Math Observations

Kindergarten maths Observations Mrs. moth miller, Antelope Elementary, Kindergarten Observed Wednes solar day (900am-1030am) 3/27/13 Classroom rotation- children went from wizard room to the next for separate subjects, also distributively assemblage of kids had been evaluated and stick into advanced, moderate, and standard directs. This was also known as 3rd level, 2nd level, and initiatory level kids. Advanced Group- 3rd level kids Classroom was bound up into deuce-ace separate concourse tables. Kids would move from control table to get table to slay different maths activities.Before starting their concourses the instructor prototypic-year went thru math skills they had learned the previous week (adding the dots on a deuce viewd domino). past the t individu exclusivelyyer went on to this weeks concept (adding objects). She thus read a story to the highest degree a girl and a boy that wanted to see how legion(predicate) magnets they had unitedly. The girl ha d 3 scandalous magnets and the boy had 2 pot magnets. She hence had the children add up (count) the tote up amount of magnets on the board. She accordingly asked what they image the math chore would be. They retell 3+2= 5.She past asked if any pupils had silent why it was that and entirely concludeed with either the sign language symbol for I understand or yes. Group 1- Played a version of math bingo. Used math problems to risk what military issue to put in that location chip on. The answer to that answer was where there chip was thus situated. This game continued until all red-bloodeds were filled. This group was assisted by Mrs. Joyce (a. k. a t individuallyers assistant). When kids began to struggle with problems for archetype standardised 3+4, the assistant slowed big bucks the game and nettle indisputable each student lived that 3+4 was 7 and then to place their chip on seven.Group 2- This group was with the teacher. This group worked through a works heet paper with their teacher. The kickoff side of the worksheet was about counting coins. Mrs. moth miller first asked them the name of the coin (ex. Nickel). The children answered nickel. She then asked what the value of the coin was (ex. Nickel= 5cents). The children answered 5. She then asked the children to count by fives for each coin. She then asked the children if the answer was 15 cents or $15. They answered 15 cents.Example problem (three nickels) 51015 = 15 cents The endorse side of the work sheet was sketch what the story was saying as first a picture, or a visual, and then as an equation. Mrs. Miller first read the story. then the students went thru drawing the picture with the teacher. Example problem Tanya has 2 red balloons and 1 yellow balloon draw the picture. Mrs. Miller then asked the students what the problem would look bid. The students answered 2+1= 3. She then do sure that each student unders withald and had the correct answer before proceeding to th e next problem.Example problem Jamal has 3 blue fledges and 2 squirt squares, draw the picture. Mrs. Miller then asked the students what the problem would look like. The students answered 3+2= 5. She then do sure once again that each student comprehended the problem and why it was 3+2= 5. After about 15-20 minutes the groups switched and rotated to the other table. At 1030 the children lined up at the door and went ski binding to their homerooms for snack. (end of observations) Summary/ Reactions Mrs. Miller, Antelope Elementary, Kindergarten I enjoyed discover this clanroom over all.I in truth desire the appearance her schoolroom had been site up with not unsloped desks in a row scarce the students were assigned tables and then they also had an assigned seat on the carpet. I was pleasantly surprised at the level of math the students were able to complete and comprehend. I construeed in the back of my head what I had originally thought kindergarten was and remembered only learning my alphabet and finger painting. I really liked that the students had been assessed into different levels of cellular inclusion and was glad to see that most of them succeeded more(prenominal) in the segregated math environments.I also liked that their math epoch had been break out into both subgroups. I restrain that this helped the students get a break from the humdrum of doing the same math problems over and over by also allowing them to mend on some of their other math skills simultaneously. There were a hardly a(prenominal) differences within each group level that I would like to mete out also. frontmost I would like to talk about my reactions to the level three students. My sign reaction to the students was that they were all precise foc employ mildly be hold backd kids for kindergarteners.The students had no problem and very looked like they enjoyed playing the Math Bingo. I observe Mrs. Joyce did not have to help them as practically(prenominal ) with adding the poetry together and seemed to compute the answers quite quickly. When the students were in the second group with Mrs. Miller they were asked more difficult questions such as the three figure problem (menti adeptd in observations). I was surprised to see that most of the students had no problem drawing and opus out the problem even though an additional factor had been added.Then when they moved on to counting the coins I liked that majority of the students could recognize the coin, the value of the coin, and then by victimisation its amount counting up to find how ofttimes money they had. Over all, this group definitely showed they were advanced. conterminous I would like to talk about my reactions to the level two students. My sign reaction to the students was that they were a critical less reduceed but comprehension wise were still fairly up there. I liked that the group activity had changed for group number one from math bingo to a more practice oriented group. I did notice that Mrs.Joyce had to help a few students in setting up their number in rows and would have liked to see her maybe show the students first how to put the verse in rows. In Mrs. Millers group, or group number two, I noticed she didnt really focus on the writing of the problems to match the stories. I noticed that the kids didnt understand as much as the previous level why they got there answer as much as what their picture looked like. And then when the students went thru the coin side of the work sheet I thought that a few students answered more ofttimes first and then the other students would copy there answer.Over all, this group was slenderly less advanced but also above the average kindergartener. in the end I would like to talk about my reactions to the level one students. My initial reaction to the students was that they were definitely a lot more easily conf go for by the set up of the room and each other. I did like that Mrs. Miller went through the numbers 1-30 on flashcards with this group and that when they began to struggle she slowed down and went thru them again before starting the groups. I will definitely consider this strategy in my crystallizeroom. I appreciated when Mrs.Joyce took the time to show the students what their numbers should look like when in order by writing them on the board. This was a wide reference and I noticed majority of the students used it as such. I noticed though with this group, more than the give way group, Mrs. Joyce helped he students find each number instead of letting them find them on their own. I assumed that maybe she was just trying to save time. In group number one with Mrs. Miller I noticed the students would dope off focus much easier and found coming up the answer much more difficult.I especially noticed that at one point on the front of the work sheet students were mostly blurting out guesses not essential thoughts. I would have liked to have scene maybe a break at this time to go back and explain why the answers were what they were, but I understand at the same time that the groups were on a time schedule. On the back of the work sheet I noticed majority of the students struggled when asked what the coins were even though examples of the same coins had been placed on the board. I would have probably reminded them of the pictures on the board.Over all, this group was definitely unforced to learn, but lost focus the most often. In conclusion, observing this kindergarten class has really changed my outlook on what I used to think kindergarten was. I am now more willing to consider this grade level as a possible career. I saw a few things I would have maybe done differently, but over all my observations of Mrs. Millers kindergarten class were mostly positive and rewarding fuck off wise as well. Third figure Math Observations Mrs. Shaffer, Metteer Elementary, Third Grade Observed Thursday ( 1000am- 1100am) 3/28/13 Classroom setupThe desks were set up in groups of two. Each group had been strategically placed there because of their willingness to volunteer or the lack there of. For instance a student that answered questions a lot would be placed with another student that didnt volunteer so much so as to make that student more willing to raise their march on and participate in discussion. The classroom was covered in inspiring posters and clarified art work do from each student. There was also a wall dedicated to the highest scored English tests. There were a set of classroom Dos and Donts on the wall.Examples guard unattackable choices, Make the teacher happy, and Fallow direction quickly. Each rule had a sight signal. For example make good choices is taking your pointer finger and pointing to the side of your head. After the teacher went through each rule she then had each student teach it to their neighbor. There was a wall with small come outes on it with each students desk number on each and in each pouch was a green, ye llow, and red card. When a student talked out of plow or was not fallowing directions the student was then instructed by the teacher to go turn their card or switch their card from green to yellow or from yellow to red.On the board there was a run into system set for when the class as a group were not on task or not fallowing directions. If the students were too loud they got a attain make on the frowny face side, and if they quieted down and got focused again they received a tally mark on the smiley side. At the end of the day the tally marks were added up and if they had more smileys then frownys they got extra recess that week. Math The teacher began by spill back over 8ths. She drew a square on the board and asked the class how many individual squares made a whole square.The students replied by saying 16 squares. She then prove the whole square in half and asked the students how many squares made up one half of the whole square. The students answered by saying 8 squares. T he teacher then cut one half the whole square in half and asked the students how many squares equaled one quarter of a whole square. The students answered by saying 4 squares. The teacher then cut one fourth of the whole square in half and asked the students how many squares make up one 8th of the whole square. The students answered by saying 2 squares.Then the teacher asked how many eighths would fit in the whole square. The students replied by saying 8. The students were then told to get out there small square eighth work sheets. The work sheets were about eight square control grids on a piece of paper. On each grid the students were instructed to creatively shop up the grid into sections so that it had eight equal parts, or eight eighths. Then after they had finished their mini squares they were instructed to trade them with their neighbor and grade each other on if they completed the assignment correct as it had been assigned.Then when their squares had been approved, they we re then supposed to choose one square they thought looked the best and make draw that mini square pattern onto a bigger square grid. The teacher then made sure that each student understood that the squares extremityed to all be tincted a different color so they would over lap and that they wrote one eighth on their pages as well. Summaries/Reactions Mrs. Shaffer, Metteer Elementary, third grade. When I first arrived at the classroom, the students were already starting the day out to a rough start. Mrs.Shaffer was apparently not content in the way they had liberty chited to the classroom after recess and had the students walk all the way back to the line up on the play ground and walk back to the classroom again. Although the students slipped up a bit the first time when they had to actually go back and walk it again, I noticed a significant change in their attitudes and their level of focus. Once in the classroom, the students level of attentiveness went down again but it was mo stly because they had a spic-and-span distraction in the room, me. The teacher started way out through the class rules and the hand signals with the students.I noticed that they really enjoyed sharing with their neighbors what they knew and I feel like this uncomplicated activity helped them to better know their class mates and grow as group partners. Then the teacher began asking the students their fractions for eighths and writing the answers on the board. I noticed that not e very student was completely paying upkeep or answering the questions as much as other students. I would have liked to have seen the teacher maybe redirect the focus of the whole class as she had done previously in the day, just to continue with consistency.Then the teacher had the students break off into their groups and finish their mini grid papers. I noticed with some of the groups the students were really excited to show their neighbors their squares and had subtle creativity in their designs. The o nly thing that I noticed did overhaul with a few of the groups was that they started to act as though the appraisal of whose square was the best was more important than actually completing the assignment. But when the students reached too loud of a level of noise, the teacher put a tally on the board on the frowny side and the students refocused.Then the students that were finished with the mini squares were then instructed to redraw their favorite design on the larger grid square that would be shown at their open house. I really liked that the students made it a point to make their fractions very personal and neat. I then made it a point for myself to ask each student why they chose the colourise they did. Most students replied that the colors they chose were their favorite colors. One boy said that he chose the colors brown, green, grey, and black because it made his fraction look like camouflage print. All in all I had a really great experience while observing in Mrs.Shaffers classroom. Her techniques and her instruction were very unique and different. I hope to visit and or observe her class again someday. Sixth Grade Math Observations Mr. Smith, Metteer Elementary, Sixth Grade. Observed Tuesday (930am-1030am) 3/26/13 Classroom setup The classroom had its own computers, two wipe boards, and a profession board. The Job Board included little pouches with each childs name on them and included job such as Lunch Helpers, Paper Gatherer, Desk Straitener, Mad Minute Man, electronic computer Monitor, Clean up Foreman, and Phone Person. On the walls there were several posters.The first one was a poster titled How to write a good paper. It had four colored circles on it. There was one green dispense with write your topic, one yellow for slow down and give reason, one red for stop and explain, and finally another green for go back and restate your topic. The next poster was a transition poster that had scads of helpful transitions sentences for the students t o use as a reference. The next poster was an Editors tag Poster. It had signs such as the paragraph sign, . The students desks were all together in a hollow box shape with two desk partners in the center.Math That day Mr. Gappa was having the students build a mummy tomb out of banana and Apple boxes. He first asked the students how they should start. They started by finding the area of the banana Boxes (Banana 10 ? 20 = 200 inches squared). Then he asked them what they should do next. They replied that they should find out how many boxes and fit in their tomb space. Mr. Gappa then measurable each dimension of the corner of the room where the tomb would be placed. breakwater one was 100in long and 110in tall. Wall two was 160in long and 110in tall.He then asked the students what they noticed about the dimensions of the banana and apple boxes compared to the dimensions of the walls. They replied that the banana boxes and the apple boxes dimensions were factors of the wall dimensi ons. Then he asked what they should consider next. They replied that they didnt know how many columns they still needed. Mr. Gappa told them that they would need two columns, but then asked how many boxes it would take to make the columns development the apple boxes (Apple 20 tall). The students then started to write down all the info on the board. Then Mr.Gappa went around the room making sure each student understood their data for the tomb building. For their final blue prints they were to use graph paper, making sure that there boxes were equal to at least(prenominal) two squares on the graph paper. Mr. Gappa then made it clear that he wants all the blue prints to be neat and colorful because they were going to be submitted to the Pharaoh contractor. For each wall the students then went about figuring out how many boxes they would need using the formula, area= length? width. When they had finished with their walls, they all pull together at the front of the classroom and went back over the data with Mr.Gappa. Mr. Gappa then went around the room making sure that each student was using lots of color on their blue prints and were making sure they were very neat. He then mentioned a real life situational fact to the kids that they were going to be like little construction workers when they begin building the tomb. Summaries/Reactions First of all I would like to begin by saying how much I really liked the set up of the room. The kids were close copious together for quiet discussion during tasks but also when out of their lay had plenty of room to move throughout the classroom.This class was also the quietest sixth grade class Ive ever seen. Even Mr. Gappa spoke piano when giving direction to make sure that each student had to comprehend very closely just to hear what he said, I some didnt even hear what he said. Next I would like to discuss the math. I really liked that Mr. Gappa had taken the time to hold a math project for all the kids that used al l the math skills they had learned during the year to help in the making of a mummy tomb which was also a part of their history lesson that week.I liked that when going over the data Mr. Gappa didnt just give the students the answers but made them figure them out on their own. This to me showed the true attentiveness and memorization skills that the students had obtained that year. The last thing I liked was the student teacher relationship that Mr. Gappa had with all his students. He was serious when he needed to and the students switched modes as well and rightfully respected him as an authority. Yet at other times he could laugh and joke with the students about how the music that he played was really old.He also reminded me of the High School teacher Mr. Null in the sniff out that he called all the pretty girls fat and ugly, as to not let them get an ego in his class. All in all, I truly enjoyed observing this class. Their attentiveness to direction and the bond that they had w ith their teacher was to me very insightful. I will definitely consider using some of his teacher technics in my own classroom someday and hope to go back and observe his classroom someday as well.