Wk+6+Oct+4-+Oct+8


 * 6th Week**


 * Monday, Oct. 4, 2010**

It's amazing how much out-of-pocket expenses teachers spend in meeting student needs. I went and bought some things I need for my internship this past weekend. Things like putty, portable caddy, paper, and glue. I even made copies of the 2nd grade Teacher's Annotated Assessment book so I know exactly what my students will be tested on.

Come to find out this morning, my supervising teacher told me that we have to scale back our intervention with our 2nd grade group and move them away from the curriculum they're doing (since they haven't improved much in 5 weeks) and now we have to adjust their instruction to a more direct and intense reading instruction. We're going to move our 2nd grade group from **Tier I of the RTI (Response to Intervention) to Tier 2.** The students in my group are understandably the lowest readers and therefore need the most instruction in reading. Most of them are unable to answer Unit Test Questions because they are unable to 'read' the questions. So now, I have to do a **Placement Test** on each student this week so that we can put them in a more appropriate intervention starting next week.

Today, I adopted and carried the **Behavior Management Plan** that both the kindergarten classes have and implemented the plan into our classroom. A picture is shown below where students names are on clips and based on their behavior, they move up and down the colors and levels of behavior. (Highest to Lowest: Fabulous Purple, Great Blue, Doing Good Green, Warning Yellow, Needs Improvement Orange, and Call Home Red) Today was effective and the **kids responded to it positively** since they and their peers can see it clearly on the front of the classroom. (I wanted to implement this today so I paid $11 to laminate at Staples.)



The best comment I've gotten so far is from a Kinder para who works closely with the students. She said to me today, "Whatever you're doing works!" regarding a little girl who was mainly non-verbal in the beginning of the year but now is improving in her communication and speech.


 * Tuesday, Oct. 5th, 2010**

I stayed up last night putting together a detailed 5-page 5th Grade Math Lesson Plan to teach the Order of Operations using the acronym PEMDAS (Please Excuse My Dear Aunt Sally).

Today, I ate lunch quickly and went to Ms. Drewery's (Ms. Drewery's 5th Grade Class Website) 15 minutes early and conducted my lesson. My supervising teacher gave lots of positive constructive feedback about it. I'm glad it went well because I had a detailed lesson plan. I'm pleased that I was able to do a review, overview, rationale, activating prior knowledge, all the way to guided and independent practice.

Below is a copy of my lesson plan using UCF's format:

Gracejoy Hauser EEX 4941 Internship II October 5, 2010

LESSON PLAN FORMAT **Subject:** Mathematics

**Topic:** Order of Operations

**Grade Level:** Fifth Grade

**IEP Objective:**

Given a worksheet with five numerical expressions (with three or more numbers), students will correctly evaluate and solve expressions using the Order of Operations four out of five items.

**Sunshine State Standards/Benchmarks:**

**MA.5.A.6.2** Use the order of operations to simplify expressions which include exponents and parentheses.

**MA.5.A.6.5** Solve non-routine problems using various strategies including “solving a simpler problem” and “guess, check, and revise.”

I. **Lesson Objectives:**

Given a worksheet with five numerical expressions (with three or more numbers), students will correctly evaluate and solve expressions using the Order of Operations four out of five items. (Expressions may include parentheses and exponents.)

Students will be able to state and list the correct order of mathematical operations during whole group instruction five out of five times.

II. Procedures A. Opening- (Setting the Purpose) You know how to add, subtract, multiply, and divide. (go to Overview)

1. **Overview**- Today we’re going to talk about **Order of Operations** which is a set of rules that mathematicians use when computing numbers. We will learn the mnemonic strategy **P.E.M.D.A.S. (Please Excuse My Dear Aunt Sally)** to help us remember the order of operations.

**2.** **Review-** Review yesterday’s lesson on Exponents.

Review the following terms:

· **Exponent-** the number that tells how many times the base is used as a factor. · **Base-** the number that is multiplied by itself when raised to a power. · **Standard Form-** a common way of writing a numbers with commas. · **Exponential Notation-** a way to write a number using a base and an exponent. · **Cubed-** a name for a number to the third power. · **Squared-** a name for a number to the second power.

**3.** **Expectations-** I expect all of you to quietly watch the examples as we work together through them and volunteer to do examples on the doc cam. Remember, don’t be afraid to raise a quiet hand if you are confused or have any questions.

**4.** **Rationale:** It is important to know and learn that there is specific order of operations just like following steps in putting together a model (ie. airplaine), following a recipe or following the order of things we do when we get to class. What would happen if you do not follow directions?

B. Body

**Pose the Problem-** On the doc cam, write 6x7+12÷3. //What is the value of this expression?// Have students share their answers and write them on the doc cam. Discuss how they found the answers.

**Academic Vocabulary-** What answer do you get if you evaluate the expression from left to right? (18). What if you add first then evaluate from left to right? (38). So that there is always just ONE answer to a problem like this, mathematicians have agreed on a set order to follow called the **Order of Operations.**

Write the following 4 rules: 1. Do operations inside **P**arentheses. 2. Evaluate terms with **E**xponents. 3. **M**ultiply and **D**ivide from left to right. 4. **A**dd and **S**ubtract from left to right.

To help us remember the order of operations, we can use the mnemonic **PEMDAS**, which stands for: * Note that although there are six words, they correspond to four rules.
 * ** P ** lease ||  || ** E ** xcuse ||   || ** M ** y ||   || ** D ** ear ||   || ** A ** unt ||   || ** S ** ally ||
 * ** P ** arentheses, || [[image:file:///Users/gracejoyhauser/Library/Caches/TemporaryItems/msoclip1/01/clip_image011.png width="10" height="2" caption=" "]] || ** E ** xponents, || [[image:file:///Users/gracejoyhauser/Library/Caches/TemporaryItems/msoclip1/01/clip_image012.png width="10" height="2" caption=" "]] || ** M ** ultiplication & **D**ivision, || [[image:file:///Users/gracejoyhauser/Library/Caches/TemporaryItems/msoclip1/01/clip_image013.png width="10" height="2" caption=" "]] || ** A ** ddition & **S**ubtractio ||

C. Guided Practice

**Instruct in Small Steps-** //Using this order, what must you do to first find 6x7+12÷3?// //No parentheses, no exponents, so multiply 6x7=42. Then what should you do? Divide 12÷3=4. And then what should you do? 42 + 4= 46. The correct answer then is, 46.//

//Problem #2 Evaluate: 20 + (30 – 10) ÷ 5. (Pg 84 of student textbook.)//

//List the steps needed necessary to evaluate this expression. Using the order of operations, what is the first step in evaluating 20 + (30 – 10) ÷ 5? Parenthesis (Subtract 10 from 30.) What is the next step? Division (Divide 20 by 5) What is the final step? (Add 20 to 4).//

D. Closure

Essential Understanding: There is an agreed upon order in which operations are carried out in a numerical expression. In this lesson, you learned how to evaluate expressions by applying the order of operations and learning the acronym PEMDAS.

E. Independent Practice

Since this is the first day Order of Operations is introduced to students, have them work in pairs to evaluate the following expressions:

12 + 3 x 7 – 2= Answer: 31 4 x 8 + (6 ÷ 3) – 8= Answer: 26 10 – 4 + (3 squared – 2) + 4= Answer: 17 91 ÷ (3 + 4)= Answer: 13

Have partners compare their answers.

Students will also independently complete Order of Operations worksheet 4-2 items I thru 5.

III. Questions (Label High and Low Level)

**High Level Questions:**
 * Why do you think it’s important to learn the Order of Operations?
 * Devise your own acronym for PEMDAS.
 * How would you prioritize numerical expressions given on a test?

**Low Level Questions:**
 * List the order of operations.
 * Write the 4 rules in solving an equation.
 * Re-state the 4 rules in solving an equation.

IV. Feedback **Correct Responses** “Correct Taina, the name for a number to the third power is cubed.” “Matthew, I like how you came up with your personalized PEMDAS acronym.” “Thank you Ronnie, for making sure that you list your steps first before evaluating.”

**Incorrect Responses** “Sam, I don’t know why you still don’t have your multiplication table memorized.” “Liana, you’re doing that problem all wrong.” “Class, I don’t know why you can’t follow these simple steps.”

V. Materials


 * 5th Grade Teacher’s Guide
 * 5th Grade Student Textbook
 * Black Line Masters for Topic 4-2
 * Vocabulary cards for review

VI. Evaluation

Assess- Use the Quick Check 4-2 handout to assess students’ understanding. Based on student answers, the following is prescribed for differentiated instruction:


 * **Points** ||  **Prescription**  ||
 * 0 – 3 || Intervention ||
 * 4 || On-Level Instruction and Homework ||
 * 5 || Advanced Instruction & Enrichment Master ||

VII. Modifications/Adaptations for LEP students and students of varying abilities

**ELL Students:** Students who have difficulty reading English may have trouble expressing word problems using mathematical notation.

**Beginning**- Allow students to state variables in their native language and work through the same math steps as theirs peers. When they are done, ask them to translate their answer to English so that they can share it with you and the class.

**Intermediate-** Allow students to represent variables with pictures of objects instead of the words for the objects. Then have students work through the same math steps as their peers. When they are done, ask them to translate their answer into English so that they can share it with you and the class.

**Advanced-** Encourage students to state many related variables instead of expressing every quantity with one or two variables. Then have students reduce the number of variables by using the Transitive Property. Doing so allows math skills to compensate for English skills.

**Special-Needs Students:**


 * Review with students the definition of an equation.
 * Give students some marbles to feel and to hold.
 * Then take the marbles and separate them into groups. Take some colored marbles and make equal groups of each. Ask students which group they think is greater than the other.
 * Some students are confused when the same letter can represent different things in different problems. Have these students pick a new letter for the variable in each problem.

**Advanced/Gifted Students:** Students with logic-oriented thinking can practice writing algebraic justifications. Have them fold a sheet of lined paper into left and right halves. Student should solve an equation on the left half. Then next to each step, students should write the property or rule on the right half that allows them to do that step.

· Teacher uses Doc Cam to do whole group instruction. · Students will access the Animated Glossary so that they can see highlighted words from their textbooks, defined in the Online Student Edition (pearsonsuccessnet.com)


 * Wednesday, Oct. 6th, 2010**

I've been realizing how much **students' home life affects** their actions and behaviors at school. What if a student didn't have breakfast and was yelled at by his parents that morning and now does not have any motivation to learn. Does it matter how much the teacher is prepared then? However, I think part of being prepared is knowing how to motivate students.

I've been dealing with students with behavior issues across the grades a lot recently and have really been extending my patience, finding ways to motivate them (reinforcement, specific praise, etc.), and asking for their teacher's help.

Today, we also continued place testing our 2nd graders so that we can hopefully move them from the SRA Imagine It interventions we've been doing and get them in the Reading Mastery intervention which is scaled back and more intense.

One fun thing is that I've also been learning how to use the **interactive screen and tablet** in Ms. McGovern's 1st grade class. **It's exciting to discover different ways to incorporate technology in math lessons to get students engaged.**

At the **Professional Development** after school today, we learned about Ruby Payne: founder of **aha!** Process, is dedicated to positively impacting the education and lives of individuals in poverty. Since the mid-1990s she has been speaking to audiences around the world about the effects of poverty on students, families, and communities and how to better understand and support people from all economic backgrounds.

Here's her resourceful website: Ruby Payne Website




 * Thursday, Oct. 7th, 2010 3RD FORMAL OBSERVATION/EVALUATION** by UCF Clinical Coordinator: Carrie Straub

Today, I had my 3rd Observation. Again, my University Clinical Coordinator witnessed the whirlwind of my crazy daily schedule. She met us in the hallway when I was taking my kindergartners back to their room and they were hopping and skipping in their line. I wish she had seen them on better days when they are walking nicely in line. I work hard each day trying to guide them and train them in every transition we make.

I showed Carrie my system of Data Collection and what I've recorded so far. I showed her the Orange County Public School Grade Book where I keep grades for our Kinder, 1st, 2nd, and 3rd grade groups.

Carrie also observed me administer a Reading Mastery Placement on a 3rd grade struggling reader.

At the end of the day, I calculated the reading miscues of the 10 students both Ms. Wright and I tested and started forming what our new Reading Groups would look like. I'm realizing how much change happens in the teaching of a resource teacher.


 * Friday, Oct. 8, 2010**

I was proud of my Kindergartners in 1st period today (my toughest group). They all followed directions and completed their worksheets. I graded their workbooks at the end of the day to see how well our intervention is working. I'm seeing improvement in the way they've learned how to make cross-out marks, in matching object to object and marking specific items through directions. I graded their work because we also needed to generate data for our **Progress Monitoring**.

Today, we also finalized our 2 new Reading groups and submitted the students name to be approved by the school administrators. Ms. Wright and I looked to make sure we have enough materials. Seems like we'll be making copies.

This coming Monday seems to be like it will be similar to a First Day of school because we're making some significant changes in most of our groups.

I also taught and **lead 1st Grade Math.** Below is a pdf file sample of the practice sheet that I used to do **Guided Practice** with the whole class.