it. Organize your responses to the following questions in a chart/table form similar to the one below. Gets it Has some good ideas, but… Does not get it Student A Student B Student C Student D Student E Student F a. Understands… When to regroup when adding and subtracting and the process of using the manipulatives. How to use the manipulatives to regroup when adding and subtracting. This student understands how to do the procedures with the manipulatives and when and why to regroup and “trade” a ten for ten ones. n/a How do regroup the procedural way. n/a b. Confused about… Using the pictures on the subtraction worksheet to check his answers. Nothing. Taking each problem step by step and following the whole problem through. She gets very distracted and then loses her place in the process. n/a The purpose of the maps to solve the problem. She wanted to do the math in her head but kept getting the wrong answer. n/a c. Questions to ask to clarify what I know I would ask him what the first and last things to do when solving a problem are (Checking the sign and checking your work). On problems 3, 4, I also have this student check her work to make sure she got the right answer. Careless mistakes were the only things that kept her I would work through the problems with this student in order to help her focus, and I would have her explain each step to me as she did it until she got n/a I have her use the mat to check all her answers, and when she got the right answer using the n/a
5, and 6 on the addition worksheet and problems 3, 5, and 6 on the subtraction worksheet this student had to change his answers due to careless mistakes. from getting the right answers. She was a quick worker and was able to work ahead of her peers. the correct answer. mat she would begin to realize that the math in her head was incorrect. d. Ideas to work on next Being able to solve the problems mentally using the same concepts used with the manipulatives. I worked with this student during indoor recess on three digit addition and subtraction problems, so I think that those type problems with one step regrouping would be good for this student to try on her own. I would perhaps make a step by step guide to help this student stay on track. I think once she learns how to focus she will be able to master this procedure. She knows the steps and how to do it; she just cannot do it herself without guidance, because she gets distracted. n/a This student really needs to work on having a positive attitude toward the activity and trying to do it rather than just not wanting to. She also needs to focus on checking the signs first and taking her time on the problem. n/a B. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why you made them. Be thorough and specific in your descriptions. The main difference between my lesson plans and the actual lesson was the size of the groups. When I planned the lesson, my cooperating teacher and I had initially decided that I would work in small groups to do this lesson. When it came time for me to do the lesson, however, she asked that I work one-on-one with the struggling students. My lesson was also pushed to the very end of