Alicia Govannicci Dr. Bulgar Mrs. Mulshine Field Report 2 February 27, 2013 In the Mrs.

Mulshines second grade classroom, the students just finished learning patterns and are now moving on to learn number patterns. In her lesson, she said she hopes the students will be able to tell a number fewer and a number more than the number given. They will only be working with numbers 1-20. For example, if the number given is 11 then the number fewer would be 10 and a number more would be 12. She hopes that they will also be able to tell a number two more and a number two fewer than the number given. For example, if the number given is 8 then 2 fewer would be 6 and two more would be 10. Her source for the lesson is Envision Math, which is provided by the district for her to use. Envision Math includes entire outlined lessons, including videos and packets of worksheets for each lesson. She planned her lesson based off of Envision Math. To start her lesson she plans on showing a video clip that is a tutorial on more and fewer. She stops the video often to ask the students questions and give them examples to make sure that they are understanding the material. After that, she will hand out red and yellow round counters (about the size of a quarter each). She will tell a story about how she will invite people to her party and, using the counters, the students will have to figure out how many people will be at her party. For example, she will say that she invited 13 people to her party, but one more person showed up

to the party, so how many people were at the party? They will solve the problem by using the counters. She will then give the students a packet of problems to have them practice what they have just learned, and she will use the packets to assess the students. If students complete the packet she will give them an enrichment worksheet to challenge them. The students desks are organized in groups of four or five, so I chose to focus on a group of four students during this lesson. Two of the students in the group worked together and two worked by themselves. One of the students that was working alone in the group finished the packet with no problem. She solved the problems in her head. She demonstrated that she could do mental math. I saw her show no work, but she got them all correct. She gave her packet to the teacher and the teacher checked it and then gave her a more difficult, enrichment worksheet to complete. She asked for my help several times while doing that worksheet, but never looked to any of her group members for help. The other student that was working independently was off task and then on task throughout the lesson. When the teacher was teaching the lesson he was fiddling with something in his desk. When he was supposed to work on the packet he answered a problem and then he began walking around the room and talking to peers from other groups (not about math). He was told to sit down and he did, and he answered another problem from the packet. Directly after answering that he began to doodle on his desk. It was interesting how this student kept solving a problem and then getting distracted because he knew the material and was getting the problems correct. The two students at the table that worked together worked very nicely. The one student was

struggling with finding the number or two numbers fewer. The other student understood how to find the number fewer and explained to the other student how to find the answer by using a number line. Each student has a number line taped to his or her desk, so that is what they used. This student clearly knew how to read a number line and connected that knowledge to solving the fewer and more problems. The other student then understood, with the help of the number line. They both then used the number line to help them solve the problems together. The student that was struggling without the help of the timeline at first, suddenly realized that if it said fewer you could subtract and if it said more you could add. The other student got excited at her partners discovery and they both then started using that strategy to solve the problems. These two students worked well together because they shared ideas and accepted and used each others ideas. The lesson went according plan. When the teacher reflected on this lesson, she felt that most students understood finding the number more, but had trouble finding the number fewer than the given number. She thought that the majority of the students met the objective of her lesson, but there are a few that were struggling that she noticed when they were working on the packets. She said she will have to focus on them more next class. Next class, she said she will review this material until she is sure that each student understands it. Her next lesson is counting by 10s to 100. A change that she said she would like to make for next year is to break the lesson into two parts and teach it in two days. One day she will focus on a number or 2 more than the given number, and the next day she will focus on a number or 2 fewer

than the given number. She believes that if she breaks it down like this it will be easier for the students to understand.