PRE-OBSERVATION INFORMATION

Teacher: Victoria Harriman

Date and Time for Observation: March 28, 2017 8:00 am- 9:00 am

DOMAIN 1 DESIGNING AND PLANNING INSTRUCTION

Please provide a brief overview of your current unit. How does this lesson fit into the
overall unit?
The current unit we are working on in math is Subtracting three digit
numbers with regrouping. This lesson focuses on learning how to subtract three
digit numbers when the number ends in zero. For example 700-256. This lesson fits
into the overall unit because students need to understand what to do if a number
ends in zero, and how what they have learned about regrouping applies in this
situation.

How do you plan instruction based on student assessment data (both long term and short
term)? What data sets did you use for this lesson?
Before each unit, the students are given a pre-assessment to determine what
material they already know. This also helps us determine what the students already
know on the subject as well as what things they still are unfamiliar with. After each
lesson, we also have students complete an exit ticket, which allows us to determine
if the material taught that day was a success or needs to be retaught the following
day. At the end of each unit, students are given a formal assessment, which
indicates whether they have mastered all of the concepts that have been taught to
them. All of these assessments allow us to see where each student is and what their
specific needs are within our instruction.

What do you know about this class of students, where they are, and where they need to be
as a result of your instruction?
Our math class is a very diverse group! Many students have an IEP in place.
Our math students need continuous repetition. Because we consistently use
informal observations to see where the students are, we can determine the
students that need to be retaught or need enrichment. Several of the
 students in this class are very high energy, and struggle with paying
attention. Several students have behavior charts in place as a technique to
help the students understand what is expected of them during the lesson.
How do you engage in on-going reflection to promote student achievement; cite an
example.
After every lesson, we reflect on what went well in the lesson and what we
need to change. We also look at if there are things that we should include in our
lesson plans for next time.
Many of the students did poorly when we taught 2 digit subtraction with
regrouping because they did not have the conceptual understanding of what
regrouping meant, and had trouble with applying their knowledge of place value.
After we noticed these results, Noelly and I decided to take a different approach
with teaching regrouping when we got to regrouping within the hundreds place,
which you will see with the use of number lines, manipulatives, and pictures. As you
will see during my lesson, we decided to use manipulatives that the students are
able to take apart when they regroup. The students can recreate this scaffold by
drawing a picture next to the problem.

DOMAIN 2 ASSESSING AND ANALYZING STUDENT LEARNING

Describe and evaluate the variety of formal and informal assessments you use to drive
instruction.
We use various forms of assessment. One of the informal assessments we
use daily is informal observations. These observations are done while students are
doing independent practice as well as during our small group instruction. Formative
assessments are also used to drive instruction in the form of assessing exit tickets at
the end of class. This helps us determine what concepts need clarification as well as
what concepts we can move on with. The formal assessment is given at the unit and
measures how well they have mastered the objective. Depending on the results of
these assessments, we determine whether we need to go back and re-teach the
concepts. The formal assessment given through the math curriculum is aligned with
the new common core standards.
How do you ensure that your assessments are aligned with state standards? Bring
samples from this lesson or unit to your post-observation conference so we can review and
discuss.
The assessments we use are provided within the Mymath curriculum. I have
found that these assessments align with the state standards well and have helped
drive our instruction based on the results. Our informal assessments are anecdotal
 notes as well as just brief observations that we make in order to see which students
need more clarification. We also keep student work samples to analyze the
effectiveness of our teaching. In addition, for this unit, I have adapted an
assessment from the curriculum in order to better fit the state standards as well as
the needs of this group of students.

DOMAIN 4 IMPLEMENTING AND ADJUSTING INSTRUCTION

Describe the research based classroom strategies and grouping techniques you use in your
room.
Our classroom, my students are grouped based on their different math
abilities. In some cases our groupings are also based on the personality of the
student. This helps tremendously with differentiation and meeting the needs of
every student. Within our small groups, we also group students strategically by
placing the advanced students with the students who need more support. This
allows the high students to help the low students to understand the concept and to
teach the low students in ways that they may understand more easily. In return the
low students learn much more than they would if they were placed in their
homogenous group. This also helps deliver one-on-one instruction to students who
may need it.
Technology (How do you use technology in your teaching?)
We try and use technology everyday with our students. Usually each day
there are a variety of activities students will do on the Chromebooks that help
improve their math fact fluency. Having the Chromebooks for students to use really
helps keep them engage.
21 Century Skills (What skills are you focusing on with your students)
st

The 21st Century Skills we focus on in my classroom include

collaboration, working together to solve problems and communication. Ryan
and I encourage the students to help establish a comfortable environment
where everyone feels safe to share what they feel or think. We also
encourage the students to share their ideas and learn from each other.
These are all necessary skills that they need to know and feel comfortable
doing in order for them to be successful in the future. One of the things our
class just started to really work on more is explaining their thinking to each
other more. This helps students really master the skills at hand. Students are
also asked to agree or disagree with other students thinking, which helps
 them to analyze the way that someone solved a problem and compare it to
their own thinking.

OTHER AREAS

In our post-conference I would really like feedback about:

How can I improve my small group instruction to make it more beneficial?
How can I improve my instruction in order to better meet the needs of
students who are struggling?

Lesson Plan Format for Supervisor Observations

Title: Subtracting Across Zeros, 3 Digit Subtraction

Subject/Grade Level/ Date(s): Math, 2nd grade, March 28, 2017

Time Requirements: 20 min. (repeated 3 times per center)

Materials List:

-McGraw Hill My math student and teacher texts

-Base-10 blocks (including hundreds flats)

-white boards (enough for small group)

-dry erase markers

-pencils

-sticky notes
Type of Lesson: small group, centers

Connection to Standards:

2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and

strategies based on place value, properties of operations, and/or the relationship

between addition and subtraction; relate the strategy to a written method.

Understand that in adding or subtracting three-digit numbers, one adds or

subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes

it is necessary to compose or decompose tens or hundreds.

2.NBT.B.9 Explain why addition and subtraction strategies work, using place

value and the properties of operations. (Explanations may be supported by

drawings or objects.)

http://www.azed.gov/standards-practices/k-12standards/mathematics-standards/

Standard 1: The student will listen actively to the ideas of others in order to acquire new

knowledge.

HI-6: following multiple step directions which include prepositions.

Standard 2: The student will express orally his or her own thinking and ideas.

HI-2: independently reciting familiar rhymes, songs chants, and text with accurate

pronunciation, prosody, voice, projection, and expression.

http://www.azed.gov/english-language-learners/elps/

Instructional Objective: Students will be able to subtract from numbers ending in zero..

Language Objective: Students will be able to follow multiple step directions.

Students will be able to recite the Subtraction Poem with a clear voice.
Anticipatory Set: Students will then read the subtraction poem as a group, and

repeat if necessary. We will then use whiteboards and whiteboard markers to

rewrite a subtraction problem with a number ending in zero. (3 minutes)

Modeling: The teacher will model how to solve a 3-digit subtraction problem with

zeros using base ten blocks, and recalling the steps that we learned when solving

other 3 digit subtraction problems. (5 minutes)

Guided Practice: The students and teacher will work through 2-3 examples using

different models (base-10 and pictures). (9 minutes)

Closure: The teacher will ask students to quickly write the answer to the question

on a sticky note In this problem 300-159, why do you have to regroup? (3 min.)

Independent Practice: Students are working on an independent practice page

after they leave the teacher time rotation.

Assessment/Evaluation: Students are assessed using a weekly mathematics

rubric, where their work will be graded on completion and to check for

understanding.

3 2 1
Student was on task and Student was on task most of the Student was not on task
Teacher
respectful to group time and respectful to group and/or not respectful to
 member/ teacher. Student members/ teacher most of the group members/ teacher.
Time
participated the whole time time. Student completed most of Student did not complete

and completed assignments. the assignment and participated assignments

most of the time.

Modifications/Differentiation: Students are working in small groups, and will be

provided with more teacher support as needed. Students may have scaffolded

support in reading both the text and objectives. Students have immediate access

to manipulatives, and are able to move forward with pictures or abstract

reasoning when they are successful.