TED 663 Project Post 1

Over the course of the next few months, I will be posting on various Math topics in relation to a graduate class I am taking.

Project Overview
1. Who's classroom? and 2. Describe your relationship with the teacher.

During the Mathematical Leadership project, I will be working with the fifth grade teammate at my school. To maintain her privacy, here I will refer to her as Nichole. This year I have moved to fifth grade in a much smaller school than I am familiar with. The fifth grade team consists of myself and a first year teacher. Due to the smaller team size and the first year status of my teammate, I am the grade level chair this year. This is a new experience for me, but I look forward to using the opportunity to assist Nichole in implementing meaningful mathematics lessons for her students.

3. What instructional problems (math concepts) do their students have?

As it is the beginning of the year, we have not yet ascertained any particular problems or mathematical concept deficits. Nichole has noticed that her students are fluent in utilizing the lattice method for multiplication. She also noted they have a decent grasp on the traditional algorithm and know most of their math facts. There are a few students who will need remediation in this concept, however. Math concepts to be covered in 5th grade include multiplication (lattice and traditional, as well as using powers of 10), order of operations in equations, patterns in numbers (with a coordinate plane), adding and subtracting unlike fractions, and several more.

4. What types of approaches or instructional modifications might help?

Instructional approaches vary based on the topic of the lesson. In the case of the multiplication standards, teacher directed instruction is utilized for at-level instruction. Students who are not performing at grade level receive independent instruction during I.E. time as well as guided math groups. During IE, the focus is on skills the students are lacking in that may be unrelated to current standards. During guided math, the focus is on the strand or standards being currently taught while instruction is broken down more and/ or increased in cognitive expectations if necessary.

5. How will you measure student growth?

For each unit, students take a pre-assessment to determine their knowledge of the standards. The information is recorded and used in grouping students for guided math. During instruction, formative assessments in the form of exit tickets assist in knowing which students are progressing and who needs additional assistance. At the end of the unit, students take a post assessment to determine final growth and to allow teachers to plan for IE time in any standard that is not yet mastered.