Teacher: Megan Johnson Date: 10/4/18 Cooperating Teacher: Catherine Bartczak

Student Population
Total: 20 Boys: 13 Girls: 7 Cluster Classroom

Subject Core Components Process Components Reflection

Math Subject, Content Area, or Topic Due to the Pre-Assessment taken on Monday, TTW pull various groups to the Overall, the students seemed
1:20- 2:35 Math, Equality expressions front table depending on what TS know and understand about equality. The to understand and fufill the
Learning Objectives rest of TS will be working independently on their Math Non-Negotiables. objectives.

The students will be able to recognize Group 1 Part 1 (names not listed) The one thing that I would
and show the meaning of equality. change is the order that I did
TTW ask TS to bring their math notebooks and a pencil to the front table. the groups. Unfortunately, I
Standards had the group I thought was
Group 1- *Anticapatory Set (1 minute) going to go the fastest first
MA.4.8.1 The student will recognize TTW begin the lesson by asking showing TS a blank version of the Pre- and we ended up working a
and demonstrate the meaning of Assessment that they took on Monday. little bit longer, which put a
equality in an equation. dent in the extra time needed
TTW ask TS to show how they felt about this assessment by giving a full for the other groups.
Materials/Resources thumbs up if they feel confident, half thumbs up if they feel slightly confused,
- Worksheets for practice and thumbs down if they feel completely lost.
- Whiteboard
- Eraser *State the Objectives (grade-level terms) (1 minute)
- Expo Markers
- Math Notebooks TTW state the I can: I can demonstrate the meaning of equality.
- Pencil
- Glue Stick *Instructional Input or Procedure (5 mintues)

TTW begin the lesson by passing out the quarter sheet with the following
problems:

Circle all equations that show equivalent quantities (same amount):

15= 5+8+2
5= 45-30
24+3-4 = 23
0 x 145 = 145
5= 51 /11
36x 6 = 6

TTW ask for a volunteer in the group to read the directions.

TTW explain that we will do one of these problems together, and then you will
try to do some on your own.

TTW model one of the examples on the board: 15= 5+8+2

TTW explain the steps for the problem:

- Find the sign in the problem... what does it mean?
- = means that the two sides are equal to each other
- Look at the two different sides
- One side is 15
- One side is 5+8+2
- TTW ask TS what 5+8+2 is
- TSW answer: 15
- TTW explain that she added the two that created ten first and then
added the five.
- TTW then ask: So, is the equal sign in the middle of these numbers
true?
- TSW answer: Yes. TSW circle the problem

Check for Understanding (1 mintue)

TTW ask TS to move on to the next problem if they understand and keep
working on the first problem if they do not understand.

*Guided Practice (10 mintues)

TTW now instruct TS to work on the rest of the problems. TTW work with each
student. If a student is still working on the first problem, TTW work
independently with this student.

Closure (1 minute)
Once TS have completed their sheets, TTW instruct TS to glue their
worksheets into their notebooks and pack their notebooks in their backpacks.

*Independent Practice
The students will go back to their seats and work on their non-negotiables:
Equality Practice Slides
Comparison Group Project
Tenmarks

Assessment

TTW be assessing TS by observing their efforts in small group and by checking

their Non-negotiables upon completion.

Group 2 Part 2 (names not listed)

TTW ask TS to bring their math notebooks and a pencil to the front table.

*Anticapatory Set (1 minute)

TTW begin the lesson by asking showing TS a blank version of the Pre-
Assessment that they took on Monday.

TTW ask TS to show how they felt about this assessment by giving a full
thumbs up if they feel confident, half thumbs up if they feel slightly confused,
and thumbs down if they feel completely lost.

*State the Objectives (grade-level terms) (1 minute)

TTW state the I can: I can demonstrate the meaning of equality.

TTW begin the lesson by passing out the quarter sheet with the following
problems:

*Instructional Input or Procedure (5 minutes)

Write or complete an expression for each of the following to make them true.

1. 70 = 7 x __10__
2. __6_____= 30 ÷ 5
3. 4 + 6 + 13 = __23__
4. 20 - 7 = __10___ + __3___
TTW ask for a volunteer in the group to read the directions.

TTW explain that we will do one of these problems together, and then you will
try to do some on your own.

TTW model one of the examples on the board: 2. __6_____= 30 ÷ 5

TTW walk TS through the problem:

- TTW explain: First, you have to figure out what the problem is asking
you to do. In this case, you are solving the division problem.
- TTW ask TS: What division problem are they asking you to
solve?
- TS answer: 30 ÷ 5
- TTW ask: How many times does 5 go into 30?
- TSW probably count by fives to solve this problem
- TTW have TS write their answer in the blank.

Check for Understanding (1 minute)

TTW ask TS to move on to the next problem if they understand and keep
working on the first problem if they do not understand.

*Guided Practice (10 minutes)

TTW now instruct TS to work on the rest of the problems. TTW work with each
student. If a student is still working on the first problem, TTW work
independently with this student.

Closure (1 minute)
Once TS have completed their sheets, TTW instruct TS to glue their
worksheets into their notebooks and pack their notebooks in their backpacks.

*Independent Practice

The students will go back to their seats and work on their non-negotiables:
Equality Practice Slides
Comparison Group Project
Tenmarks

Assessment

TTW be assessing TS by observing their efforts in small group and by checking

their Non-negotiables upon completion.
Group 3 All Parts (names not listed)
Group 4 All Parts(names not listed)

TTW do the same lesson for both of the groups above, but TTW do them at
separate times.

TTW ask TS to bring their math notebooks and a pencil to the front table.

*Anticapatory Set (1 minutes)

TTW begin the lesson by asking showing TS a blank version of the Pre-
Assessment that they took on Monday.

TTW ask TS to show how they felt about this assessment by giving a full
thumbs up if they feel confident, half thumbs up if they feel slightly confused,
and thumbs down if they feel completely lost.

*State the Objectives (grade-level terms) (1 minute)

TTW state the I can: I can demonstrate the meaning of equality.

*Instructional Input or Procedure (15 minutes)

TTW begin the lesson by passing out the quarter sheet with the following
problems:

Circle all equations that show equivalent quantities (same amount)!

15= 5+8+2
5= 45-30
24+3-4 = 23
0 x 145 = 145

TTW ask for a volunteer in the group to read the directions.

TTW model one of the examples on the board: 15= 5+8+2

TTW explain the steps for the problem:

- Find the sign in the problem what does it mean?
- = means that the two sides are equal to each other
 - Look at the two different sides
- One side is 15
- One side is 5+8+2
- TTW ask TS what 5+8+2 is
- TSW answer: 15
- TTW explain that she added the two that created ten first and then
added the five.
- TTW then ask: So, is the equal sign in the middle of these numbers
true?
- TSW answer: Yes. TSW circle the problem
- TTW give TS time to work on the rest of this problem independently.

Check for Understanding (1 minute)

TTW ask TS to move on to the next problem if they understand and keep
working on the first problem if they do not understand.

TTW ask for a volunteer in the group to read the next set of directions.

Write or complete an expression for each of the following to make them true.

5. 70 = 7 x __10__
6. __6_____= 30 ÷ 5
7. 4 + 6 + 13 = __23__
8. 20 - 7 = __10___ + __3___

TTW model one of the examples on the board: 2. __6_____= 30 ÷ 5

TTW walk TS through the problem:

- TTW explain: First, you have to figure out what the problem is asking
you to do. In this case, you are solving a division problem.
- TTW ask TS: What division problem are they asking you to
solve?
- TS answer: 30 ÷ 5
- TTW ask: How many times does 5 go into 30?
- TSW probably count by fives to solve this problem
- TTW have TS write their answer in the blank.
- TTW give TS time to work on the rest of this problem independently
Check for Understanding (1 minute)
TTW ask TS to move on to the next problem if they understand and keep
working on the first problem if they do not understand.

TTW ask for a volunteer in the group to read the next set of directions.

Sort the equations into = or ≠ as though you were plugging the symbol in where you
see the ?

12 _ 6 + 6 (=)
5 x 3 _ 10 + 5(=)
6+7 _ 8+5 (=)
24 _ 7 x 3 (≠)

TTW model this problem on the board: 5 x 3 _ 10 + 5(=)

- TTW write the two signs = ≠ on the whiteboard and ask TS which is which
- TSW explain that = is equal and ≠ is not equal
- TTW explain to the students that they must solve both sides before
beginning to compare so that they have just two numbers to compart
and not 4.
- TTW work with the students to find 5 x 3 = 15 and 10 + 5 = 15
- TTW ask TS what sign they would use if both sides equal 15
- TSW answer =
- TTW give TS time to work on the rest of this problem independently.

Check for Understanding (1 minute)

TTW ask TS to move on to the next problem if they understand and keep
working on the first problem if they do not understand.

TTW ask for a volunteer in the group to read the next set of directions.

Circle all expressions that would = 12+8

10+10
9
6+3+3
5+5+5+5
16+3
40-20
20

TTW model one of the examples on the board: = 12+8

- TTW ask TS what is our first step?
- TSW answer: figure out what 12+8 =
- TTW work with TS on this answer =20
- TTW explain: Now, what do the directions ask you to do again?
- TSW answer: find the expressions that = 12+8
- TTW ask TS: What does 10+10 =?
- TSW answer: 20
- TTW ask: So does this equal 12+8?
- TSW answer: Yes! And TSW circle the answer.
- TTW give TS time to work on this problem independently

Check for Understanding (1 minute)

TTW ask TS to move on to the next problem if they understand and keep
working on the first problem if they do not understand.

* Guided Practice (8 minutes)

TTW now instruct TS to work on the rest of the problems. TTW work with each
student. If a student is still working on the first problem, TTW work
independently with this student.

Closure (1 minute)
Once TS have completed their sheets, TTW instruct TS to glue their
worksheets into their notebooks and pack their notebooks in their backpacks.

*Independent Practice

The students will go back to their seats and work on their non-negotiables:
Equality Practice Slides
Comparison Group Project
Tenmarks

Assessment

TTW be assessing TS by observing their efforts in small group and by checking

their Non-negotiables upon completion.
Classroom Management

TTW remind TS of how they should listen and interact with their peers in a
small group. TTW remind the students to use eye contact and to not speak
when another person is speaking. TTW instruct TS to put their hand down in
the center of the table if they want to answer a question or have a question of
their own.

Differentiation Strategies (enrichment, accommodations,

remediation, or by learning style):

Each group has been created depending on their pre-assessment scores. TT

has separated TS by their current understanding (or the sections they had
trouble with on the assessmnet).

TTW work with TS in a small group to assist them wherever they need it. If TS
is proficient, TTW move TS along to the next problem.

TTW pay close attention to each student and assess them as they are working.