Assignment 8 (Objective 0008) Anаlyze аnd interpret infоrmаtiоn abоut instruction and student progress (e.g., student work samples, results of assessments, excerpts of coaching discussions) to support a teacher within a coaching cycle. Scenario Use the information provided to complete the assignment that follows. A teacher leader observes a teacher deliver a lesson on adding and subtracting two- and three-digit numbers. Based on previous lessons and assessments, the students are proficient in adding and subtracting numbers up to 10 and the class is generally working toward achieving proficiency in extending these operations to numbers up to 20. They are also learning to compare numbers up to 1,000. Prior to the current lesson, students practiced adding and subtracting sums involving two and three digits without regrouping for three days. The teacher chose problems that did not involve "regrouping values" (e.g., When adding 18 + 12, the sum of 8 + 2 can be considered a group of 10 ones or "regrouped" into a group of one 10). In the current lesson, the teacher extends students' understanding by teaching them how to add two- and three-digit problems that involve regrouping and modeled how to solve a few problems. When the teacher finished their presentation, they gave each student a five-question activity to check for understanding. The teacher leader considers the teacher's lesson plan, the formative assessment they used to assess students' understanding at the end of class, and a discussion that the teacher led with the class. Develop a response of 400– to 600 words in which you: identify an area of strength and an area of need in the teacher's instruction; describe one instructional practice or strategy you will introduce to the teacher within a coaching cycle; explain how you will coach the teacher in using the identified instructional practice or strategy along with their identified strength to support their area of need; and describe a plan for implementation and progress monitoring to support change or growth in the teacher's instruction. Document #1: Lesson Plan Learning GoalStudents will be able to add 2- and 3-digit numbers in problems that require regrouping. Georgia Standards for Excellence (GSE) 3.PAR.2. Use part-whole strategies to represent and solve real-life problems involving addition and subtraction with whole numbers up to 10,000. 3.PAR.2.1. Fluently add and subtract within 1000 to solve problems. Lesson Materials Printed copies of independent practice activity Individual whiteboards Fine tip dry-erase markers Lesson Activities Warmup Activity (5 minutes) Addition problem with numbers less than 100 (without regrouping) Subtraction problem with numbers less than 100 (without regrouping) Independent work time, review as a group Reteaching Whole-Class Activity (10 minutes) Class sits on front carpet Solve addition problem involving regrouping as a class Call specific attention to place value of each digit, and the place value justification for regrouping Partner Practice Activity (10 minutes) Pair students with “shoulder partners”, distribute whiteboards and dry-erase markers One student verbally describes steps to complete to the other, while the other records them on the whiteboard Pairs raise hands when they finish the problem, verify their answer with teacher, and switch roles Independent Practice Activity (10 minutes) Pass out independent practice activity Circulate and identify students who need assistance When enough students finish, have students grade their own papers as teacher reads answers Students include brief reflection about their confidence solving problems like these on bottom of practice activity Summary Discussion (5 minutes) Discussion questions "Did anyone realize they made a mistake while solving the problems today? What was it?" "What do you do when you need to remember lots of instructions or steps?" "How do you know a problem will have regrouping when you first look at it?" Document #3: Excerpt of Conversation The teacher called the class to the front carpet and wrote the equation 393 + 341 on a large sheet of chart paper. Teacher: Who can read this top number for me? Student A: Three hundred ninety-three. Teacher: Nice work. How about the bottom number? Student B: Three hundred forty-one. Teacher: Excellent! So, we are going to be adding 393 and 341. Those are some really big numbers to add together. What addition problem should we start with in our head? Student C: Three plus three! Teacher: Why do you think we should start with three plus three? Student C: Because that's the first numbers there are. Teacher: You are right, when we read the numbers, we read left to right and would start with the threes. But remember, when we are adding numbers, we start in the ones place, which is all the way to the right. So, thinking about our ones place, what is the first addition problem we need to solve? Student D: Three plus one! Teacher: Yes! The addition problem we need to start with in our ones place is three plus one. What is the answer to three plus one? All students: FOUR! Teacher: Yes, three plus one equals four. We know that one. We will write the number four in our answer space under the one. Where should we go next? Student E: Ummm, the nine and the four? Teacher: Yes! We solved the problem in the ones place and now we are moving to the tens place to solve that addition problem. Can you tell me what nine plus four is? Student E: Thirteen? Teacher: That's right, the answer is thirteen. Where do I put the thirteen? Student F: In the answer space under the four! Teacher: Okay, it should go under the part of the problem we just solved. Can I fit the thirteen in that space? Let's try it … Hmmm. It doesn't fit. Who remembers what we should do next?
Directiоns:In Exercise E оn pаge 37, chоose the most suitаble phrаse to complete Statement 3.