Standard 5.NBT.7 Is the Academic State Standard Used in This Lesson

A1. Standard 5.NBT.7 Is the academic state standard used in this lesson. It states, “students should Add, Subtract, multiply, and divide decimals to the hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. In this standard dividing decimals is limited to a whole number dividend with a decimal divisor or a decimal dividend with a whole number divisor. Compare the value of the quotient on the basis of the values of the dividend and divisor.” The learning objective states, “Given a problem and a 10x10 graph, the student will be able to multiply tenths by tenths using concrete and pictorial representations with 80% accuracy.” This assessment coordinates with the objective and state standard by using a quiz where students multiply tenths by tenths using a 10x10 graph. The quiz itself uses multiple-choice, fill-in-the-blanks, and written explanations to show their comprehension. A2. Using several methods the quiz can determine students’ understanding of the topic. They use a 10x10 graph to aid in answering the first few questions. This shows rigor and its relation to the formal assessment. It provides teachers with an array of information and understanding in determining their students’ knowledge and comprehension of the objective. A3. Adhering to both the state standard and learning objective, the formative assessment provides adequate information for the teacher to determine progress and understanding on a topic. Once she gathers this information she then makes modifications to her upcoming lesson plans. She can also use this to determine her effectiveness on the approach to the lesson. B. upon reviewing the lesson plan and formative assessment I came to the conclusion that there are gaps in the lesson plans due to the fact that only 50% of the students passed. Even though the teacher used a modeling approach for her students and provided examples to work through as a class, it was lacking information on the students’ prior knowledge on the topic and information on how the topic could be applied in everyday life. These gaps could be contributing factors to why most of the students couldn’t explain why or how to multiply tenths by tenths equals hundredths. B1. When analyzing the information provided it shows that only about 55% of the class passed while around 45% failed the assessment. Even of those who passed, few could accurately explain how or why multiplying tenths by tenths equals hundredths. There is clearly a lesson gap in approach and knowledge of student comprehension in this lesson. Modifications should be made to better the success of her students’ understanding of the topic. C. After reviewing the student profiles, I saw that Michael is considered a gifted and talented student but often struggles to stay on task from lack of interest and motivation. Michael is considered underprivileged and it is hard for his teacher to reach his mom in hopes to set up a parent-teacher conference meeting about him not working to his potential. Another student is Maria who is also considered underprivileged. She is an English Learner and lives in a home with her parents, siblings, and grandmother. Her standardized test score was “approaching” and got a D on her last unit test. Marias’ mom is concerned for her grades but isn’t sure how to contact the school or teacher because she doesn’t speak English. The last student listed is Daniel. He is not considered a disadvantaged student, but he has an IEP for ADHD. His test results show “BASIC” on his standardized test and he failed his last unit test. Even with accommodations, he is falling behind academically. He has proactive parents and they are trying to set up a meeting with the homeroom teacher and Special education teacher to try to provide him with further assistance. C1. I can see some of the potential reasons why they have struggled on their formative test based on their student profiles. Michael’s score was a 75 on his quiz and seems to have put minimal effort into his written response. This suggests that there is a lack of interest and motivation from him. Scoring even lower Daniel got a 25 on his quiz. He didn’t write an answer at all on the last question. This suggests maybe he doesn’t understand or is lacking confidence in his ability to answer it. From his student profile, we know that he struggles with grade-level content. The components of this lesson may be a concept he still struggles with and will continue to do so until modifications can be made. D1. Addressing this lesson the following day, I would make accommodations to my approach to teaching the lesson. First I would reteach the lesson and add more audio and video representation. I could show short videos on applying the concepts to everyday life. I could provide visual representation with printouts for the students to refer to. Providing one on one instruction if applicable for students who need it because they struggle with the content would be beneficial. For those who are more hands-on learners, I could provide blocks to work with. Collaborative learning would be great as well, I can pair students together in groups mixed of strong content holders and those who struggle with content. During this small group work, I would be sure to walk around to each group and engage with them such as asking and answering questions to ensure everyone is on task and understanding the concept. D2. My lesson would differentiate based on the needs of each student. For Michael, I could ask him to come up with ways he could use these concepts in everyday life. He could provide me with a written or verbal response to keep him engaged. I could also pair him with Daniel who struggles to give Michael an opportunity to help and teach Daniel the concepts. These things could challenge Michael and keep him engaged. With Daniel, I could provide more one-on-one learning and provide a step-by-step instruction printout for him to have with him to help solve the problem. I could also allow for more time in completing his assignment. For Maria, I feel providing visual aids such as flashcards of vocabulary words with pictures on them would help to learn the vocabulary terms. If possible I could pair her with a bilingual student who understands the concepts in the pairing of small groups who could translate the work. D3. Given my own formative assessment on the topic, I would have the problems worked out as a whole class. They can use the whiteboard at the front or at their desks on their own whiteboards or papers. Giving them examples, we would work through each problem together. I would make sure to check everyone’s work making sure they understand the content. I could use video recording to go back to or take notes of the students’ understanding and check any gaps there may be. This would let me know if I needed to make any modifications to the lesson.