Phase II

Phase II

1.       Describe and justify modifications made

Individual’s Needs-

-Students that lack motor skills- I realized that I had created an accommodation without realizing it. By Think, Pair, Share procedure the students created the numbers used in the addition and subtraction sentences with their Deane cubes as part of the participation and if they could not for any given reason manipulate them then their partner would help  them.

-For slow learning Students- Another accommodation that came to mind was to keep the manual and virtual manipulatives available through their assessment if the students seem it necessary. Another thing that was brought to my attention was wait time. They told me that the way I teach is way too fast paced not for my students that I had but it may be for those who have just met with the new concept of carry and borrow.

To maintain alignment to goals and objectives

Integrate Vocabulary to the lesson:

1.       Minuend

2.       Subtrahend

3.       Difference

4.       Addend

5.       Augend

6.       Sum

7.       Ones

8.       Tens

The thing that I could have done differently was have a ticket out the door with two questions. One question regarding vocabulary from the lesson, and one of an actual math problem. Practice helps them learn it. This will give me an insight on what I need to review for the next day. There will be a diagram of a math equation regarding addition or subtraction and I would ask which number is called what in the equation for the vocabulary assessment.

2.       Assessment of Learning

Your Students Level of Success in achieving the lessons goals-

The Students achieved the lessons goals and objective. Their feedback on my presentation was positive. The students had different ways they had to participate which helped their learning. The students followed along wonderfully with the manipulatives and the Prezi presentation as well. I realized that the manipulatives would have to be presented prior to the lesson because children started playing with them. This would have to be practiced with their regular one digit equation on their counting mat that was done by hand. This way when we introduce the new concept of borrow and carry, the representation of numbers with manipulatives in a two digit form will be easier to follow. The assesment was returned and most of the students got 100% on the worksheets which mean they grasp the concept.

The level of success you had in teaching the lesson-

The anticipatory set went very well with the students and started answering my questions quickly to share their thoughts. Then to my surprise my anticipatory set also served me as a tool to explain place values with the baskets. This was enforced by my mini lesson explanation on the prezi which had the students engaged due to its dynamic movement.

The only thing where my lesson plan did not go as planned, was with my virtual manipulative.

I wanted to use the website interactively with my students. I could control the virtual manipulatives through the computer and the students as well but the ideal tool would be the smartboard. This way the student will feel they are actually carrying and borrowing just like the tangible manipulatives but in front of the class with the smart board.