Research Team:
Cia Cooksey - TK Teacher at Roads Elementary Layla Bailey - Kindergarten Teacher at High Tech Elementary Chula Vista Madison Murillo- Kindergarten Teacher at High Elementary Explorer Adriana Navarro - 1st grade Teacher at Hawking STEAM 2 Charter Elementary, host teacher |
Content Goal: By the end of the lesson, the students will be able to feel comfortable enough to participate in math talks in some way (verbal or non-verbal). They will be able to see dots within a ten frame, and count (in some way) how many dots there are (counting on, addition, subtraction, etc.).
Content Standards: CCSS.MATH.CONTENT.1.OA.C.5 -Relate counting to addition and subtraction. CCSS.MATH.CONTENT.1.OA.C.6 -Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. MP2 - Reason abstractly and quantitatively. MP3 - Construct viable arguments and critique the reasoning of others. MP5 - Use appropriate tools strategically. |
From Our Research:
Based of our research we decided to implement a number talk in our lesson to give students agency to work with mathematical strategies. Through our research we learned that students learn math the best when they are able to explore math on their own and have an open-ended question, a number talks presented that opportunity for students. In our lesson we wanted to have a whole group discussion so students could learn from each other their different strategies. Based on our research we decided to include a anchor chart in our discussion. We learned that anchor charts although originally used for literacy lessons could be powerfully used during mathematic lessons. |
Our Hope: As educators of very young students, our main focus as teachers was discovering how we can create class environments where students could learn from each other. We wanted to make sure that as teachers we were setting up practices and routines that were student centered and set all students up for success. As a group we decided to have a math content focus and planned lesson based off of our research. The focal point of the lesson included a dot talk, students did their own math exploration and afterwards had an opportunity to share their strategies.
Students had nonverbal opportunities for response and show they are on task and listening. During their work time students talked to each other and had a variety of manipulatives and tools at their tables to create a strategy which explained their thinking. The whole group discussion with an anchor chart was really important to our lesson and our main source of data to analyze whether students empathetic learning. At the end of the lesson students posted a post-it with their name on the strategy they did or wanted to try next time. |
Focus Student 1 FS1 is an EL and participates minimally, also struggles during independent math time. Assets: FS1 likes to work with his table team, he sometimes becomes distracted and won’t have enough time to finish his work in class. I learned he only speaks Spanish at home and just learned English in kindergarten last year. He knows how to identify numbers really well and can excel in his math work when someone works alongside him. FS1 said he likes math because he likes learning about numbers but he doesn’t do any math at home. Goals: FS1 will learn how to work independently and become confident in his work. Student work |
Focus Student 2 FS2 is an EL and has a speech IEP. Struggles with grasping concepts in math. Assets: FS2 likes to share out most of the time during lessons. He is a very bright student who likes math. I learned he is very proud of himself when he is the first to finish his work. FS2 works hard during independent math time but will usually need to go back and check his work. He has difficulty managing and comprehending numbers, most numbers are written backwards. He likes to think "outside the box" and will sometimes miss the strategy we are learning. Goals: FS2 will continue to be successful in math and become a leader to help others. |
Observations: Lesson Intro: Mirroring: 14-15 on task: 87.5-94% Participation of 1st thumb check-in: 14, 87.5% 2nd thumb check-in: 100% Independent work time: 1 student off task whole time, others on task for 98% of the time Discussions at tables: "Like a white paper for the board?" "All these are 10!" "Who needs more dots?” "I see ten." "Ah I made a mistake, that's okay" "Who needs red?" "I didn’t have enough dots so I drew the rest" "Seven red!" “7+3= 10” “I know the answer" “I can help you" “8+2 and 7+3 = 10” Group Discussion: FS2 interacted with another student's strategy "OH! What!" and made a connection symbol. Three hands up to share at beginning. Connection symbols made after a student shared their strategy. 6 hands for volunteering after the third strategy was shared. Toward end 2 students began talking. |