Clinical Field Experience C Math Mini Lesson Planpart 1 Math Mini Le ✓ Solved

Clinical Field Experience C: Math Mini-Lesson Plan Part 1: Math Mini-Lesson Plan Math standard: CCSS.MATH.CONTENT.4.NBT.B.5 Grade level: 4th Grade Brief description of the unit the class is currently learning: The students will learn the multiplication of a whole number of up to 4 digits by a one-digit whole number and two-digit whole numbers through the use of strategies based on place value and the properties of operations. Learning objective: The student will be able to accurately multiple whole numbers of up to 4 digit by 1 and 2 digit whole numbers. Instructional strategy: Interactive instructions Description of math learning activity that is directly related to the data received from the pre-assessment: The students had a problem with understanding essay multiplication questions, thus in this mini-lesson hey will be guided on how to come up with a multiplication expression from an essay question.

Formative assessment: 1. A teacher wants to buy breakfast for her students. She will buy a packet of milk and 3 packets of biscuits for each student. If there are 20 students in her class, how many packets of milk and biscuits should she buy? 1.

If there are 20 cars per yard. How many cars are in 25 yards? 1. If there are 12 packets of biscuits in one box, how many biscuits are in 250 boxes? 1.

If one hover board cost 0, how much would 100 hover boards cost? 1. A box contains 200 exercise books and 100 pens; how many books and pens are in 80 such boxes? 1. If one year has 365 days, how many days are there in a century?

Part 3: Reflection The use of pre-assessment data to develop a lesson is very key. This is because it helps an instructor to understand first hand which group of students does require a specific kind of instruction. Therefore these students will be able to have their differentiated instruction so that they understand much better. This hence will lead to a positive outcome on the learning objectives that the teacher intends to attain. Looking at this data, I was able to identify the weak points of the majority of the students.

I observed that most of the students especially the ELLs had a problem deducing the implied meanings in the questions that entailed some essay characteristics. This helped me to therefore understand that the students’ strengths lied in the problems that were digit-based. This means that more of the efforts were to be placed in the area that entailed essay-based questions so that they may learn the language of mathematics. Therefore it is ethical for an instructor to keep the assessment data private as well as treat them with the desired respect. This is because the instructor is required not to expose the weaknesses of the students as this may badly affect the concentration and the social aspect of their being in class or the learning environment in general.

This hence enables the students to interact and learn with one another coherently. After the lesson was presented, I realized that the students needed more time to be allowed to synthesize the essay-based multiplication quizzes. Therefore I resolved to increase more time while encouraging the students to learn in groups as they are able to discuss and teach one another how to break down the questions. This made the students understand and improve on their ability to solve the multiplication problems with much ease. This lesson supports short-term as well as long-term planning very well.

In terms of short-term planning, I was able to instruct the learners to the extent that they were able to grasp multiplication methods ideas very well and were, therefore, able to solve simple problems that look big. On the other hand, in regards to long-term planning, the students build on their skills to handle quite complex multiplication problems that are so general in our everyday life. This is because most of the case scenarios in future mathematics comprise mixed operations, thus it would look pretty difficult for learners to understand the logic in these problems if they will not be able to understand the aspects of multiplication that come through such structured questions. References McNeill, K. (2019).

4th grade math lesson. Retrieved from: (38:10 minutes). Massachusetts DESE. (2015). 4th grade math lesson. Retrieved from: (35:54 minutes).

Gomez, A. (2014). 4th grade math lesson. Retrieved from: (51:26 minutes). TNDeptofEducation. (2020). Teaching Tennessee: 4th grade math lesson 1.

Retrieved from: (28:44 minutes). Bedley, T. (2012). Common core math lesson 4th/5th grade. Retrieved from: © 2018 Grand Canyon University. All Rights Reserved.

Paper for above instructions

Clinical Field Experience C: Math Mini-Lesson Plan

Part 1: Math Mini-Lesson Plan

Math Standard: CCSS.MATH.CONTENT.4.NBT.B.5
Grade Level: 4th Grade
Unit Description:
The students are currently engaged in learning multiplication of whole numbers, focusing specifically on multiplying numbers with up to four digits by one-digit and two-digit whole numbers. This unit emphasizes the use of strategies based on place value and the properties of operations.
Learning Objective:
By the end of this mini-lesson, the student will be able to accurately multiply whole numbers of up to four digits by one-digit and two-digit whole numbers.
Instructional Strategy:
Interactive instruction will be utilized to engage students through discussion, group work, and hands-on activities that will facilitate comprehension and application of multiplication concepts.
Math Learning Activity Description:
The pre-assessment indicated that many students struggled with translating word problems into multiplication expressions. Therefore, in this mini-lesson, students will be guided on how to identify key terms and structures in essay-type multiplication questions.

Part 2: Math Learning Activities

1. Introduction (5 minutes):
- Present the learning objective and goal of the lesson.
- Quick review of multiplication strategies (using arrays, area models, and place value).
2. Guided Practice (15 minutes):
- Present a real-world problem: "A teacher wants to buy breakfast. She will buy one packet of milk and three packets of biscuits for each of her 20 students. How many packets should she buy?"
- Guide students in breaking down the problem:
- Identify relevant data (20 students, 1 milk, 3 biscuits).
- Formulate a multiplication expression (multiply the number of students by the number of biscuits and the number of milks).
- Work through similar problems together, emphasizing the importance of understanding language in mathematics.
3. Independent Practice (15 minutes):
- Distribute worksheets that contain similar word problems:
- Example problems include:
1. If there are 20 cars per yard, how many cars are in 25 yards?
2. If there are 12 packets of biscuits in one box, how many biscuits are in 250 boxes?
3. If one hoverboard costs 0, how much would 100 hoverboards cost?
4. A box contains 200 exercise books and 100 pens; how many books and pens are in 80 such boxes?
5. If one year has 365 days, how many days are there in a century?
- Students will solve these problems independently while being encouraged to show their work.
4. Closure (5 minutes):
- Recap the strategies discussed in the lesson.
- Ask students to reflect on what they learned about converting word problems into multiplication expressions.
- Encourage students to share one strategy that helped them during the lesson.

Part 3: Reflection

The utilization of pre-assessment data was pivotal in shaping this lesson. Understanding that students, particularly ELLs (English Language Learners), struggled with essay-style multiplication questions led me to design a lesson that would address these weaknesses. This tailored approach facilitated differentiated instruction and ultimately improved overall student comprehension (Tomlinson, 2014).
As I evaluated the students' initial struggles, it became clear that reinforcing the connection between verbal language and numerical operations was vital. Engaging them in group discussions to break down the problems allowed them to share their thought processes, fostering a collaborative learning environment. According to Vygotsky’s Social Development Theory, social interaction plays a fundamental role in cognitive development (Vygotsky, 1978).
Following the lesson, I recognized the need to allocate additional time for students to synthesize the information, especially when grappling with word problems. Encouragement to work in pairs or small groups proved beneficial, as peer-assisted learning has shown significant advantages in mathematical understanding (Rosenfeld, 2015).
This lesson plan effectively supports both short-term and long-term academic goals. In the short term, students grasped multiplication concepts and could solve basic problems. In the long term, mastering these skills will aid them in tackling more complex mathematical challenges, as many mathematical situations encountered in real life involve multi-step operations (NCTM, 2020).
An ethical responsibility exists for educators to maintain the confidentiality of assessment data. It is essential to treat such information with respect, as exposing students' weaknesses can affect their self-esteem and participation in the learning process (Dweck, 2016). Thus, creating a safe learning environment where students feel valued and respected is paramount.

References

1. Dweck, C. S. (2016). Mindset: The New Psychology of Success. Ballantine Books.
2. Massachusetts Department of Elementary and Secondary Education. (2015). 4th-grade math lesson. Retrieved from: [link].
3. NCTM (National Council of Teachers of Mathematics). (2020). Principles to Actions: Ensuring Mathematical Success for All. NCTM.
4. Rosenfeld, A. (2015). Collaborative Learning: A Critical Look at the Practices and Pedagogy. Educational Research Review, 10, 50-59.
5. Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
6. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
7. Gomez, A. (2014). 4th grade math lesson. Retrieved from: [link].
8. TNDeptofEducation. (2020). Teaching Tennessee: 4th-grade math lesson 1. Retrieved from: [link].
9. Bedley, T. (2012). Common Core Math Lesson 4th/5th Grade. Retrieved from: [link].
10. McNeill, K. (2019). 4th-grade math lesson. Retrieved from: [link].
This comprehensive lesson plan addresses the learning needs of 4th graders struggling with multiplication and demonstrates how effective instructional strategies can enhance mathematical understanding, promoting both academic success and confidence.