Portfolio Exemplar Cover Sheet

Teacher Candidate Donovan Martinez Cohort # 414

Title of Exemplar Less & Greater Alligator

Portfolio Category I x II III IV V

ACEI Standard Curriculum- Content Knowledge

ACEI Standard Element(s):

A2.3 Mathematics 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 Fall 2013 Date December 9, 2013

1. Description of exemplar and how it demonstrates meeting this ACEI Standard and
Elements.

During my field placement at Waialae Elementary Public Charter School,
my SPED mentor teacher provided me with an idea for a lesson she found on
Teacherspayteachers.com. Our students were struggling to understand the concept
of greater than and less than. The lesson was taught to our 5
th
graders in the
resource room setting. The lesson demonstrated my knowledge of content through
the use of multiple teaching strategies, content related vocabulary, and the use of
hands on activities to help my students learn the process of comparing two
numbers and creating true greater/less than statements.

To further support student connection to the material, the lesson is
designed to show students that the greater/less than symbols is similar to the
mouth of an alligator. The alligator only wants to eat the bigger number. Using
synonyms to help our students understand the greater/less than concept was a
great way to connect the ideas.


2. Reflection on my professional growth in knowledge, skills, and dispositions
related to the ACEI Standard and Element(s).

Skills I gained from this lesson, included being able to modify or
differentiate this lesson. I had to modify this lesson to accommodate my students
IEP and their individual learning levels. Over the course of drawing out and
implementing this lesson I found that having the synonyms discussed and readily
available really helped my students understand the concept in addition to
comparing the symbols to the mouth of a hungry, yet friendly, alligator.

The knowledge I gained from this lesson is evidenced by the work I put in
to reading and understanding the goals and objectives of my students IEPs and
successfully aligning those with my lesson plan. This also helped me strengthen
my knowledge of my own students and their specific learning needs.

Dispositions I gained from this lesson include the organization and
preparation skills I used to carefully plan and prepare for this lesson. My mentor
gave me the idea for the lesson, I had to prepare for this lesson by making copies
of the different handouts, cutting out the different pieces, laminating, and
coloring. I put the resources in folders and the cutouts into plastic bags that made
for very easy access and an organized work environment. Having such an
organized and neat workspace helped students respect their own learning
environment.


Less & Greater Alligator

Teacher Candidate Name: Donovan Martinez Cohort #: 414 Todays Date: 12/4/13

Lesson Title: Less & Greater Alligator Teaching Date: 12/9/13

CCSS Content Area: Math Grade Level: 5 Mentor Teacher: Sarah Mahoney


Step 1Desired Results
Brief narrative overview of lesson that specifies enduring understanding and
essential question

Students will review the meaning of less and greater. Students will practice
comparing numbers by using the terms less than and greater than. They will
show examples of numbers that make true less than/greater than statements.
Students will be able to find the Big Number which will assist them in
completing fact families.

A. Common Core Standards:
Domain Cluster Common Core State Standard
Number and Operations
in Base Ten.



Understand the place
value system.
2.NBT.4 Compare two two-
digit numbers based on
meanings of the tens and ones
digits, recording the results of
comparisons with the symbols
>, =, and, <.



B. General Learner Outcome (GLO):
Complex Thinker-The ability to perform complex thinking and problem solving.
Self-directed Learner-The ability to be responsible for ones own learning.

C. Hawaii Teacher Performance Standard:

ACEI STANDARD II. Curriculum
A2.3 MathematicsCandidates 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;


E. IEP Annual Goal/Objective(s) for SPED students with mild/moderate
disabilities

Student Initial(s) IEP Goal/Objectives(s)
DL DL will improve his number sense,
computational ability, and measurement of
coins and length to the early 3
rd
grade
level by the end of the IEP period.
AK AK will improve her number sense,
computational ability, and measurement of
coins and length to the early 3
rd
grade
level by the end of the IEP period.
Step 2Assessment Evidence

A. Performance Task
Students will be able to tell which number is greater than or less than.
Student will be able to create true greater than or less than statements.


B. Performance Criteria (How good is good enough? ATTACH checklists, rubrics, or
criteria.)

Students will show understanding of the greater than or less than symbols by
creating true statements and record them on the activity sheet provided.




Step 3Active Learning Plan

Procedures Teacher will Student will
Attending Cue Say, Call me

Respond,
Maybe!!! and be
ready to start lesson
by sitting quietly
and eyes and ears on
the teacher.

Anticipatory Set


Say, Today we will be reviewing
what is greater than and what is
less than. Were going to practice
Listen.


comparing numbers and making
true greater than/less than
statements to help us find Big
numbers.

Say, What is synonym or another
word that means the SAME as
GREATER?

Say, What is synonym or another
word that means the SAME as
LESS?







(Possible answers:
bigger, higher, more,
etc.)

(Possible answers:
smaller, lower, etc.)
Modeling Show the Greater & Less than
Alligators and create a true
statement.

Create their own
greater than/less
than statement.
Guided Practice Hand out the recording sheet. Do
the first line together by creating
another greater than/ less than
statement & have students record it
on their recording sheet.

Have students do the next 5
lines(#s 2-6 together).











Write the first
greater than/ less
than statement.



Each student flips
over a fish card. One
student decides if it
is less than or
greater than. The
other student tells
whether they
agree/disagree. Once
they agree, both
students will record
the statement on the
recording sheet.
Independent Practice

Have students do the next 5 lines
independently (#7-11).


Say, If you finish early, you can
finish #s 12-16.
Record each
statement on the
recording sheet.

Complete the rest of
the lines with true
statements if they
finish before other
student.

Assessment Evidence- Show students two fish cards and Say the number on
Summative ask them which one is greater.

Ask students, Which number is
more?

Tell the students, _____ is more
than ______, then ask them,
Which is the Big number?

the fish card that is
greater.
Respond with the
same number.

Respond with the
same number.
Closure Review the different ways of
saying greater or less.




Modifications/Adaptations

SPED: Describe in detail what modifications/adaptations you will provide to support
learning.

Student A

Work in small group, preferential seating close to teacher.
Number of true statements reduced from 15 to 10.

Student B

Work in small group, preferential seating close to teacher.
Number of true statements reduced from 15 to 10.


Gen Ed: Differentiation Plan for the General Education classroom, non-IEP students.

Identify the type of need (e.g., ELLs,
gifted students, reading needs, etc.)
List the type of differentiation (learning
environment, content, process, or
performance task) and tell how you will
differentiate (e.g. change seating, give a
more advanced/simpler reading
assignment, etc.)

ELLs Vocabulary terms and visuals will be
provided.

Accelerated Learners Will continue to fill in true statements for
#s 12-16.

Struggling Students Will provide 3 true statements instead of 5
or only work in pairs on not individually.


A. Materials to have ready:
2 Alligator sheets, laminated (1 greater than, 1 less than)
fish cutouts that have numbers on them
recording sheet
dry erase marker (for teacher)
pencils (for students)


B. Approximate time needed for lesson:
50 minutes

C. Resources (where I got my ideas):
http://www.teacherspayteachers.com