Hargett_08_Anecdotal_Records


 * Lesson:** Students create a math story and trade it with a partner for them to solve.


 * Grade:** First grade


 * Objectives:** Students will work with a partner to create and solve an original math story.


 * Assessment nstrument Used:** Anecdotal note worksheet




 * Analysis of data:** I observed one table of four students working together on this assignment. They all were working independently, except there was a problem with one student copying the problem of another. He used the same scenario as the other student and only changed the numbers. Some students were able to create very abstract problems that involved numerous processes. When it came time to exchange papers, the student who had copied received one of the very abstract problems which he struggled with solving. I watched as he tried to act as if he was solving the problem and trying to get away without actually doing it. Finally the teacher caught on and came over and had him exchange his paper. Overall, the assignment was a success. The teacher informed me that she tried the same assignment at the beginning of the year and they really struggled, but now that they have had sufficient practice with solving math problems, they were able to write their own.


 * Reccommendations for future teaching of whole class:** Since the students were so comfortable with the assignment, I would focus more on the team work aspect of it. I would pair students up on a high level performer/struggling student basis. I would also have them solve their problems together. The person who did not write the problem would be responsible for solving the problem, however they would work with the person who wrote the problem to assist them in solving it, without giving away the answer. I saw a lot of issues with the students working together during the assignment, so I think it would be a good idea to work on the team work.


 * Reccommendations for future teaching of students sampled:** I would encourage students to include numerous processed within their problems as some students did. The student who copied someone else and tried to not a solve a problem would need to be addressed. I would tell him that rather and try to look at someone else's paper for help maybe he could ask them and then they would not get mad, or if he did not want to do that he could ask the teacher for help. I would also have paired him up with someone's problem that he could have solved and not felt overwhelmed by. Finally, I would have made it a requirement that the student who created the problem must know the answer, which was not part of the lesson, because some students made the problems way too difficult and they themselves probably would not have been able to answer them.