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16 Comments

1. https://docs.google.com/document/d/1Nhbrt-iKwsLG-uFFGJLMuPcN8CAhxDpUgen4CnafC90/edit

2. https://docs.google.com/document/d/1gDJ2KVx7FnSFmi5GYBDVXFyR3Ex2KBfc9uOCJFVEDNw/edit?usp=sharing

3. https://docs.google.com/document/d/1N9KvaAYBH-f0AB4HGjxFnLOASW3tU14NDiDPGLtXp7A/edit?usp=sharing

4. https://docs.google.com/document/d/17UPskNpYHtgwtpqev95jLb8yABoKUMJxw38AH_nYsM0/edit?usp=sharing

5. https://docs.google.com/document/d/1mYfyTLDgnWssCcBwxhpQX56Iwnxb-W7JJXOD9wCb3t0/edit?usp=sharing

6. Methodology

   I will determine if my interventions were successful by observing students solve a related problem. In a word problem, important is the step that students take and not the result if they got it right. It is very important to look at each step and to understand why they chose a specific way. Also 4,3,2,1 exit tickets will help students to solve the problem. Each step will guide them to help them find the solutions.
   The exit ticket will help to identify what is happening in the problem. The second step will help them identify the important quantities. The third step will help them find the goal of the word problem. The last step will help them come out with different strategies to solve the problem.
   In addition for the ELA learners, manipulative will be provided to them in order for them to understand the problem. Also the problem will be read to them slowly and will be broken down.

7. I will engage in statistical inquiry by giving independent practice for students to do independently. I will ask students to read questions at least two times, circle keywords, and underline the question sentence. When they are solving the problems, they can draw counters to help to do the addition or subtraction. I will give them independent practice to check for students understanding after the lesson and if they can use the knowledge by themselves. I will walk through they whole class and provide verbal prompt to someone need extra help.

8. I will determine if my intervention is successful by asking students to solve the word problem using the pictures in the task. In the meanwhile, I would like to see which strategy will work for my ESL students better. I will use the same word question with the four-read strategy and the picture task.
   I chose the pictures in the task because I am more confident that they can solve the word problem accurately based on their reading level. I think this is a worthwhile long-term strategy for the four-read strategy that can help them develop the sense of the word problem-solving. The four-read strategy will be beneficial and significant because when the grade gets higher, the word problem will be more complex and without any pictures. While I observe the students solve the word problem, I will make sure they are using the four-read strategy, and I will make notes on how they accomplish the word problem by using the four-read strategy. On the other hand, I will be using the same word problem but with the pictures in the task. I want to see if they can solve it without my assist.
   I will guide them to solve the first question using the four-read strategy to make sure they know how to do it appropriately. I will also solve the word problem, including the pictures in the task with the ESL students to show them how to read the problem and combine the images.
   Word Problem:
   A company is packing cartons of candles. Each carton can hold 75 candles. So far, 50 cartons have been packed, but only 30 cartons have been loaded on a truck. How many more candles are left to load on the truck?
   Mr. Jeffrey bought 20 rock identification kits for his science classes. Each kit has 12 igneous rocks, 9 sedimentary rocks and 7 metamorphic rocks. How many rocks are in all the kits?

9. https://docs.google.com/document/d/1qGOUmXOyf96ygnszuHbz4ASV3rZYqlTxj-tk0Prh4_M/edit?usp=sharing

10. Katherine Mack Google Docs For Methodology
    https://docs.google.com/document/d/1PuJ9e7N3SOAQMWwhyyIvCsTXpAdlT6inB13cEDsULnQ/edit?usp=sharing

11. My statistical inquiry revolves around student motivation. I will engage in my statistical inquiry by doing a lot of research. I would look into why some students are motivated, but I will really focus on why some students are not motivated at all. I will look at other educators’ experiences and ideas. I will also observe in my own classroom to see when I notice students losing focus/motivation. I will observe what motivates the students in the classroom, and what makes them uninterested in the lesson. One formative assessment I plan to use is an exit slip. I will ask the unmotivated student why they do not feel excited while learning math. I will also ask them what ways can we change the way we teach in order to make them motivated to learn. Student feedback is extremely important, especially because the students are the ones we are talking about/worried about. The exit slip will help me see what is going on mentally for the student. They will be able to tell me why they feel unmotivated. I feel that allowing the student to write about why they are unmotivated is a good strategy because some students feel embarrassed to talk about their feelings. I want to make sure that my students are always excited to learn and that they have motivation to be successful.

    • Michael and Stephanie are also in my group, so this is our shared response. 🙂

12. Methodology:

    https://docs.google.com/document/d/19YCO7SYh_eU2BbPJCclax1xU1_-UA3AktR1uwuZGHhk/edit?usp=sharing

13. Google Docs for Methodology
    https://docs.google.com/document/d/1OYr3BSUx7OyX1wt9XUBTUjV4m9k7kmTy1sC-_QfAzDY/edit?usp=sharing

14. Dawn & Tasmin

    To engage in our statistical inquiry we first start by explaining different ways you can solve word problems. Using different strategies that make solving word problems easier and quicker. Some students prefer to use different ways when solving mathematical equations and problems. We use different word problems to see if the students can solve the problem using different strategies to come with the answer.

    Word Problems:
    We have reached the month of August. We know that next month it will be back to school exciting. We received our list of supplies that we need to bring the first day of class. We go to the store to shop. The supplies store sold 15 notebooks on Monday and then Tuesday the following day they sold 20 notebooks. How many times more notebooks did they sell on Monday than on Tuesday? Use different strategies to solve this word problem.

    A candy store has 12 jolly ranchers candies and 25 Kit Kats. How many times more Kit Kats are there than jolly ranchers? Use different strategies to solve this word problem.

    We chose to do a word problem strategy because it will help students identify word clues, use the word problem to determine what operation is needed.

15. I will engage in statistical inquiry by understanding students’ knowledge of what they have learned by using an assessment. One type of formative assessment I will use is an exit ticket. I will use this to check for students understanding after a lesson by using the exit tickets as a form of assessment to see how much students learned how to use the attack strategy. I chose to use an exit ticket as the formative assessment because it will allow me to see students’ independent capabilities and evaluate what they have just learned in class and if the students understood the lesson. This will help me to better understand what is being learned in the classroom because I can see if students are using the strategies taught or if there are any difficulties that need to be reviewed in order for students to understand the concepts .

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