Northern State University

Student Teaching Experience

Teacher Work Sample
Candidate Name: Madison Norris

Candidate Website Address: missmadisonnorris.weebly.com

Candidate ID Number:

Name of School where data O.M Tiffany

was collected:

Subject/Content Area: Math

Grade Level: 1st

Date Submitted: 3/6/21

1. Conceptual Framework Goal Statement, Action Plan, and Reflection: 

a. Identify the Framework Category to which your goal aligns:

Knowledge of Pedagogy

b. Identify the specific Category Outcome you will use to determine your goal:

Classroom Management and Organization

c. Based on the outcome you selected, write a specific goal for this experience. After your
goal statement, provide a brief narrative explaining the reasons as to why you chose this
goal.

After completing my elementary student teaching experience I will understand how to properly manage and
organize a classroom to promote successful learning outcomes.

I chose this to be my goal during student teaching because I have learned many different classroom
management strategies in my courses. However, I don’t feel like I know how to properly apply these strategies
to a real classroom setting. I know that by observing my cooperating teacher and practicing these strategies
they will become more natural and effective. Classroom management is extremely important to creating a
successful classroom environment. Classroom procedures and routines can really set the groundwork for a
great classroom environment.

d. Describe the action plan (steps/strategies and resources) required to accomplish this
goal:
First, I will consider all of the strategies that I have learned in my courses through my college education. Then I
will observe my cooperating teacher while she teaches her lessons. By observing I will be able to see how she
interacts with the students individually and as a whole group. I will be able to learn her callbacks, instruction,
routines, and procedures.

I will take continuous notes throughout my observation period and keep them in a journal for future reference.
In my journal I will document my different experiences with various classroom management techniques. I will
also try different management techniques with individual students and the whole class. This way I can write
about the experiences that went well and didn’t go as well as I thought. Then I can brainstorm what I could do
differently in the future.

Then as I gradually take over different sections of the school day I can work on applying these strategies. I will
monitor my progress on my goal by reflecting on the lesson and talking with my cooperating teacher. During
my official lessons observed by my university supervisor I will also have her input. By the end of my student
teaching I hope classroom management strategies will come naturally to me.

e. Reflect on your progress/growth toward achieving this goal:

I have grown tremendously towards my goal of correctly managing and organizing a classroom. I feel like I
made the biggest leaps towards my goal by solely observing my cooperating teacher. She did a great job of
motivating her students by the way she managed. She had an amazing coin system to reward good behavior
in the classroom. This really motivated the students to try and get these coins throughout the lesson. My
cooperating teacher also did a great job modeling how to interact with students to get the behavior outcomes
that create a successful learning environment.

I think I did a great job of managing the classroom using the techniques I had observed. I did well utilizing her
coin system during the lessons. I also made sure to have positive reinforcement with the students. I created
well organized lessons that kept the students engaged. I made sure to understand the students actions to
decide how to move forward with instruction. When they would start to get silly, I understood it was time to
move on to the next activity. I would lead the students through lessons and activities at a pace that built on
skills they had already developed.

My journal throughout the semester was very helpful. I would make sure to take note while I was observing my
cooperating teachers actions. I would note strategies that worked well and made sure to incorporate them into
my lessons. While I was incorporating the strategies I would also make sure to note the techniques that worked
well and ones that could be improved. It was very helpful to have this to look back upon and reflect on my
interactions with students. What would work one day, maybe wouldn’t work another. I realized that classroom
management and organization is important skills that I will continue to develop.

Contextual Factors

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students

(All subcategories listed in this box are required.)
Students’ grade and developmental levels; the age range
of students; the content area being taught; any other
factors that are pertinent to understanding your class
assignment
First grade, There are 16 students, 8 girls and 8 boys.
There are five students in the classroom that are on
IEPs. Three students receive special services in math
instructions. These students will need extended time
or extra practice using the skill. They also may need
to be placed in a group to reinforce those skills at the
 end of the class time. Three students receive speech
services and another receives services for social
development. Three students are African American.
Four students do exceptionally well on all
assignments and the instruction comes very easy to
them. Their pace needs to be considered when
planning all lessons. Two students receive services
during reading.

Community
(e.g., whether the area is urban, suburban, or rural; Rural. Lower socioeconomic status. Extremely
socioeconomic information; census data for the
community)
diverse.

District
(e.g., enrollment; percent of students receiving free or 4447 total enrollment. 26.3%, 25%, 39%, 15%, 29%, 47%,
reduced-priced lunches; graduation rates; ethnicities; 39%, 36%, 45% of students on free/reduced lunch at the
percent of students with IEPs; percent of students who are
different schools within the district. 3%, 2%. 5%, 1%, 7%,
ELLs; per-pupil expenditures)
13%, 8%, 7%, and 8% of the district are ELLs.

School
(e.g., enrollment; percent of students receiving free or
reduced-priced lunches; ethnicities; percent of students
with IEPs; percent of students who are ELLs;
teacher-to-student ratio)
Asian 12, Black 10, hispanic 33, Native American 15,
Pac. Islander 2, Multiple 26, White 226. 45.7% on
free-reduced lunch. 8.6% of the school are ELL’s.
45.7% of the students are on free/reduced lunch. 338
total enrollment in the school. Math and reading
scores are in the bottom 50% of SD. Student to
teacher ratio 13:1.

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Madison Norris

Grade Level: 1st
Subject: Math
Date: 3/10/2021
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.

1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones — called a “ten.”
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine
ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine
tens (and 0 ones).

1.NBT.4. Add and subtract within 100.

a. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit
number and a multiple of 10, using concrete models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction; relate the strategy to

List the Rationale (cite theories or theorists):

Anita Archer values explicit instruction to teach many different subject areas. Explicit instruction is valuable
because it relies on repetition and student involvement. Archer expresses how necessary it is to teach
students exactly what you expect so there is never any confusion. Explicit instruction is a valuable tool
especially for a first grade classroom. Students that are still developing the groundwork for the rest of their
education can benefit greatly from knowing exactly how to perform a task.

Through this math lesson I will use Anita Archer's strategy of explicit instruction by showing students how to
create numbers using tens and ones on the board. The students will be completing the task on their boards at
the same time. The students will know exactly how to complete the task by seeing me do it with them. I will
also model the skills working up to adding and subtracting. I will show them how to transfer the ten sticks to
show different values.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use
the following format: “Students will be able to…”

Students will be able to create numbers when given ten sticks and ones while showing their understanding of
place value.

Students will be able to add and subtract within 100 when told to add or subtract 10. They will be able to
explain the reasoning for the ones’ place remaining the same.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.
The learning objectives for this lesson are appropriate for the developmental level of the class because this is
a state standard created for their grade level. The students already know how to create numbers using their
ten sticks and ones exceeding 100. They also have begun learning how to add two digit numbers only using
their ten sticks and ones. This lesson is building on that knowledge to create students' understanding of
addition and subtraction by ten. This lesson will require students to understand that when adding or
subtracting ten the ones place will remain the same. This is appropriate because this basic knowledge will be
something they can build on when they dive further into addition and subtraction.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).

There are 16 students, 8 girls and 8 boys. There are five students in the classroom that are on IEPs. Three
students receive special services in math instructions. Three students receive services during math the last
half of math instruction. These students will need extended time or extra practice using the skill. They also
may need to be placed in a group to reinforce those skills at the end of the class time. One student receives
speech services and another receives services for social development. Three students are African American.
Four students do exceptionally well on all assignments and the instruction comes very easy to them. Their
pace needs to be considered when planning all lessons. These students may need extra work at the end to
keep busy or a harder level of work.

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).

Prior to this lesson on adding and subtracting ten from two digit numbers the students have experience
creating two digit numbers. They know how to show numbers using ten sticks and ones. They also have
basic knowledge on how to add two digit numbers only when using their ten sticks and ones. They
understand the concept of the tens and one place. The class as a whole does very well with creating numbers
using their ten sticks and ones.

There are about three or four students that will really struggle with the concept of adding and subtracting ten.
They may need extra reminders or more personal instruction when I give students time to think. A few
students sometimes have a harder time working with partners during work time. I will focus on creating a list
of partners ahead of time in groups I think will work best.

List the materials/resources you will need to teach the lesson.

Students:
Ten sticks and ones
Number Chart
+10 cards and - cards
White boards and markers
Teacher:
SMART Board
Number Chart

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain
how it will enhance instruction and student learning.

I will use the SMART board to model for students how to create and move ten sticks and ones.
Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and
accommodate differences in students’ learning, culture, language, etc. *

At the beginning of the lesson I will explain to the students that the math tools are not toys. The ten sticks
and ones are math tools and should be used to learn. I will allow students to understand the concept first
using the math tools and then by looking at the number chart. Some students prefer one over the other and
now they easily know the concept the way they like.

During the work time I give students between each problem I will walk around to help the students I know
will have a harder time. I will take the time to work through the idea with these students. This way they can
see me model it extra so they can continue to work with the class. Three students will have the math
accommodation to leave the room and work in a smaller group. This is a requirement to meet their IEP goals.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

Before starting the lesson to introduce a new topic I will have students show me numbers written on the
board using their ten sticks and ones. I will walk around and observe to ensure all students understand this
concept so they can build on it. Then once I begin my lesson I will ask the students to add ten and see what
students do with their math tools.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated they
know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts, graphs if
applicable)

I will use the results of my pre assessment to know how well students can use their critical thinking. The
students that do figure out how to show adding ten by adding a ten stick have a good understanding of the
goals. I will ask them to explain how they showed the addition. Then I will drive my instruction based on the
students understanding they show.

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental
needs in order to keep students on task and actively engaged throughout the lesson.

Before teaching the lesson I will explain to the students that today we get to use our ten sticks and ones. They
will be very interested because they enjoy using these math tools. I will ask them to create numbers I put on
the board so they will immediately be engaged in the lesson.

During the lesson I will constantly ask them to show me the numbers so they are engaged the whole time.
They will be doing the work with me modeling so they can easily understand. I will ask students to explain
their answers and show me what to do on the board.

Then students will participate in a partner game so they can continue to practice the skill that was taught
during the lesson.

Call Backs:
1,2,3 eyes on me
Hocus pocus, everybody focus
Class class, yes yes

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.

I will pass out ten sticks and ones to each student.

1. I will write a number on the board and ask them to show me that number using their math tools.
2. I will call on students to explain to me how many tens and ones I will need.
3. I will then explain that there is a number in the tens place and in the ones place.

I will repeat this process calling on different students until I feel like they have a good understanding of the
place value in two digit numbers.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills
and content needed to meet the learning objective(s).

Then I will put a number on the board and ask them to show me the number using their math tools. Then I
will ask them to add 10 to that number. I will call on a student that did it correctly and ask them to explain to
me why they did what they did. (They will correctly add a ten stick)

I will ask the students to explain what they notice about the number before and after adding 10. They will tell
me that the number in the tens place that goes up but the ones stay the same.

Then I will do this process a few times to show students that it is only ever the tens position that changes.

Next, I will switch and ask students to show me a number and then subtract ten. I will ask the students to
explain what they did and why. (They will take away a ten stick) I will repeat this with a few numbers and
ask students to explain what they did each time and how the numbers are different. (Tens place goes down
ten and ones stay the same)

Finally, I will ask the students to put their math tools back into their bags. I will ask the students to take out
their number chart from their desk. I will show them using the 120 chart on the board that when we add ten
we move up a row on the chart. When we subtract ten we will move down ten on the chart.
I will state numbers and ask students to add ten or subtract. I will call on students to tell me the answers and
explain their ideas.

I will explain that every time the tens place changes but the ones always stay the same.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?

Students will be grouped with a partner to play a game to apply the concept we just learned. Students will
grab their mask, deck of cards, paper, pencil and their 120 charts.

The students will have a deck of cards that either say, “+10” or “-10.” When they draw a ten card they will
use their number chart to figure out the answer. They will pick their own number on the number chart to do
the math with. Then they will record the equation and answer on their half sheet of paper using this model,
“38+10=48.”

Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).

I will ask the students to put away all the materials and place the cards on the table at the front of the room.
They will return to their desks. Then I will have the students complete the post assessment using their white
boards. I will give them problems and ask them to write the answer on their board. I will evaluate based on if
the students got the correct answers and if they used any other math tools while doing it.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

The post assessment will be the students returning to their seats and using their white boards. I will give the
students equations to complete in their heads and write the answer on their boards. The students can use their
120 chart if they feel like they need to. I will evaluate based on how the students write the answers on their
board and if they used their 120 charts.

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve
the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

Based on the results of my post assessment I think the students met my overall learning objectives. Many of
the students were completing the problems without using their 120 charts. The students that were using their
charts still had a good understanding of the process. They just were not comfortable with their number sense
to complete the problems without them. This was an informal post assessment and based on my observation
the students did a great job with the concept.

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies.
Describe what went well and what areas you need to revise in the future. Cite examples (from video) that
support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each
revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.

This math lesson with the first grade class about adding and subtracting ten went very well. I believe a great
majority of the students really understood the concept and could easily explain how the process works. The
students understood that when adding and subtracting by ten the number in the tens place changes while the
ones place stays the same. The class could explain why while using their ten sticks, number charts or just
using the skill independently. I believe the class did a great job working with the partners I assigned them.
They did a good job communicating with one another and staying on task. They worked very hard and
transitioned smoothly when I asked.

If I were to teach this lesson again I would have had a classroom management strategy in place from the
beginning to manage the tens and one sticks. I did not like that a majority of the students were playing with
their math tools while I was trying to talk and explain the strategy. Finally after about the fourth problem I
asked the students to make the number and then place their hands in their laps. Before this, a lot of students
were playing, building and very off task. I reminded them at the beginning how we use the tools but I
should've had a reminder in place from the beginning. I finally said after every problem, “Once you have
made the number using your tools, please put your hands in your laps.” Then I rewarded the students that
listened with a dime.
Another part of my lesson I would change if I did it again would be to show how to play the game more
times using the 120 chart. I would’ve shown the students how to move +10 and -10 more times without using
the jumps. When they went into their partner activities a lot of them were still counting out ten rather than
just using the idea that only the tens place moved up or down. I should’ve shown this idea to the whole group
rather than doing it when I sat with each group.

Finally, I really liked how well my pre and post assessments went. I liked that the students had to use critical
thinking to complete the pre assessment. I made the students think about how they would do this skill rather
than just introducing it. I liked that my post assessment was informal and allowed the students to think using
their white boards. I allowed flexibility by allowing students that didn’t feel comfortable with the skill to
continue using their 120 charts. This way I saw how quickly the class understood the skill and which ones
felt like they still needed help completing the concept.