During math, students go through whole group instruction with their peers. Students go through the calendar dates and each day had a number sentence with it. Students would be given the number sentence and asked to write it on their board and solve it. The teacher made sure that she had students completing it with different methods. Students either wrote the sentence with addition or subtraction. I liked how the teacher made sure that every answer was explained to the student. I loved how the teacher was going through the calendar with number sentences because it made students stay engaged. Students had to pay attention to the wording of the prompt and find out which part was unknown.
After students would provide the number sentence, the teacher would write it up on a chart called calendar grid observations. The teacher would place it by the date the problem was done on, which was the 10th. The students then did two more problems that aligned with other dates. They were then asked if they noticed any patterns. I thought this would be a good challenge question for students who are more advanced during this lesson. Students then noticed the dates correlated with the numbers in the problem. For example, on the 8th day of the month the number sentence was 8 + 80 = 88. Students were able to make connections and look farther than the problem itself.
After noticing this pattern, the teacher had students practice addition problems with their base ten blocks. Two students were asked to roll a dice and make a number out of the two digits. For the first problem students rolled a 1 and a 6, which they made into 61. Rolling a dice allowed the student to be active and engaged in the lesson. It also gave the student an illusion of choice for the problem where he had control of the problem. The students then rolled again and got the number 38. After completing the addition problem, the teacher made sure to use the base ten blocks so students remembered that its not 6 + 3, but 60 + 30.
The students were able to be actively engaged throughout the lesson. The three parts of the number corner allowed the students to be able to be guided through the lesson. The different sections were cohesive and all students were showing comprehension.
The students were able to be actively engaged throughout the lesson. The three parts of the number corner allowed the students to be able to be guided through the lesson. The different sections were cohesive and all students were showing comprehension.