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If students do not have the necessary vocabulary foundation to apply to mathematics principles we cannot expect them to have any success in their learning. I have aimed to make the lessons I give rich in the necessary vocabulary for application to the specific skills being taught on that day. In reflection across my lessons I did however recognize I never utilized word walls or vocabulary banks. I believe that my lessons could have been better received by the students had I foreseen that I was missing such a viable tool. In future lessons I will most definitely aim to create word-walls and word banks for my specific lessons. In addition, once I have my own classroom word-walls will surround various dedicated areas to specific subject matter. I look forward to creating a learning environment filled with key vocabulary terms for my students to easily access. I would rate myself a 2.75 in this specific area

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P4. Evidence of how I used Labeling of an Analog Clock Face.

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P4. Evidence of how I used Labeling of an Analog Clock Face.

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Here is a superb example of how I effectively utilized the various labels that can be applied to an analog clock face in order to accurately tell time. This example exert is from a lesson I gave on 3/11/19.

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P4. Evidence of how I used Example/Non-Example.

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P4. Evidence of how I used Example/Non-Example.

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Here is an example of how I utilized the Examples and Non-Examples to explicitly define and model for students the important pre-skill to telling time of recognizing which direction is clock-wise and which direction anti-clockwise or counter-clockwise. This was implemented in a lesson given on 2/19/19.

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P4. Evidence of how I used Identifying Characteristics during my Math Case Study.

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P4. Evidence of how I used Identifying Characteristics during my Math Case Study.

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Here is an example of a rule that I shared with students that identifies a characteristic of the hands on an analog clock that can help students recognize which hand is the hour hand and which hand is the minute hand this sample is from a math lesson I gave on

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Before this class I was not aware of the technical terminology of Concrete, Representational, and Abstract (CRA). However, it turned out that CRA was something I had been utilizing all along in working with students to promote learning of new skills. Gaining knowledge of CRA helped me to recognize the sometimes subtle yet important differences between these representations. I also gained a greater appreciation for the importance that we utilize all 3 representations in best practices for student learning. I will only continue to build my repertoire for CRA implementation as I continue writing lessons and instructing students at a higher frequency moving forward in my educational career. I would rate myself a solid 3.5 in this area.

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P3. Evidence of how I used a Representational Video during my Math Case Study. 

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P3. Evidence of how I used a Representational Video during my Math Case Study. 

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Here is a hyperlink to a YouTube video I utilized with my students during a lesson plan given on 3/11/2019.

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Genevieve Goings- "How Many Fives Around The Clock?" Official Video

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P3. Evidence of how I used Representational Pictures in my Math instruction.

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P3. Evidence of how I used Representational Pictures in my Math instruction.

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Here are pictures of a few of the representations used across my Math Case Study lessons to provide students with clarity through visuals

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P3. Evidence of how I used Concrete Manipulatives with students. 

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P3. Evidence of how I used Concrete Manipulatives with students. 

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Here is a picture of the learner clocks I utilized with my students across my Math Case Study as well as a picture of the teacher clock I used.