinion was not influenced by their peers. 9hat # found was
that in the class # am using for my "P/. that <( out of the <= students perceived math as useful
and something that they would continue to use for the rest of their lives. # also found that <% out
of the <= students believed that they had the ability to learn math) and would succeed if they
were paying attention and practicing like they are supposed to. >astly) # found that <? out of the
<= students always persist in completing math problems) and do not give up. @nowing that so
many of the students think that math is useful and will continue to be useful throughout their
lives means that the students think that the information they are learning is beneficial) and that
they should give it their all to really learn the multiplication. @nowing that the about the same
amount of students (<?$<%) believe in their ability to learn math) and always persist in
completing math problems) means that the students will be engaged) and continuing to try to
<
1rom the .ommon .ore 4tate 4tandards for 0athematics
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Middle Childhood Mathematics
Planning Commentary
learn the material in this learning segment) even if they don8t get it the first time) and have to
keep trying.*
,. "upporting "tudents( -athematics .earning
Respond to prompts ?a6c below. "o support your eplanations) refer to the instructional
materials and lesson plans you have included as part of "ask <. #n addition) use principles
!rom research and/or theory, including young adolescent development, to support
your e)planations.
a. 3plain how your understanding of your students8 prior academic learning and
personal-cultural-community-developmental assets and mathematical dispositions (from
prompts 5a6d above) guided your choice or adaptation of learning tasks and materials.
!@nowing that my students8 prior learning of multiplication had a lot of deficits is what guided my
choice to start with one digit by one digit multiplication and teach the fundamentals again. "his
also guided my choice to use place value chips for regrouping) repeated addition) and arrays. #
used these three strategies because # know the students are in the .oncrete ;perational 4tage
of Piaget8s 4tages of .ognitive Development) and they can think logically about something if
they are first able to manipulate the ob,ect. # also showed them two strategies to use for
regrouping) because # know my students need as many different strategies to learn the material
that is being presented. @nowing that my students have interests outside of school guided my
choice of word problems because # picked problems that were relatable) and would get them
ecited about doing the multiplication problems. @nowing one of my students has difficulty
handling emotions) three students are struggling readers) and one student is an 3nglish
>anguage >earner guided my choice of instructional strategies. # will engage my students using
manipulatives and white boards) which allows them to conceptually understand what they are
doing) and not ,ust learn the procedure. "he white boards allowed the students to complete
problems and allowed me to informally assess their understanding. @nowing my students
perceive math as useful guided me to give them multiple strategies to help them complete the
multiplication problems that they are trying to solve so that they can use those strategies later in
life if they needed.*
b. Describe and ,ustify why your instructional strategies and planned supports are
appropriate for the hole class, individuals, and groups o! young adolescents ith
speci!ic learning needs.
.onsider young adolescents with #3Ps) 3nglish language learners) struggling readers)
underperforming students or those with gaps in academic knowledge) and-or gifted
students.
!"he planned instructional strategies are appropriate for the whole class) because # will use
gradual release of responsibility (or scaffolding). 4tudents are to be first shown with teacher
modeling) then the students and # will work on it together which is guided instruction) and then
the students will be put into groups of 5$? and work together which is independent practice.
4caffolding is effective because it provides the students with support as they are learning a new
concept) and then gradually releases that support so the students can perform that task on their
own. # also am providing manipulatives for them to start with when learning multiplication so that
they have the hands on learning) then once they have grasped that we will move on to more
abstract thinking) and then procedural thinking. #t also engages the students in learning in their
own learning) and allows them to control the pace. 0anipulatives also allow the students to form
concrete understandings before moving to abstract understandings. 0anipulatives are
appropriate for these students because they are currently in the .oncrete ;perational 4tage of
Piaget8s 4tages of .ognitive Development) which means that the students are able to develop
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Middle Childhood Mathematics
Planning Commentary
logical thought about a sub,ect) if they are able to manipulate it. "he planned instructional
strategies are also good for individuals because they are given the opportunity to work with
pairs instead of being epected to do the new task all by themselves. .ollaborative learning
gives them opportunities to benefit from the other persons knowledge) and together learn
material. "his creates a safe and fun learning environment that is not based on competition) but
will allow all the students to achieve. "his learning segment is good for the students with specific
learning needs because the student8s needs are to have oral directions) which does not affect
the instructional strategies that # have planned because there is not a lot of reading in the
learning segment) and more hands on learning.*
c. Describe common mathematical preconceptions) errors) or misunderstandings within
your central focus and how you will address them.
!;ne of the misunderstandings that the students have with multiplication with regrouping is that
you ,ust multiply the first numbers by each other and then write the product) and do not regroup.
"hey continue to ,ust put the answers in the product area) and then go onto the net numbers
they are multiplying) and then they end up with a really long product) that is no where near the
correct answer. # will address this issue by using manipulatives to show place value concepts
and how to regroup.*
0. "upporting -athematics Development $hrough .anguage
a. .anguage Function. #dentify one language function essential for young adolescents to
learn the mathematics within your central focus. >isted below are some sample
language functions. :ou may choose one of these or another more appropriate for your
learning segment.
.ompare-contrast .on,ecture Describe 3plain Prove
!"he language function that # have chosen for this learning segment that is essential for young
adolescents to learn the mathematics within my central focus is eplain. "he students need to
be able to eplain why they did the steps they did) and why their answer is correct. "hey should
not ,ust have an understanding of what steps they should be going through) but should have an
understanding as to why those steps get them to the correct answer) and what that answer
means.*
b. #dentify a key learning task from your plans that provides young adolescents with
opportunities to practice using the language function. #dentify the lesson in which the
learning task occurs. (+ive lesson day-number).
!"he lesson that takes place on day three provides students with the opportunity to use the
language function which is eplain. "he students are working with place value chips that they
use to show ones) tens) hundreds) and thousands with different colors. "he students are then
asked to multiply the numbers they have made by numbers ranging from two to five. "hey have
to take the chips they have and make more sets of the number accordingly. "hen they have to
start with the ones column and regroup to the tens column. "hey continue to do the same thing
and regroup until they no longer can all the way up the thousands column. "he students are
then left with a certain amount of chips in each column) which they realiAe makes a certain
number. "hey are then asked to eplain how the number they got makes sense compared to
the sets of chips they had before. "hey have to be able to eplain that they took groups of ten
chips in each column and moved them to the net place value because they realiAed that ten of
the chips make one in the net place value. "his is a very hands on and visual task for the
students) which means they have to be able to conceptualiAe when chips are not available later
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Middle Childhood Mathematics
Planning Commentary
on what they are doing when they are regrouping and be able to eplain how that gets them to
an answer that makes sense for the problem they were multiplying.*
c. 1dditional .anguage Demands. +iven the language function and learning task
identified above) describe the following associated language demands (written or oral)
young adolescents need to understand and-or useB
Cocabulary and-or symbols
0athematical precision (e.g.) using clear definitions) labeling aes) specifying units of
measure) stating meaning of symbols)) appropriate to your students8 mathematical
and language development.
5
Plus at least one of the followingB
4ynta
Discourse
.onsider the range of young adolescents8 understandings of the language function and
other language demands79hat do students already know) what are they struggling
with) and-or what is new to themD
!"he vocabulary the students will need to understand areB product) which is the answer to a
multiplication problem) and regroup) which means to rename or rearrange into a new group. #n
order to multiply) the students need to know that the product is the answer to the multiplication
problems they are doing) and also how to regroup and what that means. "he mathematical
precision that is present in my learning segment is to always show work when they are
regrouping) and also multiplying their facts correctly. "hat means to have the students put the
number they regrouped above the net column in the multiplication problem. "he last additional
language demand that is present in my learning segment is discourse. 1or discourse) the
students must also be able eplain and ,ustify their answers) which # ask them to do on a daily
basis. # also ask the students to give me ideas on how to complete the problem we are working
on instead of ,ust telling them how to do it. # ask them for previous strategies they already know
and if they are familiar with the new strategy is that # am presenting. # ask the students to listen
and try to understand the other students answers) and also # redescribe what the students said
when # am showing the problems on the board. *
d. .anguage "upports
Refer to your lesson plans and instructional materials as needed in your response to the
prompt below.
Describe the instructional supports (during and-or prior to the learning task) that help
young adolescents understand and successfully use the language function and
additional language demands identified in prompts %a6c.
!"he students have been eplaining their work since the beginning of school) and also discourse
has been present in the classroom. "his is due to the fact that the district is piloting an initiative)
which contains speaking) listening) reading) writing) vocabulary) and thinking used in all
sub,ects. "he vocabulary terms (product) and regroup) are used everyday in class. "he students
because familiar with these words and integrate them into their discussions while doing the
math problems. 1or eample in lesson three) the students are using place value chips to learn
5
1or an elaboration of Eprecision)F refer to the 4tandards for 0athematical Practice in the .ommon .ore 4tate 4tandards for
0athematics (Gune 5H<H)) which can be found at httpB--www.corestandards.org-assets-..44#I0athJ5H4tandards.pdf.
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Middle Childhood Mathematics
Planning Commentary
about regrouping. "hat entire lesson) the students are showing how they regrouped and how
that got them to the product. /lso) we review the vocabulary everyday before we begin the
lesson so that the students are familiar with the words and then use them through the lesson
they are learning. *
2. -onitoring "tudent .earning
#n response to the prompts below) refer to the assessments you will submit as part of the
materials for "ask <.
a. Describe how your planned formal and informal assessments will provide direct
evidence of young adolescents8 conceptual understanding) procedural fluency) 13D
mathematical reasoning and-or problem solving skills throughout the learning segment.
!"he informal and formal assessments were selected to provide me with a better understanding
of how much the students are comprehending of the material in this learning segment ."he pre$
assessment that was taken before this learning segment allowed me to see that the students
are really lacking an understanding of multiplication) and that # will need to re$teach the basic
material in order for my students to have the understanding of the concept. "he assessment
taken on day five of the learning segment (which # am using for my assessment for the "P/.)
will allow me to see the individual growth the students have made from their pre$assessments)
as well as the students who need etra support when we go into further lessons with
multiplication. "his assessment will ask the students to do three multiplication problems) and
then do a word problem where they show they know multiple strategies to solve multiplication
problems. "hen it asks the students to complete an etended response problem where they list
the steps they do when completing a multiplication problem. # will also be using an eit slip that
will ask the students about the material they are learning) and how much they understand in
order to get an idea everyday how much students understand. "he eit slip will consist of three
problems that relate to what we worked on that day) along with a number system from <$% that
tells me how much they feel they understand the material that was presented that day. #f there
are students who consistently telling me that they do not understand) then # will be able to pull
them aside for small group instruction) and give them more support. # will also be sending them
home with homework to review multiplication after lesson one) three) and four. #f students are
unable to understand multiplication throughout the lessons that are being taught) then # will need
to rethink my lesson plans and come up with another method of teaching that material to the
students. # will also be using a lot of teacher monitoring (informal assessment) while the
students are working in groups on the new concepts they are learning. "hroughout this learning
segment) # will have an idea of whether or not the students are developing the knowledge about
multiplication that # am teaching. /nother way # will be able to informally assess the students is
by asking for students to answer the 2uestions that they worked on in their groups when we are
going over the problems as a whole class. /ll of these assessments will provide direct evidence
of the students8 conceptual understanding) because as # informally assess them while they are
working in groups and doing the activities) # will be able to see if they are conceptually
understanding the strategies # am providing to them) and how it will help them to understand
multiplication. # can also directly show that the students are conceptually understanding based
on if they can do multiplication problems on the eit slip) homework) and also if they can do the
problems in the assessment that are given at the end of day four. Procedural fluency can be
directly shown everyday) because as the students are completing the problems on the
whiteboards) or working in groups on a worksheet) or with the place value chips) # can see if
they are able to easily carry out the steps to complete the problem. 0athematical reasoning and
problem solving can be directly seen when doing the word problems on day one) and also
throughout the learning segment as the students reason through the strategies and decide how
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Middle Childhood Mathematics
Planning Commentary
they will help them figure out the problem. 0athematical reasoning and problem solving will also
be seen on the assessment given at the end of day four.*
b. 3plain how the design or adaptation of your planned assessments allows young
adolescents with specific needs to demonstrate their learning.
.onsider all students) including young adolescents with #3Ps) 3nglish language
learners) struggling readers) underperforming students or those with gaps in academic
knowledge) and-or gifted students.
!# will not need to make any specific modifications to the assessments. #f any of my students that
are struggling readers have any issues reading the assessments) then # will be able to provide
oral directions and oral reading of the 2uestions for them to accommodate them. # will also
provide oral directions and oral reading of the 2uestions for the student who is an 3nglish
>anguage >earner. /ll students will be provided with manipulatives to assist in their success in
multiplication. 'ecause # will be monitoring the learning in this segment every step of the way) #
can modify the lesson so that it is easier for the students to understand. #f students are having
troubles with various parts of the multiplication learning segment) # will be able to provide
clarification as # am informally assessing them. *
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