ECE 455 Clinical field 1 (CB)

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School

Grand Canyon University *

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Course

455

Subject

Mathematics

Date

Apr 3, 2024

Type

docx

Pages

2

Uploaded by SuperHumanWaterBuffaloMaster771 on coursehero.com

1 Corina Bajandas ECE- 455 October 3, 2023 Toni Kutner Clinical Field Experience A: Math Lesson Observation Today I had the pleasure of sitting in on Ms Hannah’s second grade class here at PS 340. Ms Hannah and I worked briefly last year when I used to observe in her co workers Ms Karina’s 1 st grade class. This year I am excited to challenge myself with second graders and learn all the different math concepts/standards currently being taught. Hannah’s class and her class are currently working on Common Core State Standards, “Classroom Routines: 2.OA.B.2 Fluently add and subtract within 20 using mental strategies. By end of grade 2, know from memory all sums of two one-digit numbers. S.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operation” . During math, I really loved how Hannah sets up what the students will be doing and learning for math for the day. For an example, if students aren’t yet capable of adding or subtracting with in 20 she has other math activity bins available for them. There’s a math center with various supports and accommodations including manipulatives, worksheets, writing aids, counters etc. Hannah differentiates math according to students capabilities by using bins with corresponding numbers on them. Then at the beginning of math time, she has a slide put up on the smart board of what number bin students are to take. Some students also have workbook pages assigned depending on if they finished their independent work or not. These bins include all kinds of fun math activities/games that are in aligned with whatever state standard they are working. This
2 week game options were: Five in a Row subtraction (roll a dice with 7-12 on it, then roll two numbered die and subtract the numbered die from the 7-12), Five in a Row (pull out four cards, add up all possible two number sums, and cover a number with one of the sums) . Both have a bingo aspect, where the answer they choose gets covered on the board until they get 5 in a row. Some students were working in their packets on number strings, and some will be working on fact fluency. To start off Hannah reviews what students have been in learning with math (adding/subtracting) earlier in the week than explains/ models the new activity she included which was a fun game called “Fact Fluency”. Students work in a pairs with simple equation flash cards and a laminated place mat that had three cup slots “I counted, I used a strategy, and I just knew it”. Students had to either add or subtract questions and place them in the right slot based on how they responded to the equation. I noticed only a few students got to play that game and thar because the other groups were not yet ready to move on. I enjoyed my time with Hannah’s 2 nd grade class and really took a liking to the bin method. It was the first time since doing observations I saw a teacher really implement differentiated instruction in a meaningful way. I saw how engaged students were when they got to work with their math partners on activities and games that were catered to their development. Even the students who got assigned workbooks didn’t mope or groin over it because Hannah splits math time into two. The first half students are assigned one bin or workbook page then the next half it switches to something new. That way students aren’t stuck doing the same repetitive thing over and over, they get a chance to experience math in various ways. I look forward to working more with Ms Hannah and her 2 nd graders this year and learning more engaging math strategies.
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