Teacher Candidate
(+5)
School
Grade
(+2)
(+1)
Maria Dahlin
Mentor Teacher (+5) Hillary Read
University Coordinator
(+5)
Dan Peterson
Fords Prairie Elementary
2 nd /3 rd split
Subject (+1)
Date (+1)
Math
1-30-2011
3.3 – Cite the EALRs/standards using the numbers and text. Usually limit the lesson to 1 – 2 EALRs. (+5)
3.2 Concepts of multiplication and division. Students learn the meaning of multiplication and division and how these operations relate to each other. They begin to learn multiplication and division facts and how to multiply larger numbers.
3.4 – Cite the corresponding GLEs/performance expectations using the numbers and text. (+5)
3.2.A Represent multiplication as repeated addition, arrays, counting by multiples, and equal jumps on the number line, and connect each representation to the related equation.
3.5 – Cite the objectives (skills or concepts) for the lesson. What do you want students to think, know and/or be able to do at the end of the lesson? They need to be aligned with the GLEs/performance expectations and EALRs/standards. (+5)
Students will be able to read a story problem and develop a multiplication equation to solve the problem. Students will demonstrate their understanding by writing a multiplication equation, solving the problem and showing their solution.
4.8 – Complete the following table to highlight what the students will do to demonstrate competence specific to learning for this lesson.
Description of formative assessment activity (required) (+5)
Evaluative criteria (+5)
What the assessment is designed to assess (+5)
Feedback to students
(+5)
Students will work with a partner to solve 6 multiplication picture problems.
Each problem will be assessed to determine if they have correctly written a multiplication equation, written demonstration of how they solved the problem and the correct solution.
If students are able to figure out how to write a corresponding multiplication equation using correct notation.
If students are able to solve the multiplication equation. If so, what strategy did they use to solve.
If students are able to
Immediate feedback will be given to students by the teacher when they have finished their
6 problems.
If equation, demonstration of work and solution is correct, the students will receive positive affirmation and asked to help struggling students or use the
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find the correct product to the multiplication equation. computer to practice multiplication.
If the equation, demonstration of work or solution is incorrect, the teacher will highlight what needs to be corrected and engage the student in questions to probe where the break-down in understanding may be. The student can work with their partner again to re-work the problem.
The teacher can also ask another student to help explain how to figure it out.
Description of summative assessment activity (optional)
A unit test will be given after lesson 1.4. The unit assessment will require the students to solve 6 multiplication equations.
Evaluative criteria
Some problems will be assessed to determine if they have correctly written a multiplication equation, written demonstration of how they solved the problem and the correct solution.
Some problems will assess, using multiplechoice, whether the student can correctly match the corresponding equation to the problem.
What the assessment is designed to assess
If students are able to figure out how to write a corresponding multiplication equation using correct notation.
If students are able to solve the multiplication equation. If so, what strategy did they use to solve.
If students are able to find the correct product to the multiplication equation/expression.
Feedback to students
Students will receive their graded tests during the following math lesson.
The teacher will discuss problems where students missed answers and explain how to solve, while also eliciting student explanations.
Students whom did not receive a passing score will be put into an intervention group to receive additional instruction and reteaching.
5.5 – Describe the sequence of steps in the lesson in the following table. General lesson sequences may be more directive (e.g., ITIP) or open (constructivist). Whatever design is used, the lesson needs to be
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explicitly outlined. (+45) Points here will depend on clarity, organization, and applicable Marzano strategies. Blog reflections are scored separately.
Complete the following table:
 Provide an estimate of time.


List the sequence of the various learning experiences in the lesson.
Include specific strategies from Classroom Instruction that Works, R. Marzano
Time Learning experiences
5 min. Handout Rocket Math folders to students. (This is a daily math exercise in which students practice their multiplication facts. They begin on level A and it they correctly answer more than their personal goal in one minute, they proceed to level B the following day.) ***Students track their progress in their folder by coloring each level of the “rocket” as they pass. This allows students to visually see their progress. The students also receive an ice party incentive.
If students pass level A & B, they receive a bowl, C&D-a spoon, E&F-a scoop of ice cream and so forth to level Z.
***After reading Marzano’s strategies about reinforcing effort and providing recognition, I realized that students need to be reminded of the connection between effort and achievement. Some students have an easy time passing levels, while others struggle or get stuck on certain levels. During class, I would like to elicit a student, whom I know practices at home, to tell the class how they successfully pass the levels.
Marzano recommends that students keep a log of their efforts and achievements and reflect on it periodically. It is helpful to know this is a recommended practice, which our students are already doing each day. In addition to tracking their progress, I could occasionally ask students to reflect on their progress and self-assess to make a connection between effort and achievement. Hopefully they will recognize if they have been stuck on a level and need to spend more time practicing.
Marzano states that “…symbolic recognition works better than tangible rewards.” The students are receiving both a symbolic (coloring the rocket), as well as, a tangible reward in our classroom. I can see how the symbolic works as a better motivator, due to the fact, students can see the progress daily or weekly. The tangible reward will only be received at the end of the quarter and students will receive a reward, but not have the chance to improve after that point.
15 min Invite volunteers to share the multiplication picture they made for homework (Pictures of
Things That Come in Groups, M6). Then hold 2 pictures in my hand without showing the class. For each picture, ask a question in which the two factors are given and students must determine the product.
Ex. In this picture there are 4 flowers. Each flower has 5 petals. How many petals are there?
Elicit students to explain solution and how they figured it out.
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Try to show examples of different strategies used to solve. (doubling #s, counting by 1s, pictures, breaking apart multiplication (2x5) + (2x5).
Yesterday, we talked about the three pieces of mathematical information in a multiplication situation. What information did I give you in each of the problems you just solved? What information was missing?
5 min Students should answer that the number of groups and the number in each group were given, however the product was the missing information.
Model and explain the definition of “product”. Then use the Multiplication Chart to chart the information. The chart separates the information into Number of Groups, Number in Each
Group, Product and Multiplication Equation. Use the term “product” for the remainder of the unit and encourage students to use and become familiar with the term.
30 min. Explain to students that they will be practicing solving multiplication problems. For each problem, write a multiplication equation, solve the problem and show your solution. Let the students know that 2 of these problems will ask them to find the number of groups or the number in each group. Give these problems a try and we will discuss how you figured out your answers.
Ask students to take out Math Workbook pages 4-6. ***Tell students that they may work with a partner to solve these problems. Ask partners to bring completed worksheet to the teacher to check-over. Allow students 20 – 30 min. to complete worksheets.
Advise students that they can use manipulatives, draw pictures or other strategies to solve.
Students that finish quickly may use the 2 students may work together on the 2 computers in the back of the classroom or the I-pad to work on multiplication games on the computers
(these are already set as a bookmark). I may also ask students to assist others.
Assessment:
The teacher shall have a spreadsheet with student’s names.
Use as a tool to tally which students are drawing pictures, counting each object by 1s, skip counting, using known multiplication combinations to find the product. Also use to mark students who seem to be struggling to solve.
Are students using correct multiplication notation for each problem?
Watch for examples of student using strategies that you want to highlight the next day.
***Marzano teaches that a highly effective teaching strategy is to organize students into cooperative groups. He teaches that a group yields a positive effect on overall learning.
Marzano recommends keeping groups small, so I have allowed the students to work in groups of 2 as partners. I thought about our classroom and whether to assign partners or let
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students choose their own. After watching our students interact with each other thus far into the school year. Not only do they enjoy choosing their own partners and working together, but they also get their work done. I also feel that most partnerships have a high and lower-level student working together. As Marzano, recommends I will ask students to staple partner worksheets together so that I can check that they have the same work, while giving each student their own individual score.
Students will be assigned the Math Workbook page 6, which consists of 2 multiplication story problems, to be completed as homework*** for additional practice. Students will be able to demonstrate their ability to solve multiplication problems, independently, and also allow parents to see what their children are working on. Students are expected to complete their homework without parental assistance.
***According to Marzano, “…homework provides students with the opportunity to extend their learning outside the classroom.” The amount of homework assigned is only two problems which is very minimal for our 2 nd and 3 rd graders. Marzano also suggests that students should receive feedback on homework.
In our classroom, homework is turned in at the beginning of class. This should allow time, during the school day, for homework to be graded. Depending on the math lesson, students whom seem to struggle with the work can be formed into a small intervention group during math. If the daily lesson does not allow time for intervention, then students can remain in the classroom at the end of the day instead of going to the specialist. After receiving additional teaching and correcting homework, students many join the rest of the class.
Since feedback should be timely, students will receive graded homework the next day to selfassess their progress.
Marzano suggests varying the way feedback is given for homework. One way that I can do this, is to show examples of homework during math (without names) to illustrate correct thinking and miss-guided thinking.
Source: Adapted from Classroom Instruction That Works by R. J. Marzano, D. J.
Pickering, and J. E. Pollock, 2001, Alexandria, VA: ASCD.
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