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First, the students were working on a worksheet on centered on addition and subtraction. The teacher was monitoring students by walking by, occasionally stopping to talk through a question or discuss something with students. Following this segment ending, students got on their HP laptops. The nice part about this what that they had touch screens and the students could type on. A lot of the students seemed to prefer typing in this method and were much quicker that way.

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-The content being taught was all about math lessons; different forms of numbers, manipulating numbers, etc. One way in which this was taught, was by using tes.com, a math website that is geared towards interaction. Outside of the realm of tes.com, the students were given a worksheet (second worksheet) to reinforce their numbers lesson. The worksheet seemed interactive, it had 'levels' as well as options for which question to answer, however once the laptops were put away, the students almost checked out of what they were doing. Because the laptops were closed, the student I was with was beginning to space out due to a lack of interest in the worksheet.

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The students worked on a math worksheet that had both problems that were well in their capability, but also a few that were challenging. This allowed the teacher to better assess the students content knowledge, and to evaluate where they were in their learning.

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Content:
Students were working with place value and rounding of larger numbers, those in the 100000s.

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The use of computers allowed for the students to be more excited and interested in the content they were learning. Through the computers, the students are learning both the content, math, and how to use a computer and how to type (basic skills necessary to live in the 21st century. The students were extremely patient with the computers in putting the username/password in and following directions. The teacher rewarded those who were patient with the technology. The technology that the students used was the HP pro laptop, using the blendspace program. The laptops were touch screen and the program featured lessons about the math.

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Technology:
Students are using computers, but have basically no typing skills.

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When a student was frustrated, she was able to help the student in a way that wasn't giving him the answer, but rather asking questions to lead his mind in the right direction. She was also appropriate in her application of praise or motivation to help the student not become discouraged.

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The computers were a touch screen, so students could engage with the programs/websites by touching the screen and interacting that way.

Students were individually working on worksheets that included writing numbers in standard form, word form, and expanded form.

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Pedagogy:
The students were given tiered assignments to work on. There were at least level 1, 2, 3 questions and students got level 1/2 worksheets and level 2/3 worksheets.

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-Students were given worksheets subjected around adding and subtracting word problems.
-Students were given the ability to log in to comp on their own during teachers instructions on the smart board
-Brain Binders
-As teacher went around the room, she asked how students came to the answers they concluded on their own.

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The teacher modeled how to use the website on her computer on projected the screen on the board so the students could follow along.

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The students did many math activities on paper, and were given a certain amount of time to complete the activities. They weren't very engaged in the worksheets, many of them didn't even complete the worksheet.
The teacher demonstrated on the projector how to get to and login to the website they'll be using for class in the future. The students were able to access this website using HP Probooks that the teacher had given them. The students weren't very good at typing on them, but they definitely were familiar with using them.

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With the technology, the students that I was with for the most part, seemed familiar with it. The teacher wrote important information on the board for them to see and follow since each student works at a different pace. The content was appropriate for their age. They worked on math while we were there and they had about 15-20 minutes to do each worksheet. The teacher would walk around the room and make sure the students were staying on task and knew what they were doing.

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When we arrived, the students were working on a worksheet focused on adding and subtracting to one million. The teacher constantly walked around the room and asked the students questions to help guide them in their thinking to reach the answer. She gave a 10 and 5 minute warning. Everyone had an HP laptop that could be used as a touch screen or with a mouse. It took awhile for the students to type in the web address, username and password.

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The Special Ed. teacher pulled students aside one by one to evaluate students on their math skills, without being too distributive to the students current lesson. She used an online program for this evaluation. (Tec)

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They were engaged in the math worksheet which was over place value and included word problems. The students worked on math while the teacher walked around the room and assisted students individually. They were very excited to use their HP Books. However, the directions the teacher gave them were very extensive so you could potentially run in to the problem of the activity being too time consuming.