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- Located in Amelia County
- Built in 1870,  but recently in 2007 was remodeled.
- In 2019, the school was operating as an accredited school.
- Amelia has 52% economically disadvantaged students and 48% economically stable students.
- 2.6% of the elementary school includes English Learners.
- In the school year 2018-2019, 697 students were enrolled with the following break down of ethnic groups:

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- There are 22 students in the classroom: 11 boys and 11 girls.
- The break down of the ethnic groups of the classroom includes 14 Caucasian, 5 African American, and 3 Mexican students.
- The class is labeled as gifted. Not all have the label of gifted, but fall at the same performance level.
- There are no students labeled with IEPs or special needs.
- The classroom works diligently together and shows class community.

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- TG is a Caucasian male.
- TG transferred into Amelia Elementary halfway through the second 9-weeks. Previously, TG lived in Montana.
- TG is not a behavior problem in the classroom during instruction, but often through transitions during the day. TG loses himself during transitions and will cause a behavior problem.
- TG is open to interaction in lessons. He shows strength in elaboration and explanation in his thinking.
- TG's favorite subject in school is reading. His favorite part of the day is independent reading time.
- TG brings lightness and laughter to the classroom.

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Work Sample and Conferencing with the Cooperating Teacher

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Work Sample and Conferencing with the Cooperating Teacher

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From the mathematics benchmark taken in February 2019, I noticed that my student, TG, struggled with planning and organizing multistep addition and subtraction word problems and then solving the problem. On number 8 in this work sample, my cooperating teacher and I discussed that TG used the method of subtracting across the paper without stacking the numbers. TG is a disorganized student, so this made his work and answers get jumbled up. On number 9, the question simply asked to add 2 numbers together. TG did not neatly put his work together, causing himself to lose his place. He also did not go back and check his work, causing himself to get the answer wrong. On number 10, TG did not fully go through the steps of the multistep problem. TG quickly went through and solved the first part and then moved on. TG again did not organize his work and go back and check his answer.

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Before my intervention, I interviewed TG to find the common error that was happening when he was trying to solve multistep word problems. I first asked TG if he knew what a multistep word problem was. TG did not have a set definition he could give me. I tried getting some kind of information on if he knew anything, so I asked him if he could possibly give me an example. He then told me that he believed maybe they had something to do with science. This showed me that the vocabulary while teaching these concepts was not touched on well enough for him to understand what to call what we were working on together. I then informed him that we were going to be working with Math word problems. I gave him a few problems to work on so I could examine how he worked through each problem. In the pictures below, you can see his work shown. I first asked him "Ashton has 44 pencils. She gave 16 to her brother. How many does Ashton have left?" TG answered 28. I asked him how he got this and he told me he subtracted 16 from 44. This first question was asked to see his understanding of a single step subtraction word problem to make sure this concrete understanding was in place before moving to the multistep process. I then asked "For the school bake sale, Carol made 30 cupcakes. If she sold 9 of them and made 28 more, how many cupcakes would she have now? He answered 49. I asked him how he got this and he explained that 9 cupcakes were taken away and then 28 were made again so he just took 9 away and added 28 more from that number. I then asked him my last question of the interview. The question was "Cole and Bryson went to Video Game Land. Cole won 152 tickets and Bryson won 84 tickets. They want to put their tickets together to get a toy monkey that costs 300 tickets. How many more tickets do they need?" TG told me 236 tickets. I asked him how he got that and he said that 152 and 84 make 236. This shows me that TG has the problem of knowing to go from adding to subtracting in multistep word problems.

Notes from the interview I took included:
- TG uses zeros as place holders when dealing with different number of numerals in mathematical problems.
- TG uses fingers to count up and down when solving problems.
- TG understands borrowing and regrouping problems.
- TG has some speech challenged. He stutters a lot when explaining his answers and takes him a while to explain his thinking.
- TG understands how to solve single step word problems and multistep subtraction to addition problems, but struggles in addition to subtraction multistep problems.
- TG does not go back and check his answers.

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- Concrete: The use of discrete mini teddy bear manipulatives to help solve the question being asked in the word problems.

- Semi-concrete: The sorting of word problem slips and solving the problems on the white board.

- Abstract: The use of exit tickets and post assessments when they choose not to use manipulatives.

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1. Conceptual Knowledge: The student will understand how to add and subtract in multiple steps to come up with a final answer.

2. Strategic Knowledge: The student will understand to organize and plan the steps to take to get to the end sum or difference.

3. Procedural Knowledge: The student will be flexible in solving multistep word problems in a variety of procedure skills.

4. Productive Disposition: The student will be able to connect word problems to problem solving in everyday life

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In this file, you will see the process of planning my intervention with TG. I list his error pattern within his conceptual knowledge, as well at the SOL we focus on to help with this skill. You will also see the breakdown of conceptual and procedural knowledge I planned to work with TG on. Throughout this IAADIM, you will see the add-in of application and real world connections with dispositions to the learning. From this planning tool, you can see an overview of the process taken to take intervention to TG's skills in solving multistep word problems.

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Motivation-
- Ask TG if he has ever had to problem solve with sharing things and then give an example. : ~ I want to buy enough pieces of chocolate for all my friends at my birthday party. If I have 13 friends that are girls and 7 friends that are boys. How many pieces of chocolate do I need to buy? ~
- Then have TG list off examples of using problem solving skills in life with a word problem.
Procedures-
-  Cup strategy: 1 cup labeled start, 1 cup labeled add, 1 cup labeled minus, and 1 cup labeled finish.
First, I will model a word problem moving through the cups with addition and subtraction.
Next, I will call out word problems that TG will have to decide which steps to take through the word problem. He will use jolly ranchers to physically move through the problem.
After each problem, TG will have to explain to me why he choose to uses the cups he did.
Then, TG will create his own problems to solve through and give me an explanation of his problem solving.
An exit ticket will be given at the end to show his understanding of single step problem solving of word problems.

TG received a 3/3 after day ones lesson.

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Motivation-
I will ask TG why it is important to sequence your thoughts in trying to explain something, or to write a paper. I will then tell a story of an out of order sequence. ~ I just ate breakfast and then I woke up.~ i will ask TG if this sequence makes sense and then explain to him that multistep word problems need to be solved in the correct order for the same reason you must tell a story in the right sequence.
Procedures-
First, I will have strips of a word problem cut into pieces for TG to sort and come up with the correct order of the problem. The order of the word problem must be placed in a order that makes sense to solve.
Then, we will discuss the parts of the word problem in order and what the problem is asking. If the student answers incorrect, I will ask him to read it again and we will work through together to discuss a better order of the problem.
After all the problems are in the correct order, the student will solve the word problems using mini bear manipulatives to count out the adding and subtracting parts.
At the end of the lesson, the student will complete an exit ticket to show me his understanding of multistep word problems.

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Day three:
Motivation-
I will explain to Tg that there are multiple interactive ways to solve problems rather than on paper just stacking the numbers. I will introduce a number line and discuss prior knowledge of what a number line is.
Procedures-
First, I will have a number line created out of sticky notes laid out on the floor. I will tell TG we will be jumping up and down to solve outr multistep word problems.
TG will move up and down the numebr line and explain his reasoning for moving either way to solve the problem.
I will call a few problems to TG to solve and will have a white board for him to use if he needs to also draw out his thinking.
After I have asked TG my word problem questions, I will have him create his own problems to problem solve through.
I will end this lesson with an exit ticket to allow him to show his understanding of solving multistep word problems.

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On the fourth day, I will be giving TG an assessment to use the skills we have worked on the past few days. I will give TG different manipulatives we have used to help him solve them if he would like. The assessment will show me the overall collected data for the lesson.

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In this document attached, you can see the growth TG made from his pre and post assessments that we focused on from the learning target. This intervention was successful.

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Overall, I think my IAADIM was a huge learning experience. Throughout my IAADIM I did multiple reviews to make sure I was getting every aspect I needed to have a successful IAADIM. I believe that this IAADIM includes some strengths, but also areas for growth from parts of confusion

For the students learning experiences, I think that in my future implications I could move into solving practical problems involving elapsed time in one-hour increments within a 12-hour period. The student has mastered working with adding word problems and subtracting numbers in word problems, including across 0 subtraction. I think that I could move onto adding in time and working on these problems because time is already a tough subject, so putting it into word problems I could work with breaking it down. If I assessed and saw the knowledge of general time was difficult to understand, l would start at step one with working with elapsed time.

I believe that one strength of my IAADIM was the creativity of the activities. From moving candy through the cups to complete the problem to using a human number line, my student really engaged in the activities. Within every session, he wanted to continue practicing math which isn’t always the case for him. I think that the human number line allowed TG to get up and move which allowed him to learn best. In my next IAADIM, I want to continue including this much creativity in my lessons. I worked hard on coming up with activities that would be interactive and different than the typical way to solve a word problem with pencil and paper. In my future lessons for IAADIM 2, I want to continue making new, fun ideas that tone in on the concept, but the information to be understood in a fun way.

I think another strength of my IAADIM was the overall flow and success rate. My student started off by not being able to tell me what a word problem was. At the end of each session, he got scores of 3/3 and completely understood the content to move to more complex problems. In my IAADIM 2, I want to take this into my implications of the lesson. I want to discuss what each part of the skill is and allow them to discuss everything they know before answering the questions. I want to allow them not only to answer questions I have made to know prior knowledge, but them tell me everything they know just by seeing the skill in a one-word statement.

I think that room for improvement could be put into my preparedness for IAADIM 2. I think that after this IAADIM I feel more confident going into the next one. I would like to have a skill that includes more tangible to break down next time too. In this IAADIM it was difficult to come up with ideas to break down and work with word problems, but I think I came out on top with the ideas. My CT wanted me to work on word problems, but I felt as there was only so much I could do. I had to focus on a lot of the conceptual knowledge rather than an error pattern. There wasn’t much consistency, so I had to start from the beginning of a single-step word problem and then work from there. I think another area for growth is the variety of students I interview and try to include in the lessons. For this IAADIM, I interviewed 2 students to involve. On the first day, one of my kids was getting pulled out all day for planned intervention. I got his interview done, but it was already a late start to the plan I had. Then, on other days he was out sick, so I could not work with him at all. I was able to include him in one of my sessions, but I did not get to work with him through any other lessons throughout the whole intervention plan. This caused me to have to take him out of the intervention plan. In the following IAADIM, I want to involve multiple students to have the ability to have many different student types to work with and hopefully have a higher percentage of student attendance for me.