5, and 6 on the from getting the correct mat she addition the right answer. would worksheet and answers. She begin to problems 3, 5, was a quick realize that and 6 on the worker and the math in subtraction was able to her head worksheet this work ahead of was student had to her peers. incorrect. change his answers due to careless mistakes. d. Ideas to Being able to I worked with I would n/a This n/a work on next solve the this student perhaps make student problems during indoor a step by step really mentally using recess on three guide to help needs to the same digit addition this student work on concepts used and stay on track. I having a with the subtraction think once she positive manipulatives. problems, so I learns how to attitude think that focus she will toward the those type be able to activity problems with master this and trying one step procedure. to do it regrouping She knows the rather than would be good steps and how just not for this to do it; she wanting to. student to try just cannot do She also on her own. it herself needs to without focus on guidance, checking because she the signs gets first and distracted. taking her time on the problem. 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
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
regrouping-lesson-plan-2.docx