Caroline Derrick Math Minutes: 1) Using the Standards for Mathematical Practice from the Common Core State

Standards (p. 6- math book), make a chart and include observed examples from your classroom of each. K 8 students should be able to: Example in classroom: 1) Make sense of problems & preserve in - Blocks, little white board solving them - Gives clear instruction & what to do for each problem (on little white board) 2) Reason abstractly & quantitatively - Math sentences & symbols 3) Constructs viable arguments & critique the - Ask definition of words ex: sum and reasoning of others difference - Worksheets ask for answer & to justify it 4) Model with mathematics - Examples ! adding apples, adding and subtracting shack - Halloween assumptions 5) Use appropriate tools strategically -Blocks, ten blocks 6) Attend to precision - Teacher went over + - and = during class 7) Look for and make use of structure -My teacher explains the patterns and structures of the math problem in detail so that all of the students understand. 8) Look for and express regularity in repeated -Shortcuts to problems reasoning -Justify their answers 2) Would you say your classroom teacher is a constructivist? Why or why not? Give examples to support your answer a. I would consider my classroom teacher, Mrs. Morris to be a constructivist. Some characteristics of constructivist classroom is that the learners are actively involved and the activities are interactive and student-centered. Some examples to support that my teacher is a constructivist is that the students right now are doing a research project on an mammal and everyday during snack time my teacher puts on a video that is about something that they are learning about that week. Another example of why my teacher is a constructivist is because whenever she is asking the students to do something, she first models it for them. 3) Re-create the chart on productive talk (pg. 43) and give examples observed for each of the 5 talk moves. Talk Moves What it means and Why Examples of teacher 1) Revoicing This move involves restating So, first you added the first the statement as a question in column? order to clarify, apply You used your ten-blocks to appropriate language, and to count? involve more students. It is an You used your counting important strategy to reinforce blocks to count? language and enhance

2) Rephrasing

3) Reasoning

4) Elaborating

5) Waiting

comprehension for ELLS. Asking students to restate someone elses ideas in their own words will ensure that ideas are stated in a variety of ways and encourage students to listen to each other. Rather than restate, as in talk move 2, this move ask the student what they think of the idea proposed by another student. This is a request for students to challenge, add on, elaborate, or give an example. It is intended to get more participation from students, deepen student understanding, and provide extensions. Ironically, one talk move is to not talk. Quiet time should not feel uncomfortable, but should feel like thinking time. if it gets awkward, ask students to pair-share and then try again.

Who can tell me what sum means in their own words? Who can tell me what difference means in their own words? Do you think that Josh is right? Do you agree or disagree with joshs answer? What is an example of an addition problem? What is an example of a addition sentences? What is the answer to number so-so and let think about the problem and then answer. Lets really think about our answers before turning in the test

5) What kinds of assessments have you observed being used in math? How are they being utilizes by the teacher? a. Some of the assessments that my teacher uses for her math class are worksheets, questions, tests, and quizzes. My teacher would correct the tests and quizzes to see what all the students got and what all they didnt. If it showed that the class did not understand one of the topics then she would go back over it. My teacher would also get the students to turn in their worksheets once they are done so that she can see what all the students got right or wrong. If the students got any wrong on the worksheets, she would put an X on the number and the student would have try to correct it and bring it back up to her until they get the problem right. 6) Make a chart of technology observed and how it is used in your math class. Technology How it has been observed in math class Promethean Board My teacher will put up the book from online onto the board and can show students different videos and problems based off of the board. 8) Complete the Physical Environment Observation. a. (Typed Below)

i. Describe the mathematic pictures, poster, or other displays. What do they depict? 1. There is a number line in the back of the room that goes from 0 100. There is also a poster for math (picture is attached)

ii. Describe any bulletin boards that have math information or interactive math activities. 1. Poster about: spell it, show it italics, draw it, 1 more, 1 less, 5 more and less, 10 more and less, 100 more and less, and double it and halve it. iii. What manipulative and tools are evident? Are they accessible to the students (can students get tools at any time or does the teacher determine when they are available)? 1. There is a box of math games that they have can play when they have a break or done with work. iv. Are there any computer or calculators in the class? Describe. 1. There is a promethean broad but no calculators. v. Draw a sketch of the location of the desks, calculators, computers, overhead projector, whiteboard, and other math-related resources.

1. vi. What physical aspects of the classroom do you feel create a spirit of inquiry, trust and expectation? 1. # 1 Persistence, effort, & concentration are important in learning math.

10) Note the kinds of materials used in your classroom for math. Make a list of them and explain how they were used to support learning. a. Worksheets ! Each day Mrs. Morris gives the students a math worksheet that they are taught from and then another one that is for homework. b. Clipboard ! Since my teacher teaches both first and second grade, she takes one grade to the carpet while the other grade is at their desk. The grade that is on the carpet uses the clipboard to help write on the worksheets. c. Blocks ! The students use blocks to help with counting when they are adding and subtracting. The students use ten-blocks and regular counting blocks. The students also use the counting blocks when they play some of the math games after they finish the lesson for the day. d. Promethium Board e. Pencils 12) Use anecdotal notes to assess a student or students while observing or teaching a math lesson. f. October 3rd i. The students used the blocks to help with subtraction (subtracting from 9) The students were listening to the teacher and focused on what the worksheet said. One of the first graders was using both their fingers and cubes to count. The teacher went over how they know when they subtract. The teacher also sat on the floor with the students and made them raise their hands when they got the answer or had a question. At the end before they could go back to their seat the students had to give eight ways to subtract from 9. Two out of three students got all of eights way and the last student could only find seven ways, but he eventually got the eighth with the help of the teacher.