New York State Academy for Teaching and Learning

Learning Experience/

Information Form

Personal Information: Jennifer Twist

Address: 2467 Parker Blvd. Tonawanda NY 14150

Street City State Zip

Home Phone: (716) 695-6952 Home FAX: N/A

E-mail:

Current Teaching Position:

Grade level(s) Four Subject(s): Mathematics

School District Name: Sweet Home Central School District

School Name: Heritage Heights Elementary School

School Address: 2545 Sweet Home Rd.

Street

Amherst NY 14228

City State Zip

School Phone: (716) 250-1525 School FAX: NA

E-mail: http://heritage.shs.k12.ny.us/

Title of Learning Experience:

Place Value

Standard area:

Mathematics

Performance Indicator Level:

Elementary/Beginning Level Intermediate Commencement Alternate/Students with

Disabilities

Peer Review Focus Questions:

1.)  Can you provide me with suggestions for a creative learning experience title?

2.)  Are there any additional ways I can implement technology within my lesson?

3.)  Do you feel as although rubric is necessary?

Date of Peer Review: July 19, 2007

I. Learning Context:

1. Purpose:

Based on a conference with Mrs. Battel (the general education classroom teacher) the following lesson was developed. During our conference, Mrs. Battel informed me that the students would benefit from additional instruction in which the topic of place value would be reviewed. Considering the end of the year is just a week away, Mrs. Battel has completed all of the 12 required math units stipulated by the Everyday Mathematics program. She is now revisiting skills the students need additional assistance in securing. Throughout the course of the schooling year, Mrs. Battel has conducted a series of individual mathematical assessments. Following the accumulation of this data, the students’ performance levels regarding each Everyday Math unit were documented. The information was then transferred onto electronic report cards and saved to Mrs. Battel’s computer. Based on this data, Mrs. Battel was able to identify the skills in which several students have not secured, in this case place value. This learning experience awards students an opportunity to engage in the instructional review of an unsecured content area (place value up to thousandths-decimals numbers and thousands-whole numbers).

2. Objectives:

1.0 The students will be able to rationalize and explain their mathematical thinking (in both verbal and written formats) in relation to tens/hundreds/thousands and tenths/hundredths/thousandths places by:

·  identifying and stating examples and non-examples of digits in each place value(concept attainment)

·  clarifying their positioning of each place value cards under the appropriate value

·  collaborating with classmates while completing the Walk-Around-Survey and differentiated activity sheet

2.0 The students will be able to illustrate their understanding of place value by:

·  completing items on the Walk-About-Survey relating to place value

·  collaborating with classmates while completing the differentiated follow-up activity

·  completing an exit card containing questions regarding place value

3. Enduring Understanding/Learning Experience Goal:

·  The students will identify the place values of digits in the:

Thousands, hundreds, tens, ones, tenths, hundredths, thousandths place value

4. Essential Questions:

(Stated in students friendly terms)

·  What does place value and value of a number mean?

·  How will I show place value of whole numbers (up to thousands) and decimal numbers (up to thousandths)?

5. Grade Level/ General Ability of Students Participating in the Lesson:

This lesson was implemented at Heritage Heights Elementary School in Mrs. Jennifer Battel’s fourth grade classroom (general education). Mrs. Battel’s classroom consists of 22 students, 11 boys and 11 girls. The performance levels of the students range in academic ability from developing to secure levels. As far as special education services are concerned, one of the students is identified as emotionally/behaviorally disturbed (EBD) however, he participates in the general education classroom on a full time basis.

While participating in this lesson, the students are required to adhere to a specific set of classroom rules and procedures. In the event that a student would like to share a comment during a class sized instructional time, the individual must raise his/her hand and wait to be called on. While a classmate is speaking, their peers are not permitted to interrupt. In addition, while workings with classmates, the students are responsible for listening to their peers’ ideas, providing feedback, and working cooperatively. In addition, the students are also responsible for adhering to the Heritage Heights Honor Code. The motto for this school wide code includes “Respect Everyone and Everything…Be Safe…Be Caring…Be Ready…and Make Good Choices. Each day, after the pledge of allegiance has been stated, the students (within every grade) recite the Heritage Heights Honor Code. The students with Mrs. Battel’s classroom are able to explain the meaning behind each item of the Honor Code. Every Friday Mr. Wolf, the school principal, conducts an AM Program (primary grades) and PM Program (intermediate grades) in which the Honor Code is modeled and practiced. Throughout the course of each schooling day, the students work towards earning “Panther Paws” tickets. Panther Paws tickets are awarded to students that adhere to the Honor Code. At the end of the week, the students place the Paws tickets in their classroom bucket (each classroom in the building has a Paws bucket). During AM and PM, Mr. Wolf selects Paws tickets from each class; the winners receive a prize from the prize bucket. In the past, students have won Buffalo Sabers tickets and memorabilia.

6. Overview: What the Students Need to Know:

In order to successfully complete this lesson, the students must participate in class sized and small group instruction. Although the students’ academic performance levels vary considerably, all individuals will be focusing on strengthening their ability to manipulate numbers within place values up to thousandths (decimals) and thousands (whole numbers). In addition, the students should have a previously developed a basic understanding of the components of the base ten system in relationship to place value of whole and decimal numbers. Considering the purpose of this lesson is to secure students skills within the area of place value, the students (in particular the developing students) are not required to have fully grasped all concepts.

7. Curriculum Alignment:

Mrs. Battel aligns with the Sweet Home School District while implementing the Everyday Mathematics program. The Everyday Mathematics program is utilized by Sweet Home School District as a means of providing students with a hands interactive approach to mathematics instruction. Considering Mrs. Battel has completed each required math unit stipulated by the Everyday Mathematics program, she assisted me in selecting an area in which the students needed instructional remediation. While utilizing the data collected from student report cards, Mrs. Battel determined which specific skills would be most beneficial to re-visit. Thusly, the following lesson on place value, in particular the differentiated groups, was developed.

8. Congruency Tables:

New York State Core Curriculum:

Area: Mathematics

Strand: Communication

Band: Students will organize and consolidate their mathematical thinking through communication

Level: Elementary

Grade Level: Fourth

Performance Indicators/Core Guide Information / Instructional Task(What the Standards mean in your own words) / Learning Objectives / Student Work / Assessment Tool
4.CM.2-Verbally explain their rationale for strategy selection
4.CM.3 Provide reasoning both in written and verbal form / The students will use verbal and written communication to express their mathematical thinking/reasoning in relation to place value (up to thousands for whole numbers and thousandths for decimal numbers). / The students will be able to rationalize and explain their mathematical thinking in relation to tens/hundreds/thousands and tenths/hundredths/thousandths places by:
- identifying and stating examples and non-examples of digits in each place(concept attainment)
- clarifying their positioning of each place value cards under the appropriate value
-collaborating with classmates while completing the Walk-Around Survey and small group activity sheet / 1.) While collaborating with classmates regarding the Walk-About-Survey, students will be required to (in verbally and written forms) explain and rationalize their mathematical thinking.
2.) While working collaboratively with classmates completing the differentiated follow-up activity, students will explain their mathematical reasoning behind the positioning of each place value. / Informal Assessment:
The teacher will informally assess the students’ mathematical reasoning and rationale through a series of observations. These formal assessments periods will take during small group and class sized instructional times.
Formal Assessment:
The teacher will formal assess the students’ ability to communicate, explain, and rationalize their mathematical thinking through the completion of a checklist.

New York State Core Curriculum:

Area: Mathematics

Strand: Number Sense and Operations

Band: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and numbers systems.

Level: Elementary

Grade Level: Fourth

Performance Indicators/Core Guide Information / Instructional Task(What the Standards mean in your own words) / Learning Objectives / Student Work / Assessment Tool
4.N.4 Understand the place value structure of the base ten number system:
10 ones = 1
10 tens = 1 hundred
10 hundreds = 1 thousand / The students will illustrate their understanding of place value through a series of activities within small group and whole class settings. / The students will be able to illustrate their understanding of place value by:
- completing items on the Walk-About-Survey relating to place value
- collaborating with classmates while completing the differentiated follow-up activity
- completing an exit card containing questions regarding place value / 1.) During the anticipatory set activity, students will express an understanding of the base ten number system by completing a Walk-About-Survey focusing on place value.
2.) While working in a small group setting, the students will demonstrate an understanding of place value by completing a follow-up activity sheet differentiated by individual readiness levels. / Informal Assessment
The teacher will informally assess the students understanding of place value by engaging them in conversations regarding the structure of the base ten number system. These conversations will take place during whole class and small group instructional times.
Formal Assessment:
The students understanding of place value will be formally assessed based on their
completion of the small group follow-up activity and Walk-About-Survey. In addition the teacher will also formally assess the students based on their ability to complete an exit slip containing selected questions regarding place value.

II. Assessment Plan:

Formal Assessment:

Throughout the course of this lesson, the teacher will formally assess the students understanding of place value by means of:

1.) The Walk-About-Survey: The goal of the Walk-About-Survey is to review the basic concepts of place value in relationship to the base ten number system. The Walk-Around-Survey activity sheet is divided into 6 boxes; each box contains one question regarding place value. Independently, the students will be required to visit with 6 different individuals, each classmate the student meets will be required to complete one question stated on the Walk-About-Survey, signing their name below the completed item. This process is repeated until all students have met with 6 classmates and all of the required questions have been completed. Following the completion of this activity, the teacher will lead the students in reviewing each item stated on the activity sheet.

2.) Concept Attainment (Example/Non Example): As a class, the students will be provided with examples and non-examples of numbers that have a digit in the tens/hundreds/thousands or tenths/hundredths/thousandths places. Rather than asking the students to verbally identify a series of digits in each place value, a mystery place value will be written and covered by a post-it note on the board. The students will then be responsible for providing examples or non-examples of a number with a digit in the mystery place value. The teacher will request student volunteers to physically come up to the board and create a number that has a digit in mystery place value. Once several students have had an opportunity to provide several examples and non-examples of the mystery place value, the place value will be reveled. This procedure will be repeated several times.

3.) Differentiated Follow-up Activity: The students will engage in a differentiated follow-up activity within the small group setting. Based on individual needs of each group, three distinct activities and corresponding checklists have been developed. Each tired activity allows students performing at differing levels an opportunity to practice the same skills. Although the students will work cooperatively with their assigned groups, each individual will be responsible for independently completing a student checklist. The checklist assures that each student as completed all portions of required the activity.

·  Readiness: The follow-up activity has been differentiated by individual readiness levels. Based on the discretion of the classroom teacher, the following secure (7 students), average (8 students) and developing (7 students) leveled groups have been created. During the follow-up activity portion of this lesson, the students will be divided into the groups stated below. I will be working with the developing group and the classroom teacher will be working with the average level group. The high leveled group will be frequently monitored by the classroom teacher and I.

Students performing at the Developing Level / Students performing at the Average Level / Students performing at the Secure Level
Christopher Deiona
Tommy Jordan
Cassie Brandon
Torria
Total: 7 / Kaitlyn Jamie
Quincy Charlie
Julia Kaylea Melissa Zach
Total: 8 / Vineetha Jack
Mariah Jill Collin Bryan
Nigel
Total: 7

4.) Exit Slips: As the lesson comes to a close, the students will be required to complete an exit slip. The exit slip activity will consist of selected questions (one or two) regarding place value. Based on the information gathered from the following post-assessments, future instructional planning and implementation will be developed. All students will be provided with a 3x5 index card. Utilizing this card, the students will be responsible for answering a set of questions regarding the place value of digits in the tens/hundreds/thousands and tenths/hundredths/thousandths places. The information collected from this assessment will assist the classroom teacher in creating further instructional review activities.

* Due to time constraints, the implementation of this activity was not permissible. However, the exit slip is formal post assessment option.

Informal Assessment:

1.) Observations: The students will be informally assessed based on the teacher’s observation during all portions of the lesson. In particular, the students will be assessed based on their participation and ability to express and rationalize their mathematical thinking during the Walk-About-Survey, concept attainment activity (example/non-example), and cooperative group work times.