Alyssa Carmona

Dr. Barbara Reed

EDA 421-80
21 November 2016
Lesson Plan #2 Calculating a Monthly and Weekly Salary
1. Learning Outcomes:
Throughout this lesson, students will apply their previously attained knowledge of yearly
salary to both monthly salary and weekly salary. They will perform various calculations,
and will also use given salaries and other information in order to solve word problems. In
addition, the students will be required to round a number of their answers to the nearest
cent.

2. Common Core Standards:

CC.2.1.HS.F.2: Apply properties of rational and irrational numbers to solve real world or
mathematical problems.

3. Lesson Objectives:
Students will be able to recognize and recall the calculation that must be performed in
order to find monthly salary when given yearly salary.
Students will be able to recognize and recall the calculation that must be performed in
order to find weekly salary when given yearly salary.
Students will be able to calculate monthly salary when given yearly salary.
Students will be able to calculate weekly salary when given yearly salary.
Students will be able to demonstrate an ability to round to the nearest cent.

4. Anticipatory Set:
Prior to the students entering the classroom, the teacher will write the Table of
Contents information (lesson number, title, and page numbers) for the days lesson on
the classroom whiteboard. The teacher will also have a guiding question already written
on the board. Each of these items will come into play later on during the lesson.
o Guiding Question: Think about how you went from an hourly salary to a weekly
salary, and from a weekly salary to a yearly salary. How do you think you would
go backwards to find a monthly salary and a weekly salary if you know what the
yearly salary is?
As the students enter the classroom, they will be greeted by the teacher.
Once the students take their seats, the teacher will ask them how their day has been going
so far. He/she will then instruct the students to copy the Table of Contents information
and guiding question into their interactive notebooks.
o As the students are copying the information, the teacher will pass out the papers
that the students will need for the remainder of the lesson (copies of the two
 textbook pages for lesson 3.2, and two foldable sheets per student). These will
come in to play later on during the lesson.
Once the students finish putting this content into their notebooks, the teacher will start to
tap into their previous knowledge, in order to begin building upon it.
First, the teacher will ask students to recall the content of Fridays lesson. He/she will ask
them what they learned/what they remember.
o Students may recall chapter vocabulary (i.e. salary; yearly salary; employee).
o The previous lesson also would have covered how to calculate a yearly salary, so
the students may also choose to recall some of this information.
More specifically, they would have gone over how to calculate: weekly
salary when given the hourly pay (by multiplying the hourly pay by 40),
and yearly salary once the weekly pay has been calculated (by multiplying
the weekly pay by 52).
Once the main content of Fridays lesson (calculating yearly salary) has been recalled, the
teacher will begin informing the students about the content of the days lesson, as well as
its relevance.
o Yes, so on Friday you talked about yearly salary! Today, we are going to talk
about monthly and weekly salary. Our main focus will be on calculating monthly
and weekly salary once we are given yearly salary.
o Why do you think its important for us to be able to calculate monthly and weekly
salary?
At this point in time, the teacher will allow the students to respond. If students are
struggling, the teacher will offer some input. In doing so, he/she should focus on the fact
that: Being able to calculate monthly and weekly salary is an important part of budgeting.
Even if we know what our yearly salary is, we need to be able to figure out how much
money we are earning each month, and each week. Once we know how much money we
have each month and week, we can figure out everything else (i.e. how much we have to
spend on bills; what we will have left after we pay our bills; how much we have leftover
that we might want to spend; how much we are going to save). So, being able to calculate
monthly and weekly salary is very important!
At this point in time, the teacher will move into the procedures portion of the days lesson.

5. Procedures:
Before providing the students with any new input, the teacher will ask the students to
predict the way in which monthly/weekly salary is calculated. He/she will do so by having
them focus on the guiding question.
o So, before we begin, lets take a look at our guiding question to brainstorm about
how we can solve for monthly and weekly salary. The teacher will then read the
guiding question to the students: Think about how you went from an hourly salary
to a weekly salary, and from a weekly salary to a yearly salary. How do you think
you would go backwards to find a monthly salary and a weekly salary if you know
what the yearly salary is?
 The teacher will allow the students to think and respond, but if they seem to be struggling,
he/she will offer more support.
o Okay, so lets start with monthly salary. How many months are there in a year?
(The teacher will allow students to respond.). Okay, so if there are 12 months in a
year, how might we solve for monthly salary if we already know what the yearly
salary is? (Again, the teacher will allow the students to respond.). Thats right!
Since there are 12 months in a year, if we know the yearly salary, we can divide it
by 12 in order to find the monthly salary.
Of course, the students may/may not know this information/be able to
figure it out on their own. As a result, the teacher may need to provide
additional support/tell the students how monthly salary is calculated.
o Now, what about weekly salary? How many weeks are there in a year? (The
teacher will allow students to respond.). Okay, so if there are 52 weeks in a year,
how might we solve for weekly salary if we already know what the yearly salary
is? (Again, the teacher will allow the students to respond.). Thats right! Since
there are 52 weeks in a year, if we know the yearly salary, we can divide it by 52
in order to find the weekly salary.
Again, the students may/may not know this information/be able to figure it
out on their own. As a result, the teacher may need to provide additional
support (i.e. by calling their attention back to the way in which monthly
salary is calculated), or tell the students how weekly salary is calculated.
The teacher will then call students attention to the copy of first textbook page, and will
begin reading the first portion of information (relating to monthly salary) to the students.
He/she will then review the monthly salary example with the students, and will have them
create their monthly salary foldable.
o The students will first need to cut along the solid lines of the foldable, and fold
along the dotted line. Once this step has been completed, the foldable can be filled
out. The following will need to be written down:
First outside flap: Yearly Salary
Middle outside flap:
Last outside flap: Monthly Salary
First inside portion: $12,000
Middle inside portion: 12
Last inside portion: $1,000 per month
Once the foldable has been created, the teacher will have students place it in their
interactive notebooks (using tape). In doing so, he/she will reemphasize the fact that you
must divide by 12 in order to calculate for monthly salary.
o First, he/she will have students lift the middle flap in order to see that you must
divide by 12 in order to go from yearly to monthly salary.
o Next, the teacher will review how to calculate the answer for the given example
by using a calculator. He/she will model by entering 12,000 (the given yearly
salary) 12 (the number of months in the year), and will explain: First, I must
enter 12,000, because that is the yearly salary that I was given. Then I must divide
 by 12, since there are 12 months in a year. This will tell me the monthly salary
once I hit the enter button/equal sign. The monthly salary in this case is $1,000.
The teacher will then call students attention back to the copy of first textbook page, and
will begin reading the next portion of information (relating to weekly salary) to the
students. He/she will then review the weekly salary example with the students, and will
have them create their weekly salary foldable.
o Again, the students will first need to cut along the solid lines of the foldable, and
fold along the dotted line. Once this step has been completed, the foldable can be
filled out. The following will need to be written down:
First outside flap: Yearly Salary
Middle outside flap:
Last outside flap: Weekly Salary
First inside portion: $12,000
Middle inside portion: 52
Last inside portion: $230.77 per week
Once the foldable has been created, the teacher will have students place it in their
interactive notebooks (using tape) below the previous foldable. In doing so, he/she will
reemphasize the fact that you must divide by 52 in order to calculate for weekly salary.
o First, he/she will have students lift the middle flap in order to see that you must
divide by 52 in order to go from yearly to weekly salary.
o Next, the teacher will review how to calculate the answer by using a calculator.
He/she will model by entering 12,000 (the given yearly salary) 52 (the number
of weeks in the year), and will explain: First, I must enter 12,000, because that is
the yearly salary that I was given. Then I must divide by 52, since there are 52
weeks in a year. This will tell me the monthly salary once I hit the enter
button/equal sign. We already wrote in our foldable that the weekly salary for this
example is $230.77. But my calculator says my answer is $230.76923. So this
means that I need to round my answer, since it isnt exact.
Since the example given for weekly salary needs to be rounded, this is also where the
teacher will briefly need to call attention to rounding to the nearest cent. He/she will refer
to, and read the Heres a Tip! excerpt from the chapter. He/she will write the answer
($230.76923) on the board, and will then continue: In order to round to the nearest cent,
we need to look at the third number after the decimal point. For this answer, it is the
number 9. Since 9 is more than 5, we will round up by changing this 6 to a 7. So, this
means our answer is $230.77.
The teacher will then use another example to have the students practice rounding. The
teacher will write down $145.583, and continue: Lets look at another example to practice
rounding. How would we round this amount to the nearest cent? The teacher will allow
students to answer, eventually helping them to reach the conclusion that they must look at
the number 3. Since 3 is less than 5, they will round down. This means that the 8 will stay
the same (an 8), and the rounded answer is $145.58.
o Once rounding had been reviewed, the teacher will have the students cut out the
Heres a Tip! from the copy of the textbook page, and place it in their interactive
 notebooks. He/she will also remind them that they may need to refer to it later,
since there are going to be more calculations that will require them to round to the
nearest cent.
Once the teacher has reviewed the previous information with the students, he/she will
review/model two examples for both monthly and weekly salary for the students (numbers
1 and 2 from the Practice and Apply chart). The teacher will represent each of the
calculations on the classroom whiteboard. He/she will then talk through the steps of
finding the answer by using a calculator.
o First example (monthly): Okay, so for the first one, we are looking at the salary or
a bank teller. The chart says that a bank tellers yearly salary is $14,367. (Teacher
will write Bank teller and $14,367 on the whiteboard.). To find the monthly
salary of a bank teller, we need to divide $14,367 by 12, since there are 12 months
in a year. (Teacher will write $14,367 12 = [blank] on the whiteboard). So, to
calculate the bank tellers monthly salary, I need to enter this information into my
calculator. (Teacher will model entering 14,367 12 = into his/her calculator.).
Okay, so a bank tellers monthly salary is $1197.25, so we can enter this into our
chart.
o First example (weekly): Alright, now lets calculate a bank tellers weekly salary.
So, again, I need to start with the yearly salary, which is $14,367. To find the
weekly salary, we need to divide $14,367 by 52, since there are 52 weeks in a year.
(Teacher will write $14,367 52 = [blank] on the whiteboard). So, to calculate the
bank tellers weekly salary, I need to enter this information into my calculator.
(Teacher will model entering 14,367 52 = into his/her calculator.). Okay, so my
calculator says that a bank tellers weekly salary is $276.28846. Alright, this
means Im going to have to round my answer to the nearest cent. The first thing I
have to do is look at the third number after the decimal point, which is an 8.
(Teacher will underline the 8.). Since 8 is more than 5, Im going to round up. This
means that this 8 (teacher will point to the first 8), will turn into a 9. So a bank
tellers weekly salary is $276.29, and we can enter this into our chart.
o The teacher will follow this same pattern in order to model the second example.
Second example (monthly): A painters yearly salary is $31,886. $31,886
divided by 12 is $2,657.1666, so the teacher will again need to model
rounding. A painters monthly salary is $2,657.17.
Second example (weekly): A painters yearly salary is $31,886. $31,886
divided by 52 is $613.1923, so rounding will need to be modeled once
more. A painters weekly salary is $613.19.
For the next three examples (numbers 3, 4, and 5 from the Practice and Apply chart) for
both monthly and weekly salary, the teacher will work together with the students. While
the teacher will still write the information on the classroom whiteboard, he/she will ask the
students to tell him/her what to do, going step-by-step. In addition, once the calculators
come into play, the teacher will have the students use theirs while he/she also uses
his/hers. Throughout this portion of the lesson, the teacher may ask questions including,
but not limited to:
 o Whats the yearly salary given for a(n) [blank]?
o How can we find the monthly salary? (Why?)
o How can we find the weekly salary? (Why?)
o Do we need to round to the nearest cent? Why/why not?
o How can we round to the nearest cent?
Working together, numbers 3, 4, and 5 will be solved.
o Number 3: Dental assistant yearly salary of $51,334
Monthly Salary: $51,334 12 = $4,277.8333 $4,277.83
Weekly Salary: $51,334 52 = $987.1923 $987.19
o Number 4: Travel agent yearly salary of $25,000
Monthly Salary: $25,000 12 = $2,083.3333 $2,083.33
Weekly Salary: $25,000 52 = $480.76923 $480.77
o Number 5: Sheet metal worker yearly salary of $32,010
Monthly Salary: $32,010 12 = $2667.50
Weekly Salary: $32,010 52 = $615.57692 $615.58
For the next three examples (numbers 6, 7, and 8 from the Practice and Apply chart) for
both monthly and weekly salary, the teacher will have students work independently. As
the students are working to complete their calculations, the teacher will circulate around
the room and conference/check in with them.
o For any students who seem to be struggling, the teacher will offer more support.
For any students who seem to be grasping the content at a quicker pace, the
teacher may choose to ask reach questions (i.e. regarding how to calculate
yearly salary if you are given monthly/weekly salary).
Once students have completed each of the last three examples, the class will come back
together as a whole in order to review the answers.
o Number 6: Computer technician yearly salary of $36,460
Monthly Salary: $36,460 12 = $3,038.3333 $3,038.33
Weekly Salary: $36,460 52 = $701.15384 $701.15
o Number 7: Police officer yearly salary of $39,790
Monthly Salary: $39,790 12 = $3,315.8333 $3,315.83
Weekly Salary: $39,790 52 = $765.1923 $765.19
o Number 8: Bus driver yearly salary of $30,368
Monthly Salary: $30,368 12 = $2,530.6666 $2,530.67
Weekly Salary: $$30,368 52 = $584.00
After this, the teacher and his/her students will work both together and independently in
order to solve some of the textbook word problems (numbers 9, 11, 13, and 14).
o Going one by one, the class will talk through the questions being asked (i.e. the
teacher will read the word problem, and will then ask students to tell how they
think they should solve for the answer). The students will then be given time to
independently solve for the answer. The answer will then be reviewed, and the
class will move onto the next question. This process will continue until each of
the four questions have been answered.
 Number 9: Monthly salary of a police officer must be added to the
monthly salary of a bank teller. $3,315.83 + $1,197.25 = $4,513.08
Number 11: Computer technicians yearly salary must either be added to
itself, or must be multiplied by 2. Answer = $72,920
Number 13: Yearly salary of a painter must be compared to the yearly
salary of a police officer. Painters yearly salary must then be subtracted
from police officers yearly salary. $39,790 $31,886 = $7,904
Number 14: Class discussion
Once these questions have been discussed, completed, and reviewed, the teacher will
have the students complete the (or some of the) problems from the Maintaining Skills
portion of the textbook worksheet. If there is ample time, the students will be asked to
complete all of the problems. If time is limited, the teacher will instruct the students to
only solve numbers 1, 3, 4, 9, 12, and 13.
o Students will work to independently solve each of these problems, while the
teacher again circulates around the classroom.
o This time can also be used in order to provide additional support regarding
calculating monthly and/or weekly salary for those who may still be struggling.
At this point in time, the teacher will move to the closure portion of the lesson.

6. Differentiated Instruction:
Gradual Release of Responsibility (GRR) Model: In order to provide automatic
support for all four students, this lesson makes use of the GRR Model, specifically
regarding calculating for monthly and weekly salary within the procedures section.
Initially, the teacher will directly review and explain an example set forth by the
textbook. He/she will then review/model two different examples for the students, while
also explaining the reasoning behind the calculations. After this, he/she will work with
the students in order to guide them in the completion of the next three examples. While
the students will be given more independence, they will still be provided with support.
After this, the teacher will provide the students with even more independence by allowing
them to complete the next three examples on their own. While this is going on, however,
the teacher will be circulating around the classroom in order to provide additional support
for the students as needed. Within the closure portion of the lesson, the students will
again independently calculate for monthly and weekly salary. While the teacher will not
be circulating around the room at this point in time, he/she will still be present. Thus, if
students feel that they require additional assistance, they can make this fact known.
Lastly, the students will be given additional practice for homework, which they will
complete independently, and without the teachers presence. Due to the way in which this
lesson is set up, the students will be provided with less support, and more independence,
as time goes on. This will provide the basis for effective instruction for all students,
especially since the lesson content will be new.
Additional support if all students are struggling: If all of the students are struggling
with the lesson content, the teacher will modify his/her instructional approach. In the
original lesson, the teacher will cover both monthly and weekly salary simultaneously. If
 students seem to be struggling or getting confused, the teacher can choose to cover
monthly and weekly salary one at a time. This will provide the students with more
support by limiting the amount of information that they will need to focus on and retain at
one time.
Additional support if only some students are struggling: Being that there are moments
in the lesson that the teacher will be circulating around the classroom, he/she will be
provided with the opportunity to check in with each of the students. This will enable
him/her to provide additional and individualized support for those students who may be
struggling with the lesson content. The teacher will provide this support on a case-by-
case basis, and will only need to do so if needed.
Reach questions for those who are proceeding at a quicker pace: As with providing
additional support as needed, circulating around the classroom will provide the teacher
with the opportunity to give any students who are quickly grasping the lesson content to
extend their knowledge/apply it to different circumstances. The teacher will facilitate this
by asking these students reach questions, such as How do you think you would find
yearly salary if given the weekly salary? and How do you think you would find yearly
salary if given the monthly salary?
Accommodations for Alex: One of the students in the group, Alex, has trouble writing,
being that it takes him more time to do so than his peers. Because of this, his teacher
normally inputs/copies certain information into his interactive notebook/onto his
foldables prior to beginning a lesson. As a result, this is also a strategy that will be
utilized for this lesson. For this lesson specifically, Alexs Table of Contents
information will be copied beforehand. In addition, the information on the outside flaps
of each foldable will already be written. The information on the inside (under each flap),
however, will be written by Alex during the lesson.
Accommodations for Oz (if needed): Another student in the group, Oz, sometimes has
trouble focusing on/pulling out/retaining key information. This, however, is not always
the case. When it is the case, though, his teacher will highlight or underline pertinent
information as needed, in order to help him focus on it. Thus, if during this lesson, Oz has
trouble with any of the main content/critical points of lesson, this strategy will be utilized.

7. Closure:
In order to provide closure for the days lesson, the teacher will begin by asking the
students to recall the two calculations (for monthly and weekly salary) that they used
throughout the lesson. He/she will also ask the students to recall why those calculations
are used. (Since there are 12 months in a year, yearly salary is divided by 12 in order to
calculate monthly salary. Since there are 52 weeks in a year, yearly salary is divided by
52 in order to calculate weekly salary).
The teacher will also ask students to recall the importance of being able to calculate
monthly and weekly salary. (Being able to calculate monthly and weekly salary is an
important part of budgeting).
Once these points have been recalled, the teacher will provide each student with an exit
ticket. The exit ticket will allow students to practice the skills of: calculating a monthly
 salary; calculating a weekly salary; rounding. Each student will fill out their own exit
ticket, and will hand it to the teacher before leaving. This will not only allow students to
apply what they have been practicing, but will also allow the teacher to collect and
review a solid work sample for each student that covers the main points of the lesson.
Before the students leave for the day, the teacher will give them their assigned
homework. The students will be held responsible for completing numbers 1, 2, 3, 7, 8,
and 9 (already circled) on the textbook lesson 3.2 practice sheet, and will be required to
bring their work with them the next time the class meets.

8. Assessment (Formative and Summative):

Formative Assessment:
o The first instance of formative assessment that will take place will occur during
the lessons anticipatory set as the teacher asks students to recall the content from
Fridays lesson. Being that Fridays lesson dealt with calculating yearly salary, it
can be related to the current lessons content of calculating monthly and weekly
salary when given yearly salary. As a result, the students ability to recall the
content of Fridays lesson will inform the teachers instruction as he/she
introduces the new content for the current lesson.
o Another aspect of this days lesson that will inform the teachers delivery of new
content will be the students ability to brainstorm/predict the way in which
monthly and weekly salary are calculated. If the students correctly predict the way
in which each of these salaries are calculated, the teacher will be able to provide
less support, and more independence, as the lesson moves forward. If, however,
the students struggle with this brainstorming/prediction opportunity, the teacher
will be able to provide more support.
o The next instance of formative assessment for this lesson will occur as the teacher
works with the students to complete numbers 3, 4, and 5 from the Practice and
Apply chart. Since the students are working to complete these calculations, but
with the teachers support and guidance, he/she will be able to use the students
step-by-step responses in order to inform his/her instruction, and modify the way
in which he/she offers support.
o As with the completion of numbers 3, 4, and 5, the teacher will be able to modify
his/her instruction, and provide more/less support/independence, as the students
work to independently complete numbers 6, 7, and 8. This time, however, the
teacher will be circulating around the classroom and will be able to interact with
the students on a more individualized basis. Thus, the way in which he/she
provides more support/independence can be varied in order to ensure that it fits
the individual.
o The teacher will also be able to use his/her data sheet in order to formatively
assess the students, since it can be utilized throughout the entire duration of the
lesson. By making use of the data sheet, the teacher will be able to conclude
which students were/were not able to meet each of the lesson objectives, and can
also write down any relevant anecdotal notes.
 o The last instance of formative assessment that will take place during this lesson
pertains to the review questions that the teacher will ask, and the exit ticket that
that each student will complete, during the lessons closure. Each of these will be
used to inform the teachers instruction for future lessons.

Summative Assessment:
o The first instance of summative assessment for this lesson will occur during the
closure portion of the lesson when the students are completing their individual
exit tickets. Since the exit ticket will cover each main point of the lesson, the
teacher will be able to assess each students ability to meet each of the lessons
objectives. In addition, being that these exit tickets will be collected by the
teacher, he/she will be able to compare each students performance to the data
collected throughout the lesson. Furthermore, this information will allow the
teacher to plan for future instruction.
o The homework given by the teacher at the end of the lesson, though not yet
reviewed, will be reviewed the next time the class meets. Thus, each students
performance on the assigned homework will also work to inform the teachers
knowledge about whether or not the lessons objectives were met my each
student, in addition to informing the teachers future instruction.
o This lesson covered the content from lesson 3.2 within the textbook used for this
course. Once three textbook lessons have been covered, the teacher administers a
quiz to the students. Thus, the results of the upcoming quiz (given after content
from textbook lesson 3.3 has been taught), will also provide summative
assessment for this lesson.

9. Materials/Equipment:
Classroom whiteboard Monthly salary foldable (one
Dry erase marker(s) template per student)
Whiteboard eraser Weekly salary foldable (one template
Each students interactive notebook per student)
Pencils Highlighter
Scissors Calculators
Tape Teacher data sheet
Photocopies of chapter pages (one Exit tickets
set per student) Homework worksheet

10. Technology:
Calculators will be used throughout the duration of this lesson.
11. Reflection on Planning:
This was an extremely interesting lesson to plan for! Being that Ive been placed in a high
school, there were different circumstances that outlined my course of planning. In
addition, although Ive attended field three times already, Ive only seen the students that
I will be teaching once, and for a brief moment, being that the high school has a rotating
schedule. As a result, when planning for this lesson, I undoubtedly made use of my
cooperating teacher! On my very first day in the field, we outlined the rest of the
semester, and figured out which class I could teach, as well as the topic that I would
cover. From that point on, each time I left the field, I planned and built upon my ideas
more and more. Likewise, each time I entered the field, we engaged in more discussions
about the lesson. Over time, the lesson evolved, and I definitely feel comforted by the
fact that I was provided with guidance along the way, especially because Ive never
taught high school students (or a math lesson) before. Its a relief that the planning
portion is coming to a close, and I cant wait to see how implementation goes.
One reason that my cooperating teacher proved to be so helpful was that she really helped
me to understand the flow and the structure that her class/lessons typically follow. This
lessons anticipatory set, more specifically, was something that I tended to struggle with.
While I was set on coming up with something active and engaging, I wasnt really sure
where to start. After talking it over with my cooperating teacher, it had been decided that
the students would be actively engaged in a brief discussion, and would ultimately stick
to the structure typically used by my cooperating teacher. Likewise, the active and
engaging component of this lessons closure was also something that I was initially
unsure how to approach. Again, after conferencing with my cooperating teacher, it was
established that another brief conversation, along with the student completion of an exit
ticket, would be utilized. And, as the lesson planning progressed, the value of this
particular exit ticket as another assessment strategy came to be realized and integrated.
The content (topic and resources) of/for the actual procedures of the lesson had been
given to me by my cooperating teacher, but the flow, actual procedures, and delivery of
the lesson content was something that I worked to establish. After initially brainstorming,
more discussions took place, and this cycle continued until the lesson was planned in its
entirety. The main characteristic of the lessons procedures that I worked to implement
was the utilization of the GRR Model. I definitely think that following the structure set
forth by this model will help the students to become successful with the lesson content, so
I am excited to see how the actual lesson goes on Monday morning!

12. Reflection on Instruction:

Receiving the opportunity to teach this lesson was such an interesting experience,
because it was unlike anything I had ever done before. While I have taught lessons in the
field, this was the first lesson that I created and was able to implement for an EDA field
experience. And it was also the first time I had been responsible for teaching high school
students. Overall, the lesson went well and, for the most part, the students seemed to
grasp the overall lesson content.
 Moving on to more specific details regarding the implementation of my lesson, one thing
that I seemed to struggle with was time management. By the time that it was 10:10, I was
supposed to be beginning with the closure for the lesson. When I looked up at the clock,
however, the time seemed to magically jump to 10 oclock, and I was still in the midst of
my procedures! I still have no idea how the time managed to pass by so quickly, but it
definitely reminded me that time management within my lessons is something that I need
to work on moving forward. A lot of other education majors that I have talked to feel the
same way, and I have been told that student teaching really helps with getting this down
pat. So, since this is something that I know I need to work on, I really hope this is true!
Once I came to the realization that it was already 10 oclock and I was only in the middle
of my lesson, I knew that I was going to have to modify some things, and that I would not
be able to get through the rest of my written lesson plan. Modeling, independent, and
guided practice all still took place, but not to the full extent that they were supposed to.
The independent practice and closure were the things that were modified the most.
Because we were running out of time, I chose to work with the students on a more
individual basis. Also because of this, I chose to forgo the exit ticket. Since I was
circulating around the room and working to provide each of the students with individual
instruction/feedback, I thought this would be a better use of time, rather than having them
spend the last portion of the class working independently to solve a similar problem. In
addition, part of the purpose of the exit ticket was to provide me with insight/help me
assess their ability to meet the lesson objectives, but I felt that continuing to circulate
around the room to individually work with them allowed me to still do this in an effective
manner.
Regarding each students ability to meet the lesson objectives, they generally
demonstrated success. One thing that I found surprising, though, was that they were each
working at different paces. Being that the class is relatively small (it is only comprised of
four students, and one was absent on the day that I taught my lesson), I initially thought
that they would all sort of be on the same page/be working at the same pace. This almost
seems like a silly thing for me to have even thought, but it totally makes sense that they
were all working on different levels. Through my individual conferencing with students,
and through the use of the data sheet that I had created, I was able to identify both their
current understandings, and their needs moving forward.
One of the students, Bill, was completing each of the problems at a fast pace, with a great
deal of accuracy, and with only a couple minor errors here and there. Thus, as I worked to
individually meet his needs, I prompted him to move ahead and begin working on the
proceeding word problems. Another one of the students, Jesus, was completing his work
with overall correctness, but was making a couple calculation errors here and there (he
sometimes entered the incorrect value when solving the problem at hand). Thus, as I
worked with him, I prompted him to recall the necessary calculations that were required,
which allowed him to go back and fix his errors. The last student that I worked with, Oz,
demonstrated an ability to remember the necessary calculations, and carry them out.
However, he demonstrated a lot of trouble with rounding, which I focused on with him
much more than I did with either of the other two students. All in all, although I did not
 get to carry out my original lesson plan in its entirety, I was happy with my ability to
meet each students individual needs in the moment.
Being that we didnt get though the entire lesson, and due to the fact that each of the
students were working through the lesson content at different paces, I wasnt going to
assign the planned homework. However, upon mentioning this to my cooperating teacher,
I was advised to still assign it. She told me that they were taking notes (a good sign, in
her opinion!), and that she thought they seemed to be picking up on the lesson content,
and would be able to handle completing the homework. So, since she will be the one to
review it with them, it will definitely be interesting to speak with her about how they did
with the homework the next time I go to field!