Math

Minutes
Abby Johnson
December 7, 2015

1. Using the Common Core State Standards for Mathematical

Practice (p. 15- math book, Column 1), make a chart and
include observed examples from your classroom of each. (A
Task)
Common Core Standard for
Mathematical Practice
MP1 Make sense of problems
and persevere in solving them.

MP2 Reason abstractly and

quantitatively.

MP3 Construct viable arguments

and critique the reasoning of
others.

MP4 Model with mathematics.

MP5 Use appropriate tools

strategically.
MP6 Attend to precision.

Evidence of Standard
Mrs. Bowen gave her students a
math problem to solve concerning
the size of their foot. They were
put into pairs and were to use
different objects to estimate their
foot size. She gave them minimal
instruction so that they had to
problem-solve on their own.
This is seen a lot in their daily
number talks. Many times the
students begin solving the math
mentally or with manipulative and
then they will learn how to put it
into numbers.
Anytime Mrs. Bowen asks the
students a question, they are
expected to be able to give an
answer and justify their reasoning.
If someone disagrees, they are to
give an answer and why they
think the other answer is wrong.
Mrs. Bowen expects for students
to be able to model their thinking
through manipulatives and written
equations. Because it is first
grade, they mostly use
manipulatives like cubes and
rekenreks to represent their
thinking.
The students use a variety of tools
like dice, cubes, rekenreks, and
their fingers to solve their
problems.
The students have learned how to
communicate their thinking clearly
and effectively through daily
practice in their number talks.
They know that they must be able

MP7 Look for and make use of

structure.

MP8 Look for and express

regularity in repeated reasoning.

to defend their answer.

One of the ways the students see
structure is by identifying patterns
through quick images. The
students must remember the
images from patterns and then
calculate the answer.
The students recognize repeated
patterns from their practice of
similar math concepts in their
number talks. For example,
recently, the students have been
using rekenreks during their
number talks. Each day Mrs.
Bowen varies what she is teaching
them rather that be doubles or
counting on after 5. The students
have recognized patterns when
using the rekenreks and articulate
that in their thinking.

4. Create a chart of talk-moves that you observe your teacher

using in one column and ones that you try out in the other.
(B Task)
Talk Moves I Observed
Talk Move
Evidence
Revoicing
Mrs. Bowen uses the revoicing talk move often when
she is trying to ensure she understands the students
reasoning or makes sure the class hears the students
answer. She will say things like
Are you saying that . . .?
Did you hear her/him say . . .?
Reasoning
This is something that is constantly used in the
classroom. When the students are solving a problem,
one will give an answer, and then based off that
answer the other students will respond with I agree
because. . . or I disagree because . . .
Adding On
When a student gets an answer correct but doesnt
know how to fully explain their reasoning, Mrs. Bowen
will ask Can you add anything to his/her answer to
help us understand? or Does anyone want to add
anything to that answer?
Waiting
Mrs. Bowen will give students time to think about their
answer. She will say to the entire class Take time to
think for just a minute. If a student is struggling to
answer, she will say, We can wait for a minute.
Talk Moves I Tried
Talk Move
Evidence
Revoicing
I used revoicing to make sure that I understood what
the students said.
Do you mean . . .?
So you are saying that . . .?
Repeating
During the lesson, I would ask students
Can you explain what he/she said to me using
different words?
Can you repeat his/her answer in a different
way to help us understand?
Reasoning
Who agrees with his/her answer? Can you
explain why?
Does anyone disagree with his/her answer? Can
you tell me why?
Waiting
We can wait for you. Just take time to get your
thoughts together.

5. Choose a math lesson from your class and make a list of 3

possible childrens books to enhance/enrich the lesson. (A
Task)
One of the math lessons I was able to see Mrs. Bowen teach was
on estimating. The students were drawing the outline of their foot and
using various items to estimate and find the size of their foot. I think
incorporate literature before the lesson would have acted as a great
engagement. I chose the books How Many Seeds in a Pumpkin? By
Margaret McNamara, Betcha! By Stuart J. Murphy, and How Big Is a
Foot? By Rolf Myller. How Many Seeds in a Pumpkin? By Margaret
McNamara is about a class who is estimating the number of seeds in a
pumpkin as a class. Betcha! By Stuart J. Murphy is about two friends
who are estimating the number of various objects. Finally, How Big Is a
Foot? By Rolf Myller discusses a king who uses his foot as a
measurement tool, but it also talks about how feet are different sizes.

6. Based on the current content being taught in your

classroom, choose a childrens book, read it to a group of
students, and discuss with them the math concept presented.
(B Task)
After talking to Mrs. Bowen, she thought it would be good to use
a book discussing doubles. I looked through her books in the classroom
and found Double the Ducks. This was a great story that the students
really enjoyed. This was the first time I taught a whole class lesson. I
realized how much it is to manage that many students and be able to
balance interaction for all students. I think the book was a great way to
reinforce the learning in the classroom because the students stayed
engaged. However, when it was time for them to practice and perform
the assessment, they were very distracted and did not seem interested
in participating. I think part of it was because I taught right after they
got back from lunch. Next time, I would think of a way to incorporate
the literature into the teaching/practice portion so that they were
engaged in both.

Design for Learning

Activity Plan- Math
Instructor: Miss Johnson
Lesson Title: Doubling Numbers
Curriculum Area: Math
minutes

Grade Level: 1st/Bowen

Estimated Time: 30

Standards Connection: Use addition within 20 to solve word problems

involving situations of adding to by using objects, drawings, and

equations with a symbol for the unknown number to represent the
problem. [1-OA1]
Learning Objective(s): When given three math problems to add doubles,
students will correctly solve the problems.
Learning Objective(s) stated in kid-friendly language: Today, boys
and girls, you will learn how to add doubles.
Evaluation of Learning Objective(s): Students will be given 3 math
equations with double numbers and should answer all of them correctly to be
considered proficient.
Engagement: The teacher will use the book Double the Ducks by Stuart J.
Murphy to engage students in the concept of doubling numbers. Okay boys
and girls, I need everyone to come sit on the carpet in their special spot.
Teacher waits for the students to get settled. I need your ears ready to listen
and your brain ready to learn. Lets remember to be respectful to each other.
When someone else is talking, you are listening. Are you ready to learn?
Teacher waits for student response. Today, we are going to learn what it
means to add doubles, but before we begin, I am going to read you a very
special book. It is called Double the Ducks. How many of you have had pet
ducks? Teacher waits for student response. Me either, but how many of you
have a pet? Teacher calls on various students. How many pets do you have?
What are they? Imagine if your pets doubled. If I had 4 fish, I would add four
more. That would be a lot of animals wouldnt it? Teacher waits for student
response. Lets read about someone who has five ducks, and then they
double to ten ducks. I want you to pay close attention to the numbers in the
book. Teacher reads Double the Ducks. What did you all think? Raise your
hand if you would like double the ducks. Teacher transitions into the teaching
portion.
Learning Design:

Activity Procedures: As we read through the book, the author told us about

different items the boy needed and how the numbers changed when the
ducks doubled. Can anyone tell me what the word double means? Teacher
calls on a student to answer and listens to student response. Great job! When

you double a number, it means you add that number two times. For example,
this says, I have only two hands and so much to do to look after my five
little ducks. Later, after the ducks double, the book says, I need double the
hands (thats four hands in all!) to take care of my ten little ducks. First, we
have two hands. The teacher has an iPad and uses the Show Me app to write
the numbers and equation. Teacher writes two. Then we have four hands.
Teacher writes four. If I have 2, what must I add to get four? Teacher waits on
student response. Correct! 2+2=4. Lets try another one, but now, we are
going to use the Rekenreks. Teacher gives each student a Rekenrek. At the
beginning of the story, we have one boy. Can you show that to me using your
Rekenrek. Teacher waits until all students have completed that. Now, the
number of people double. Show me on the next row how many more people
are added. Teacher waits for students. We have the same number on our first
row and our second row. Teacher uses iPad to write the numbers down into an
equation. How many people do I have? Teacher calls on student. Very good!
Two. Now, at the beginning we have four bundles of hay. Show me on the top
row the number four. Teacher waits until all students have completed that. If
our bundles of hay double, show me how many more we will have on the
second row. What would my equation be? Teacher calls on students to help
her write the equation 4+4=8. Lets do one more. When there are five ducks,
the boy brings three sacks of food. Show me on the top row the number
three. Teacher waits until all students have it correct. Now, can you double
that number? Teacher waits until students have that correct. What would my
equation be? Teacher calls on students to help her write the equation 3+3=6.
Great job! Teacher transitions to assessment.

Assessment: Students are given whiteboards to solve their problems.

The teacher will have a chart to keep an account of which students
correctly solve the problems and which ones do not. Now, that we have
practiced doubling numbers with the Rekenreks, I want you to show
me what you know by writing your answers on the white board. Do not
write anything until I have given you directions. Teacher gives each
student a white board, dry erase marker, and a tissue. Okay, I am
going to give you a number. I want you to write an addition equation to
show me the double. For example, I will say, I have two sacks of flour.
How many sacks of flour will I have if they double? Teacher models
writing 2+2=4. Give me a thumbs up if you are ready and understand.
Great! Here is the first one. I have one friend. How many friends will I
have if they double? Alright, now, it is your turn to write. Remember to
keep your eyes on your own board. Raise your hand when you get an
answer, and I will come look at it. Teacher monitors students as they
complete this. Teacher waits until all students are finished. She makes
a note of who got it correct and who did not. Here is the next one. I
have 3 flowers. How many flowers will I have if they double? It is now
your turn to solve the problem. Teacher monitors students as they
complete this. Teacher waits until all students are finished. She makes
a note of who got it correct and who did not. Are you ready for the last

one? I have 5 ducks. How many ducks will I have if they double? Now,
it is your turn to write. Teacher monitors students as they complete
this. Teacher waits until all students are finished. She makes a note of
who got it correct and who did not. Great job today! You did a good job
of listening and learning how to double numbers! Teacher transitions to
closure.
Closure: Today, we read Double the Ducks. Who can tell me how
many ducks there were in the beginning? Teacher calls on a student.
Correct! There were five! Now, when the ducks doubled, how many
were there? Think for a moment, and put your thumb over your heart
when you have an answer. Teacher calls on a student. Great job! There
were ten ducks. If you would like to have ten ducks for pets, give me a
thumbs up. If you would rather have five ducks as pets, give me a
thumbs down. Teacher waits on student response. I would much rather
only take care of five ducks than ten! Great job today boys and girls!
Materials and Resources:
Double the Ducks by Stuart Murphy
Rekenrek for each student
Dry erase board for each student
Dry erase marker for each student
Tissue for each student
iPad

7. Find a song/poem related to a math concept being taught in

your class and teach it to a group of students. (B Task)
My math activity plan was on the concept of doubling numbers.
After teaching the lesson, I used this with some of the students later as
reinforcment. I had planned to teach both the lyrics and the
movements, but it was a much more complicated song than what I had
realized. I was only able to teach the lyrics. However, the students
thought this song was a lot of fun. I love that it has actual math facts
the students answer in the song. If I had more time or could have
returned to it another day, I would have taught the movements as well.
Doubles? No Trouble!
By David Burba and Peggy Collins

15. Complete the Classroom Discourse observation. (A Task)

Strategies for Orchestrating
Discourse
Teachers Role
Pose questions and tasks that
elicit, engage, and challenge each
students thinking.

Listen carefully to students ideas.

Ask students to clarify and justify

their ideas orally and writing.

Decide when and how to attach

mathematical notation and
language to students ideas.
Monitor students participation in
discussions and decide when and
how to encourage each student to
participate.

Evidence
Mrs. Bowen presents many
different problem based learning
exercises that relate to real world
problems like finding the area of
their foot using blocks and finding
the number of possible outcomes
when carving a pumpkin face.
Mrs. Bowen always asks
questions, listens to student
answers, and responds
individually to the students
response. Many times she will
repeat what the student says to
ensure her own understanding of
what the student says.
When she asks students
questions, she almost always asks
why. Another way students justify
their ideas is through their math
journal.
Many times during number talks,
Mrs. Bowen will write student
thinking and their answers on the
board.
Mrs. Bowen is constantly
observing her students to see how
they are learning. She encourages
participation through hands-on
activities that everyone is involved
in like the number talks. She will
give each student rekenreks to
use to show their thinking.

Students Role
Listen to, respond to, and question Many of the discussions begin with
the teacher and each other.
a question from Mrs. Bowen
followed by a student answer. The
other students will use hand
signals to show if they agree or
disagree. If they disagree, the

Use a variety of tools to reason,

make connections, solve
problems, and communicate.

Initiate problems and questions.

Make conjectures and present

solutions.

Explore examples and

counterexamples to explore a
conjecture.

Try to convince themselves or

others of the validity of particular
representations, solutions,
conjectures, and answers.

student gives their answer and

justifies it. This continues until the
students come to a conclusion
about the answer.
The students use many
manipulatives like cubes,
rekenreks, number fans, and quick
images to solve problems and
show their reasoning. They
practice their math skills with their
calendar time as well.
Mrs. Bowen ensures there is
enough time for discussion in their
lessons. Many times the student is
asking a why or what if
question.
Students present their solutions to
the class once they complete a
problem solving activity. This can
be showing their work or
explaining orally.
This can be seen in their process
of problem solving when they are
using tools and resources to solve
a problem. Mrs. Bowen expects
them to discover the answer on
their own as independent learners.
Anytime a student gives an
answer, Mrs. Bowens expectation
is for them to be able to explain
why to the class. They must be
able to show their thinking or
explain it thoroughly.

12. Choose a tech tool and teach a small group how to use it
for math. (B Task)
Mrs. Bowen let me teach the tech tool Motion Math: Hungry Fish
to one of the girls in my class who struggles in math. This game is a
basic addition game with different levels of difficulty. Students must
combine numbers until they equal the number on the fish. I began this
game at a lower level so that she could get use to the concept of
combining the bubbles. I knew that level twelve went up to numbers
through twenty, which is what the class has been learning. I think she
enjoyed the individual instruction outside of the classroom. However,
she did not perform very well. I dont know if it is because she was not
motivated to do her best or if she was struggling with the math
concept. She combined the bubbles until she got something correct.
Looking back at this activity, the app had a busy background, and the
bubbles constantly moved and floated. For a student struggling with
the concept, this was probably a great distraction. If I was to teach this
student a different tech tool, I would choose one that was simple and
unchanging so that she could focus on the math.

13. Complete the Teacher Interview: An Environment for

Learning. (A Task)

1. Describe how a typical lesson is organized. What is your role?

What is the students role?
Mrs. Bowen sees her role in the classroom as a facilitator.
She wants her students discovering the answers to their
questions on their own rather than going to her for everything.
She will give them what they need to be successful, and then it is
their responsibility to be an independent learner. The lessons
include a variety of activities, beginning with a number talk. They
will work with manipulatives like cubes, number fans, quick
images, and rekenreks. The whole group lesson follows which is
her time of guided instruction. Most days they will practice with a
partner. This is a time when she encourages her students to use
their new math vocabulary. At the end of the lesson, she brings
closure through questioning what they did and how they learned.
The closure is when she solidifies the math concept.
2. How do you decide how much time to provide learners to
explore a math task?
Each lesson varies on length, but it is always driven by her
observations of the students. If they are struggling, then she will
extend the time they spend on the concept. This is why she
monitors their work very closely throughout the lesson so that
she can make adjustments. Lessons on place value or finger
flashes normally take more time.
3. How does the way you have arranged the room affect the
students learning of mathematics?
Mrs. Bowen ensures that math is easily seen displayed in
the classroom and that her students have easy access to math
resources. On the right classroom wall, there is a calendar area,
which emphasizes math concepts and displays math vocabulary.
This area is only filled with math things so the students know to
turn their math caps on when they enter that space. Finally, the
students know where the math manipulatives, games, and books
are so that they are used and easily accessible.
4. How important do you think it is to use real contexts or
problem situations in teaching a math concept or skill? How do
you use context or situations to develop mathematical skills and
proficiency?

Mrs. Bowen realizes that it is essential for her students to

see math in real contexts. This means providing students with
real life situations involving math. If the students dont see math
as useful and valuable in those situations, they will have no
interest in learning math.
5. What do you do about the learner who says that he or she
doesnt like math or is anxious about doing math?
By making math an engaging and hands-on subject, a
negative attitude towards math can be prevented. She knows her
students love math games so she tries to use them and teach
using them in any way she can. By making math fun, her
students attitudes change, and it is beneficial for their learning.
6. Do learners ask questions or make conjectures during your
math instruction? Do you encourage this? How?
Mrs. Bowen encourages her students to ask questions and
engage in discussion. The class is expected to be listening to
each other. When a student shows good thinking by presenting
the concept in a different way, she tries to portray excitement
and encouragement so that her students want to continue. In
order for all of this to happen, Mrs. Bowen has to plan her time
very carefully so that there is enough time for adequate
discussion.
7. What do your learners do that helps you understand that they
are making sense of Math? How do you foster and encourage
those actions?
Mrs. Bowen is always observing her students to understand
what her students are learning and how they are progressing. She
does this as her students are practicing and as she is teaching.
She also has her students complete math journals to explain their
thinking concerning a specific topic. She incorporates time for her
students to share these as well.