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North Elementary-  Jackson R2 School District - 1st Grade

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Needs of Students off of the contextual factors.

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Needs of Students off of the contextual factors.

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Majority of students in this 1st grade classroom are below grade level. This tells me that there might be students who need extra help or differentiation in the classroom. For example - during my math lessons 2/3 students will come to me for extra help at the kidney table and 2/3 students will come to my mentor teaching while the students are during their independent work.

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Contextual Factors Impacting each lesson:

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Contextual Factors Impacting each lesson:

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Lesson 1:
My contextual factor chart showed that the majority of my students are below grade level. Students who are below grade or developmental level may not have as much background knowledge on addition and subtraction. I do have a few students who are right at or above grade level so those students may have an easier time with this lesson. Because of the different levels I will need to make sure to have plenty of differentiation as well as activities for my early finishers. I also have a few students that have problems focusing and sitting still. I can make accommodations for those students by having them sit closer to me on the carpet or to keep them engaged in the lesson by using/asking questions with their name.
Connections between contextual factors and pedagogical choices:
Students will work with several different types of unknown math stories. These math stories will be authentic where they can relate to them. (ex: Ms. Lockhart had 4 pieces of halloween candy and Sammy ate some. Now Ms. Lockhart has 1 piece of candy. How many pieces of candy did Sammy eat?). These questions will relate to real world experiences and will encourage the students to think critically. Students will show their knowledge of the content by concept development, problem sets, and exit tickets.

Lesson 2:
My contextual factor chart showed that the majority of my students are below grade level. Students who are below grade or developmental level may not have as much background knowledge on addition and subtraction. I do have a few students who are right at or above grade level so those students may have an easier time with this lesson. Because of the different levels I will need to make sure to have plenty of differentiation as well as activities for my early finishers. I also have a few students that have problems focusing and sitting still. I can make accommodations for those students by having them sit closer to me on the carpet or to keep them engaged in the lesson by using/asking questions with their name.
Connections between contextual factors and pedagogical choices:
Students will model 0 less and 1 less pictorially and as subtraction number sentences . The students will make a "rekenrek" bracelet where they can be hands-on as well as have a visual throughout this lesson. The questions and examples throughout the lesson will relate to real world experience and will encourage the Students to think critically. The students will show their knowledge of the content by concept development, problem sets, and exit tickets.

Lesson 3:
My contextual factor chart showed that the majority of my students are below grade level. Students who are below grade or developmental level may not have as much background knowledge on addition and subtraction. I do have a few students who are right at or above grade level so those students may have an easier time with this lesson. Because of the different levels I will need to make sure to have plenty of differentiation as well as activities for my early finishers. I also have a few students that have problems focusing and sitting still. I can make accommodations for those students by having them sit closer to me on the carpet or to keep them engaged in the lesson by using/asking questions with their name.
Connections between contextual factors and pedagogical choices:
Students will relate subtraction from 10 to corresponding decompositions. The students will use their "rekenrek" bracelet that they made in the previous lesson so they can be hands-on as well as have a visual throughout this lesson. The questions and examples throughout the lesson will relate to real world experience and will encourage the Students to think critically. The students will show their knowledge of the content by concept development, problem sets, and exit tickets.

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Lesson 1: The First grade student will solve math problems from unknown math stories with drawings with 100% participation and 80% accuracy (DOK 3)
Lesson 2: The first grade student will model 0 less and 1 less pictorial and as subtraction number sentences with 100% participation and 80% accuracy (DOK 3)
Lesson 3: The First Grade student will relate subtraction from 10 to corresponding decompositions with 100% participation and 80 % accuracy (DOK3).

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1.0A.1 Use addition and subtraction within 20 to solve word problem involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, eg., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

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Previous Learning Goal (Where were the students)?

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Previous Learning Goal (Where were the students)?

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The students will use previous knowledge that learned from previous units over addition word problems, number bonds, and number sentences. The students will use the acquired knowledge to help them progress through this new unit of math.

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The 1st grade Students will use their knowledge and experiences to work out subtraction word problems from unknown math stories while gaining a firm understanding of subtraction within 10.

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Students' prior knowledge of content/skill for each goal - What will the students need to know or do before they start the unit? (connect to objectives)

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Students' prior knowledge of content/skill for each goal - What will the students need to know or do before they start the unit? (connect to objectives)

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The students will need to know how to fill out a number bond, what the sign for subtraction is and what it means, and how to form a subtraction sentence before this unit begins.

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Probable obstacles for students' for objectives and why?

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Probable obstacles for students' for objectives and why?

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Since the majority of the students in the classroom are below level and struggle with math they have struggle with the content and then getting discouraged if they struggle.
Several students have had trouble with reading word sentences. Since this unit is based off of word problems that might be an obstacle as well.
A few students may need to be redirected throughout the lessons to make sure they are on task.

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Potential biases affecting instruction or assessment and plans for countering biases.

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Potential biases affecting instruction or assessment and plans for countering biases.

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Bias- Using students data against them (from pre assessment or even small group work)
Plan of action- Ensuring all students have the same opportunity to learn. As well as keeping the student data confidential.

Bias- assuming level of understanding from the pre-assessment
Plan of action - walk around to all students to make sure every student is understanding. Even the students who are advanced in math.

Bias-Picking favorites or calling on the student(s) who I know understand the concept
Plan of action- use popsicle sticks to call on students at random drawl.

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Pre-Assessment (baseline) list actual data for objectives 

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Pre-Assessment (baseline) list actual data for objectives 

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The 1st grade students will solve problems on a pretest by subtracting word problems from unknown math stories and students will also use strategies to gain a firm understanding of subtraction within 10 with 50% accuracy (DOK 3).

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Pre-Assessment analysis (needs of students)

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Pre-Assessment analysis (needs of students)

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There were a total of 5 questions on my pre assessment. 2 questions were worth 3 points a piece. 1 question with 2 points and 2 questions worth 1 point a piece. The students were assessed over the math standard(s) 1.0A.1 Use addition and subtraction within 20 to solve word problem involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, eg., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem and 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. The students struggled most with the number sentences and number bonds.

The average score for my class was a 49%.

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Lesson 1 Objective: The First grade student will solve math problems from unknown math stories with drawings with 100% participation and 80% accuracy (DOK 3)
Lesson 1: Standard: 1.0A.1 Use addition and subtraction within 20 to solve word problem involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, eg., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem

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The students will start with a carnival themed fluency practice. The students will use their carnival ticket to play bowling and will use their numbers of pins (what they started with, how many they talked down, what they have left) to make a number sentence. After their practice I will have the students come to the carpet where I will ask them unknown math stories and have them show me their work on their whiteboard.

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- Can someone give me a number to go into the math story?
- Can someone start a math story for me and tell me what number to start with>
- What number from our story goes into our "whole circle" of the number bond?
-Show me two different types of math drawings for question #1

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Lesson 2 objective: The first grade student will model 0 less and 1 less pictorial and as subtraction number sentences with 100% participation and 80% accuracy (DOK 3)
Lesson 2: Standard - 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

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Students will use their Rekenrek bracelet as a tool to help them visual the subtraction questions that are asked. (ex. t- how many beads do you have on your bracelet? s- 10!(5 red, 5 white)  t- now take away 1 bead, how many do you have now? s-9!). Once the students use the tool for the subtraction activity and get the hang of moving the beads I will then have them put their answer into number sentences.

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- Does it matter if which color bead you take away from your bracelet? Do you still get the same answer?
-Can you draw me a visual using circles to get your answer rather than using your rekenrek bracelet?
-What happens every time you subtract 0?

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Lesson 3 objective : The First Grade student will relate subtraction from 10 to corresponding decompositions with 100% participation and 80 % accuracy (DOK3).
Lesson 3 standard: 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

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The teacher will use beads and a pipe cleaner as a manipulative to show that her redenrek bracelet broke and no longer has 10 beads. I will ask the students how many beads I now have after my bracelet broke and how many they have on their bracelet? After discussing the students will tell me how many beads fell off my bracelet (ex started with 10 beads - now there is 6- I lost 4 beads). The students will be focusing on making number bonds and number sentences during this lesson. The students will push and hide beads on their own bracelet and then ask their partners how many are missing so they can complete their own number bond and sentence.

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- What number goes in your whole spot for your number bond?
- Are we subtracting or adding numbers on our bracelet?
- Do you and your partner have the same number of beads?
-How many beads would you have if you lost 3 beads?