O'Reilly+08+Anecdotal+Records

1. Grade 1. Math Lesson on Skip-counting

The student will: 1. explore patterns and sequences for skip-counting by 2’s 2. record strategies for skip-counting using a combination of pictures, numbers, and words 3.communicate strategies with class and be open to differing methods
 * __2. Objectives:__**

Recording Sheet: [|scan0002.jpg]
 * __3. Assessment Criteria/Instrument:__** Anecdotal Records based on what strategies and methods students were using to solve problem and whether or not they needed at some level on the problem.

__**4. An analysis of the data:**__ The left side of the column states what strategy the student used. If there is a check mark on the right side, that means that I did not have to help the student at any point, they were able to solve the problem on their own.If I did need to help them, there are notes about whether it was actually counting by 2s, about writing the sentence explanation of what they did, getting started on the problem, etc. Most of the students used drawings of people as their strategy for solving the problem. But this could be that their teacher made an announcment that she was seeing some students do this and it was a great idea.

6. Recommendations for future instruction for the entire class:*Same as Math Section* Eventually the entire class was able to complete the assignment, however many needed guidance and help in getting started. The majority of the class would benefit from doing a similar lesson again, but having it modeled better so that they can practice writing down their strategy. As I walked around and worked with students, they seemed to know what to do, but did not know how to express it on paper. Once I gave a few the idea of drawing people to represent that people in the problem, they were able to run with the idea and solve the problem. Overall, more modeling of recording data would benefit them greatly.

7. Recommendations for future instruction for the students sampled: *Same as Math Section*For the high performer, I would recommend moving on to the next lesson because it is obvious that she understands 1) How to skip-count and 2) how to use differing methods and strategies to solve a problem and then how to explain her thinking using words and pictures. She did not need any help or assistance during the lesson, and was even able to finish quickly. She is ready to move on to working with other patterns such as skip-counting by 3s, 4s, or 5s and accompanying challenge problems for those. Skip-counting is the basis for eventually learning multiplication, and depending on her success with subsequent skip-counting lessons, she may be ready for the most basic multiplication lesson. The low performer needs work with explaining his thoughts. He was not able to work through the problem completely on his own, instead I had to ask questions in order to get him working. While he was able to verbalize the idea that each person would have two hands and there are 8 students in all, he did not know how to use words and pictures to explain his thinking until I gave him an idea of drawing the people. I think he would benefit most from another similar lesson and assignment to see if he could take what he learned today and apply it again.

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