Annaliz Panida

ITE 324-412
November 3, 2014
Math Child Study
Informal Observational Notes: (9/25, 10/16, 10/23)
- Student is able to work independently on certain problems
- Student often times ask for help on things I know she can do
- Depending on how tired the student is
- Student is able to answer questions and explain thinking during class discussion
- Student is learning how to:
- count to 120
- write out numbers in word form
- make groups of ten
- represent tens and ones
- add and subtract
- write the turnaround addition sentence
- measure using cubes
- identify/show what is greater or lesser in value
- According to her pre and post assessments:
- she could not make a group of ten and she could not write/represent the number of tens
and ones (pre assessment)
- she can make group of tens, but she had some trouble representing the number of tens
(post assessment)
Relational Understanding
When working on making group of tens for Stepping Stones, my student still had some confusion on what a group of ten was. For example, when her task was to loop the shapes in tens, she
began to just circle each row vertically without counting. However, for the following week, she
was able to understand that a group of ten had ten things in it because before she loop her shapes,
I saw her counting first. So it seemed she had some understanding on what to do when making
groups of tens. Although, when her task was to write/represent how many group of tens she circled, she wrote the number ten instead of one. It seemed she did not understand that a group of
ten represents one ten. Yet, she was able to understand what represented the ones because she
counted the shapes that were not circled.
Mathematical Proficiencies
After my mentor modeled some examples of making groups of ten and writing them out, I believe my student began to have some understanding of the concept. For example, when her task
was to loop groups of tens, she knew to count ten shapes first, then loop around those ten shapes.
She also knew what number represented the tens and the ones. Thus, she was able to show procedural fluency. This student also had conceptual understanding because when I asked her how
she got her answer, she was able to explain what she did to get a group of ten and how it is represented. Moreover, I do not think this student has strategic competence because she was only able

to do the problem the way her teacher taught her. She did not find other strategies to present her
task.
Time Scheduled
Wednesday, November 12 @ 11:40 am
Content Area
- Base ten
- Place Value
Task #1
Loop this Many (pg. 198)
- Before doing the Loop this Many worksheet, I would have my student loop the shapes
in groups of ten and then have her record the amount and the groupings. Since she is already used to doing this in her Stepping Stones workbook.
- Once she has achieved that, I would have her do the worksheet as presented in (Figure
11.6 bottom right). So instead of her finding the amount, she will begin with a verbal
name (number word). She must count the indicated amount and then make the groups.
She will then record the tens and singles.
Task #2 - Easy
Activity 11.2: Groups of Ten (pg. 197)
- Prepare bags of counters of different types such as toothpicks, plastic chips, beans or other items. Student will choose a bag, empty it out, and count the contents. The amount is
recorded as a number word. Then the counters are grouped in as many tens as possible.
The groupings are recorded on the form (Figure 11.6 top left).
Task #3 - Hard
Fill the Tens (pg. 198)
- Student will be given several blank ten-frame cards. They will also be given a total of
forty-seven beans. Their task is to fill the ten-frame cards with the beans and record the
tens and singles they see (Figure 11.6 top right).
- To challenge the student, I could incorporate addition with the ten-frame cards and have
them record the groupings of the total.
Van De Walle, J., Karp, K., & Bay-Williams, J. (2013). Developing Whole-Number Place
Value Concepts. In Elementary and Middle School Mathematics Teaching Developmentally
(8th ed., p. 197, 198). Pearson.

Script
Hey XXXX. The reason why I am pulling you aside from class is because I want to try some
math activities with you that might also benefit your learning. I am also interested in learning
about your thinking when we work on base ten.
So thank you so much because you are helping me to learn more about teaching math. Now lets
begin!
For this task, you are going to count the objects in these bags and write the amount on the paper
in number word.
Very good. Now how can you count these objects in some way that would be easier than counting by ones?
Can you make group of tens using these cups?
Now can you write down how many group of tens and ones you have?
Can you explain to me how you got your answer?
Great, now lets try to do something similar like what you do in your Stepping Stones workbook.
First, you are going to count how many circles you see and write down the amount on the paper
in number word.
Very good. Now how can you count those circles in some way that would be easier than counting by ones?
Can you loop groups of ten?
Now can you write down how many groups of tens and ones do you have?
Can you explain to me how you got your answer?
Good Job! Now here is another worksheet, it looks kind of similar of what you just did. However, as you can see, the number word is already given. So your task is to first count forty-seven
circles.
Great, now can you loop forty-seven in groups of ten?
Now can you write down how many groups of tens and ones do you have?
Can you explain to me how you got your answer?
Alright, thank you XXXX, you helped me to learn more about teaching math. You did a good
job!

Student Artifacts

Summary of Student Performance

Working with this student was a bit of a challenge for me at first because she had a lot of
energy and excitement in her. She liked the fact that she was being pulled out of class to work
with me one on one. In addition, she was so interested in my materials, that she felt the need to
touch and play with them as I prepped. So I had to be stern with her about my expectations because I did not want her to think we were just playing around outside. Nevertheless, she became
more focused and she began to follow my directions.
For the first part of my activity, my student worked with two types of counters: paper
clips and pennies. When counting the paper clips by ones, my student had no problem with that.
But when she had to write the number word down, she had difficulties with spelling. Moreover,
when I asked her how we could we use these red cups to make counting easier, she began to insert ten paper clips in each cup and left the extras beside the cup. Now when I asked her how

many tens there were, we had a bit of a problem there. Instead of saying four tens, she counted
the cups saying ten, twenty, thirty, forty. She also wrote forty under the tens column. So I
kind of explained to her that each cup was a group ten and we count by saying one ten, two
tens, three tens, etc. On the other hand, she knew what represented the ones column in the table. When working with the pennies, I still had the same result. My student could not tell me
how many groups of tens there were, she instead counted by tens and told me sixty.
For the second worksheet, my student had to tell me how many circles there were. First,
she counted by ones, then I had her loop groups of tens and ones using two different pens to help
identify the two. She was able to understand the concept easily because she has done something
similar to this in class. Thus, she was able to correctly tell me the number word, and the representations of tens and ones orally and on paper.
Yet for the last worksheet, I think my student encountered a bit of confusion. First of all,
she was able to tell me the number of the number word given which was sixty two. She was also
able to loop six groups of ten using a red pen. However, when I gave her a blue pen to group the
ones, she began to loop another group of ten, so I had to remind her again to looks at the number
it is asking and then she got it. Furthermore, when I asked her how many groups of tens there
were she counted by tens again and said sixty. So I asked her to try again and she got it right the
second time. I think the math language is what confuses my student. For instance, counting by
tens verses making groups of tens. Thus, with more practice I think she will get the concept with
no problem.
Activity #1 (short term)
Activity 11.4: Can You Make the Link? (pg. 199)
- Show student a collection of materials that are only partly grouped in sets of ten. [ex. 5
chains of 10 links and 17 additional unconnected links]. Clarify with student that for every chain are 10 links.
- Next, have student count the number of chains and the number of singles. Ask, How
many in all?
- Changes the grouping [ex. add a new chain of 10 or take one chain apart] and ask student
to count the number of chains and the number of singles. Ask, How many in all?
- Teacher will record all the answers and discuss how the student got their answer.
- Once student begin to realize that the total does not change, ask student what other ways
the items could be grouped if you use tens and ones.
This activity is very hands on and requires a lot of verbal communication. It would benefit my
student because she enjoys hands on actives and talking. In this activity, she will encounter more
practice with understanding base ten concepts. It requires her to experiment with different
groupings but also understand how many tens and ones are shown.
Van De Walle, J., Karp, K., & Bay-Williams, J. (2013). Developing Whole-Number
Place
Value Concepts. In Elementary and Middle School Mathematics Teaching Develop
mentally (8th ed., p. 197, 198). Pearson.
Activity #2 (long term)
Basically Base Ten: Discovering Place Value Meaning Using Base Ten Blocks
- Begin lesson by asking student how many unit blocks are need to show numbers 7, 32,
and 86. [ex. to show the number 32, three rods and two units are needed].

- Next, have student use the Basically Base Ten Activity Sheet to build two-digit numbers
with the connecting cubes.
- Finally, demonstrate adding a double-digit number to another double-digit number using
the cubes. [ex. 22 + 14 = 36] In this procedure, you would also have to also teach the student the process of regrouping.
- Once the first half of this activity is understood and practiced by the student, introduce
the game that follows along.
- To start, the student needs a Basically Base Ten Activity Sheet, a number cube, and a
set of base ten blocks.
- Student begins by rolling the number cube and placing the number of units on her
board.
- Then the teacher will take his/her turn rolling the number cube and adding units to my
students board.
- Repeat this process until both teams have reached to 90 rods. Thus, determine whether
regrouping is needed throughout the process.
I chose this activity for my student because I feel she will gain something out of it and really enjoy the process. It is great practice for her to review Base Ten concepts and demonstrate/model
critical thinking. I think the game would make learning fun and engaging for her.
Kunze, S. (n.d.). Basically Base Ten: Discovering Place Value Meaning Using Base Ten
Blocks. Retrieved November 17, 2014, from
http://illuminations.nctm.org/lesson.aspx?id=3760
Rolfes Model Reflection
- WHAT: What was my role in this situation?
My role in this situation was to understand my students thinking process. By
working with her one on one, I was to observe and take note of how she answered
my questions, explained her thinking and completed the activity/worksheet. Yet,
as I think back to my diagnostic interview with my student, I realized I barely had
her explain her thinking to me. I also feel I interfered a little too much in her
thinking process by teaching what a group of ten is and how it is identified. The
purpose of this diagnostic interview was for me to identify what my student needs
more clarification and practice on so that when I plan the next activity I know
what to cover with my student.
- SO WHAT: So what should I have done?

During my diagnostic interview with my student, I should of had her explain her understanding to me more often so that I have a better understanding of
whether she gets the concept or not. I also should have not interfered too much in
her thinking process because when I interfere, I am changing the thinking process
she started with. Overall, I should have taken note of my students understanding
rather than having them answer the questions correctly.
- NOW WHAT: Now what do I need to do to improve situation/prevent recurrence?
In order to prevent recurrence, I need to hold back from being the teacher teaching my student how to do something, and just observe and watch her understand-

ing of the concept. If she gets really stuck, I believe I could always step in and
ask guided question that might help her with her solve the problem.