Field Instructor Observation 3

Subject: Math Activity: Reading/writing numbers & counting coins Setting: Resource Room # of Students: 1
Statement of Objective:
*Observable/Measurable (A,B,C,D)
*GLCE/IEP
By the end of the lesson, students will be able to identify Accommodations
numbers 100-150 when presented visually and write
numbers 100-150 when presented verbally.
2.NBT: Read and write numbers to 1000 using base-ten
numerals, number names, and expanded form.
By the end of the lesson, students will be able to identify the
different types of coins and their values.
CCSS.MATH.CONTENT.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes,
nickels, and pennies, using $ and ¢ symbols appropriately.

Materials: Place value strip, dry erase marker, white board, pretend
*Prepared and organized money, counting nickels worksheet
*Available for all
Opening: -Begin the lesson by showing the student their schedule as
*Gain attention/motivate presented on the white board and explaining it verbally.
*Activate prior knowledge -Ask if the student would like to read numbers first or write
*State goals/set purpose numbers first.
~explain task: why, what, how, and
when
for strategies
*Clear directions
Presentation: *Order depends on if the student decides to read numbers -Student may
Teacher: first or write numbers first* become
*Variety of learning (T/S, S/S, S/T) -Give the student a place value strip and dry erase marker. disengaged, in
*Organizational framework Explain that you will say a number and the student’s job is to which you can
*Present visually, verbally, write the number. Instruct the student to write these give them
kinesthetically, numbers: 110, 148, 132, 106. If the student needs options of which
real world (e.g. LESH) assistance, cover up the hundreds place and ask them to color dry erase
*Model and think aloud to make visible write the 2-digit number. Then, uncover the hundreds place marker they use.
~language practices/processes and ask how to finish making the number. For example, if If this does not
~learning strategies and adaptations the student is struggling with 117, cover the hundreds place work, give
(how, and instruct the student to write 17. Then, uncover the student a choice
when and why) hundreds place and ask what they need to do to write the of where they
~organization, relationships, and clues number 117. Mark the amount correct out of the amount would like to sit.
*Transfer of control attempted. -Nathan may use
~students explain, justify, clarify, etc. -Take out a place value strip and dry erase marker. Explain his break card to
*Clear directions that you will write a number and the student’s job is to read take a break, but
*Check for understanding the number. Write these numbers: 150, 128, 105, 119. Mark it is on the
Students: the number the student reads correctly out of the number teacher’s terms.
*Participation attempted. For example, he
~overt and active -If the student was using them last, ask the student for the must do one
~instructional dialogue, think aloud, place value strip and dry erase marker before moving on. more thing
explain, justify, evaluate, etc. before taking a
break. This one
more thing may
be small, such as
pushing in his
chair. A break
must be in the
quiet room next
door.
Guided Practice: -Explain that now we are going to work on counting nickels. -Student may
*Activity related to Get out a handful of nickels from the pretend money and become
presentation/objectives put one in front of the student. Ask him how much a nickel is disengaged, in
*Active student participation worth. If he is unsure, show him the hairy money reference which you can
~provide rationale for assignment poster and point out how the nickel has 1 hair, which equals give them
~multi-sensory and real world 5, so a nickel is worth 5 cents. options of which
~instructional dialogue -Give student the counting nickels worksheet and instruct color dry erase
*Transfer of control them to put their name on it. For each question, ask the marker they use.
~students explain, justify, clarify, think student how many nickels there are and show the student If this does not
aloud the given amount of nickels with the pretend coins. Count work, give
*Check for understanding the nickels with them. Demonstrate how it is helpful to students a choice
~ensure high success rate count nickels by counting by fives. If needed, use the of where they
~appropriate feedback: praise, prompt, number chart to count by fives. would like to sit.
probe/question (in ZPD) *If needed for engagement, write each answer with -Nathan may use
Individual Practice: highlighter and instruct the student to trace over the his break card to
~assess/error drill highlighter. take a break, but
~monitor and adjust instruction it is on the
*Management/monitoring teacher’s terms.
~scan, circulate, assess, support, praise For example, he
must finish the
task at hand
before taking a
break. A break
must be in the
quiet room next
door.
Closing: -Emphasize how hard students worked and praise them for
*Adequate time their focus during the session.
*Students summarize content and -Give the students a few minutes of choice time if they
accomplishments earned it.
*Assess/identify new goals
*Link to future learning