Knowledge of Students to Inform Teaching Academic Development: To be successful with gaining the knowledge and skills to do well on these

concepts, students will need a few pre-requisite skills/tools. Students will have to know what true and false number sentences are, students will need to be able to compute simple addition, subtraction, multiplication, and division facts, and be able to use a calculator to perform the simple. My students have already gone over true and number sentences and will only need a quick refresher on this topic. Basic fact skills are low, but students know the process of computing simple facts with a calculator. Students will be thinking in a different way with this new topic. Not only will they be dealing with a new topic in math, but they will be regrouping and performing new operations with parentheses, beginning the order or operations. Academic Language Development: Students are very good with obtaining new vocabulary in my classroom. What my co-resident, mentor teacher, and I do in the class to reinforce the concept of new vocabulary is making our students use it in all of our talks about math. It is mandatory for students to focus on using vocabulary as they answer questions and talk/work during think pair share (TPS). The vocabulary is important, so students can recognize what it is they will be seeing in exit tickets and high stakes testing (assessments). Family/Community/Cultural Assets: Family and community arent as important in this aspect of the lesson. Students dont have to pull from their personal experiences to be successful in this lesson. The only recall or transfer that is necessary is from previous facts and lessons gone over since August. The students who

are very enthusiastic and interested in classes are pretty much the higher performing students, and it starts with their parents. Regardless of the community they have grown up in, their parents are often working with them to make sure their homework is done and that they have a decent understanding of what they are supposed to do to succeed in class. Expectations from the parents are high and those expectations have been displayed through the children. There are many exceptions to this rule. But there is often someone who influences their lives who has a positive impact in a students schooling and their success in school. There are a few students who do not feel as confident in their mathematical or social abilities. In this instance, I give them opportunities during lower level thinking activities or during lower level tactile activities. I also pose guided questions to them during TPS, so they can feel more confident about sharing their responses to raise their hands. Social and Emotional Development: Social and emotional development is big in my classroom. Students have learned for the most part how they are supposed to act and conduct themselves at all times during classroom instructional time, but it still has to be modeled for them sometimes. Redirection and refreshers of behavior has to be done for the students. During the lesson there is a lot of TPS, individual think time, collaboration, during the we do, and moving around during sharing. Learning Strategies: Direct instruction on the rug is a major point of focus for my stud ents, because thats where they can learn the skills needed to do well on the tasks at hand. Discussion is another strategy that works well for my students. We use a lot of TPS in the classroom, to get students thinking and talking about math. Following discussions and direct instruction, my students need

practice and lots of it. Students vary in the pace where things are grasped, which is why practice is used as a check for understanding. We were taught by my mentor to provide multiple checks for understanding to create the best environment of success for our students. These strategies may be used to address misconceptions as checks for understanding. This gives me the chance to cold call and even use slates to see what my students know and misconceptions they may have, so I can address them and push them forward in the learning process.

Supporting Student Learning Understanding of Student Prior Learning: I know practice and direct instruction is big for my students learning and understanding of concepts in class. With this being known, I have to give multiple attempts for practice during the instructional we do portion of the lesson. But I also have to plan checks for previous learning to build off of, to make sure students have grasped previous concepts, before we can move on. I plan these checks for previous knowledge during math reflexes and math message. These initial checks let me see what my students already know and where I will have to scaffold during instruction. Sequence of Instructional Plan(s): During the lesson there are constant checks for understanding; not only for the new material. Before a new topic can be covered I have planned a check for understanding for the previous two lessons, because what I will be teaching builds on the same concept of true and false number sentences. I have an advanced concept of identifying and calculating true and false

number sentences along with regrouping to make number sentences true. After a concept is taught, it must be checked for understanding. Skill Connections: Throughout the learning process, students have an essential question to think about during activities and discussions. For this specific lesson the essential question was How do I know what operation to perform first, in a number sentence? The question is to help students make connections from the previous concepts learned to what they will be learning during my lesson. The lessons are structured for students to make these connections. Many times I like to bring the complete connection in at the end of the lesson wrap up, unless a student can make the connection providing for a great teaching moment. I want my students to be able to make connections between performing operations randomly to performing them in a structured process. Also I want them to make the connection of how and why performing operations in this structured manner is important. Misconceptions for Students: Some misconceptions for students are knowing when to perform certain operations either before parentheses or after them. Students have previously learned you perform operations from left to right. Now when a parenthesis is on the right hand side of a number sentence, students have to remember they are to perform the operation inside the parenthesis before any other operation in the number sentence. Another misconception for my students will be solving number sentences with the sentence on the right hand side of the equal sign (eg. 12 = (6 2) * 3). Students are often used to solving number sentences with the computational numbers on the left hand side of the equal sign. Lastly, students will run into solving

computational algorithms on both sides of the equal sign at the same time. This is a concept students have not done in class yet. They will have to be guided through this process. Planned Instructional Strategies for Support: There are no planned instructional strategies in place to support students with specific learning needs. I have made sure my directions for tools and skills are as clear and explicit as possible, so these questions will not arise. Also, my students who have IEPs have minutes outside of the classroom, and are not in the classroom during this instructional time. They receive additional strategies from our excellent special education resource teacher.

Supporting Student Understanding and Use of Academic Language Key Academic Language: The language demand of this lesson is very important. The students will not be able to properly gain the new skills needed to perform the tasks if key academic language is not gained and used during instruction, discussions, and TPS. The academic language is all integrated in the actual planning of the lesson and must be used to obtain all necessary skills. The assessment and checks for understanding is based off of key academic language, because thats what students have seen during NWEA testing and what students will see during ISAT. Key language is important used in all facets of the lesson. This key language is not limited to vocabulary. It is also the structure of the questions asked of students during we do and independent practice. It is important to allow students to practice now, things they will see in the winter and sprint, during high stakes testing. Instructional Supports:

Planned instructional supports such as TPS, whole group discussions, and paired discussions, are in place to help students think about math and make connections with vocabulary and actual content knowledge. Discussion and think time has been placed in specific parts of the lesson to allow students to make the connections using critical thinking and prior knowledge to understand new content. These tools are very important because it allows me to check for understanding and see what my students understand and see what misconceptions my students have. Once I know what my kids know and what they have misconceptions with, I can scaffold the new learning to make sure they obtain knew knowledge and skills by the end of the lesson.

Monitoring Student Learning Assessments: Informal: There are multiple informal checks for understanding in place to help me gage where my students are in the learning process for this lesson. I have oral checks for understanding with explanations for students to give reasoning behind their answers. Students will also use TPS to share and come to a consensus about their responses and share out with the class. Cold call is a good way to keep students engaged and ready to share responses from their discussions. This informal assessment helps me see if I need to have more modeling during I do or we do. I was specifically looking to see if my students were able to get the process of ordering operations properly (i.e. parentheses first). Formal:

There are many forms of formal assessments I have planned for this lesson. I have half sheets of paper for students to leave the rug. If students do not get off the rug, they are here for my small group instructional group to help them catch up with the rest of the class. I have also provided multiple practice problems for my students to share responses with partners and whole class. Lastly, I have an exit ticket to check the three different phases of the lesson we will be covering during this lesson. The exit ticket is the formal assessment that will be recorded and used for additional small group instructional later in the unit. Modifications and Accommodations: Modifications made for to the assessment for students with specific needs to display their understanding of the material is a reduced formal assessment. The assessment is 6 questions and students with specific needs will only be graded on half of the assessment questions. Many times, these students are coming in from the resource room around assessment time, and they need more time to complete the same tasks as their able bodied/mind peers. If necessary, students will have extended time to complete the problems to level the field for them.