Curriculum
Portfolio Exemplar Cover Sheet
Teacher Candidate: Alexa Donovan Cohort: 402
Title of Exemplar: Subtraction Math Unit: Pre-Assessment
Portfolio Category: _______I____X___II _______III ____ __IV _______V
ACEI Standard: A2.3 Mathematics
ACEI Standard Elements: Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation.
Semester: 4 Date: 4/ 15/13
1. During this subtraction unit I made sure to present several strategies to solve the same subtraction problem. Students do not learn in the same way or at the same pace. Students conceptualize subtraction at different points. Thus, some students need visual stimulation to understand what happens when a part is taken away from the whole while others are ready to use numerical solution. I like to keep my lesson plans interactive with the students so they stay engaged in problem solving. I have students share their methods (number line, strips and singles, numerical solution, cubes, or 100’s chart) on the board to keep them engaged and then dismiss them to work on problems on their own.
2. The main way I grew from this lesson was realizing how important it is for students to showcase their own work. When students are using effective and accurate subtraction methods previously taught it is important for me to step back and allow them to show what they have learned. Students enjoy taking sharing with the class and this encourages each and every student to take ownership of their learning.
Teacher Candidate: Alexa Donovan Cohort: 402
Title of Exemplar: Subtraction Math Unit: Pre-Assessment
Portfolio Category: _______I____X___II _______III ____ __IV _______V
ACEI Standard: A2.3 Mathematics
ACEI Standard Elements: Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation.
Semester: 4 Date: 4/ 15/13
1. During this subtraction unit I made sure to present several strategies to solve the same subtraction problem. Students do not learn in the same way or at the same pace. Students conceptualize subtraction at different points. Thus, some students need visual stimulation to understand what happens when a part is taken away from the whole while others are ready to use numerical solution. I like to keep my lesson plans interactive with the students so they stay engaged in problem solving. I have students share their methods (number line, strips and singles, numerical solution, cubes, or 100’s chart) on the board to keep them engaged and then dismiss them to work on problems on their own.
2. The main way I grew from this lesson was realizing how important it is for students to showcase their own work. When students are using effective and accurate subtraction methods previously taught it is important for me to step back and allow them to show what they have learned. Students enjoy taking sharing with the class and this encourages each and every student to take ownership of their learning.
Subtraction Lesson Plan
1.Standards and Objectives
Subtraction:
Students will solve a variety of subtraction problems. They discuss and refine their strategies for subtracting 2-digit numbers.
Math Focus Points:
· Visualizing, retelling, and modeling the action of subtraction situations.
· Representing the action of subtraction situations using notation (-,+,=)
· Developing efficient methods for subtracting and notating strategies
· Solving subtraction problems by subtracting in parts
3.3
Discussion: Adding up or subtracting back
Math focus point: adding up or subtracting back to fin the difference.
Have students sit on front carpet. Model subtraction problem
“Ian and Chris were playing Cover Up with 30 counters. Ian hid some of the counters. He left 16 showing. How many counters did Ian hide?”
What equation did you write to represent this problem?
Students generally will say 30-16=____ or 16+___=30
Encourage students to explain how his/her equation represents the story problem.
Say, “When I was watching everyone solve this problem in their workbooks I noticed that many of you started at 16 and then added up to 30. Would someone who used this strategy share it with us?”
Allow student to share how they solves this problem. Rephrase strategy as you model with cubes.
Subtraction:
Students will solve a variety of subtraction problems. They discuss and refine their strategies for subtracting 2-digit numbers.
Math Focus Points:
· Visualizing, retelling, and modeling the action of subtraction situations.
· Representing the action of subtraction situations using notation (-,+,=)
· Developing efficient methods for subtracting and notating strategies
· Solving subtraction problems by subtracting in parts
3.3
Discussion: Adding up or subtracting back
Math focus point: adding up or subtracting back to fin the difference.
Have students sit on front carpet. Model subtraction problem
“Ian and Chris were playing Cover Up with 30 counters. Ian hid some of the counters. He left 16 showing. How many counters did Ian hide?”
What equation did you write to represent this problem?
Students generally will say 30-16=____ or 16+___=30
Encourage students to explain how his/her equation represents the story problem.
Say, “When I was watching everyone solve this problem in their workbooks I noticed that many of you started at 16 and then added up to 30. Would someone who used this strategy share it with us?”
Allow student to share how they solves this problem. Rephrase strategy as you model with cubes.
Ask students who subtracted from 30 to share their methods and reasoning, then, any other strategies. Have students’ model strategies on the board. Make sure to correct if answer is wrong, ask guiding question for student to fix his/her mistake.
Encourage students to think about the part whole relationship by thinking about the equations of part + part = whole. 30 cubes all together (the whole which is known), the 16 visible cubes (one part, which is known), and the number of hidden cubes (the other part, which is unknown).
Math workshop:
Subtraction and addition practice
Students will practice their story problem solving strategies by practicing them individually. Workbook pages 30 and 31. Once they have efficiently solved the story problems they will move on to play math games linked to this unit: pinching counters, cover up, or plus nine or ten bingo.
Differentiation: Supporting a range of learners
Intervention (Student A): Work on story problems with them in a small group, which consist of struggling students (refer to ongoing assessment to determine students who would benefit from small group guidance). Encourage students to think though the whole problem before they try to solve it and to visualize and model what is happening. Focus on problem with smaller numbers if needed.
Extension Student B: students who finish their work quickly and adequately show their work can solve the problems. Use extension packet.
Math workshop:
Subtraction and addition practice
Students will practice their story problem solving strategies by practicing them individually. Workbook pages 30 and 31. Once they have efficiently solved the story problems they will move on to play math games linked to this unit: pinching counters, cover up, or plus nine or ten bingo.
Differentiation: Supporting a range of learners
Intervention (Student A): Work on story problems with them in a small group, which consist of struggling students (refer to ongoing assessment to determine students who would benefit from small group guidance). Encourage students to think though the whole problem before they try to solve it and to visualize and model what is happening. Focus on problem with smaller numbers if needed.
Extension Student B: students who finish their work quickly and adequately show their work can solve the problems. Use extension packet.