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Day 1:

The students took a short quiz at the beginning 

of class after reviewing previously learned 

material. Using the results from the quiz, the 

teacher separated a small group from the rest 

of the class to offer more individualized 

instruction to the students who did not perform 

well. The rest of the class worked on problems 

in the book. Upon completion, the students 

were able to check their answers with another 

student who was also finished. 

Day 2:

The class is learning a 5th grade concept today: adding and 

subtracting of unlike denominators. The teacher writes problems 

on the smartboard with her finger. The students do not have 

manipulatives and they must show their work. Prediction: "What 

do you think we need to do?" factors. There are 3 class problems, 

then a factor list- multiply rather than divide. No examples in 

book- "Most of you have it so I am not going to waste your time." 

Do two problems on your own then check with teacher, if you're 

good then finish the page. Must show factor work except Dane 

because "he knows it." 

Students were chatting while teacher talked to another teacher in 

the hallway. During small group, the teacher presented a problem 

on a small white board then the students wrote on their small 

white board. There were 13 students in small group and 10 

students in the "large" group.

Day 3:

Learning Line Plots. As the lesson started, the 

teacher realized she had to teach mean, 

median, mode, and range. She said the 

schedule of the curriculum does not always 

follow the set up of the book. She had a 

powerpoint that she could use to teach them 

and spent about 35 minutes on that topic 

rather than line plots. The line plot lesson 

continued after that. 

Day 4:

Had a lesson on probability that only 

took the one day because the students 

picked it up quickly. They were in 

partners for the activity. They flipped 

pennies to figure out the probability; 

then discussed different colored 

marbles in hypothetical bags. The 

activity and examples after came from 

the book. 

Day 5:

Today I chose to focus on one of the three 

gifted students in the class. They were learning 

a new concept and I wanted to see how he 

responded. He consistently plays with his 

pencil, talks to his neighbor and places his chin 

on his desk. He quickly writes the definition or 

skill in his notebook then returns to being off 

task. 

Day 6:

The teacher announced that the students did not follow 

the directions on the benchmark test. She will allow 

them to correct the mistakes they made to the 

problems that she marked wrong but she is not telling 

them what the mistakes are. One of the gifted 

students was handed his test and he re-read the 

problem and answered it very quickly. When he 

returned the test to the teacher, the student still had 

the answer wrong. She told him that he needs to slow 

down. 

Day 7:

The students received a quiz back that they 

completed the day before on multiplying 

multiple digits by multiple digits. A few students 

got almost every question wrong. When digging 

deeper into the issue with those quizzes, the 

common theme was that the student copied the 

problem down wrong or had trouble with their 

addition after the problem. The students were 

able to retake their quiz to regain some of the 

points they originally lost. The teacher also told 

them they need to slow down to write the 

problem correctly, and then to do the simple 

addition correctly. 

Day 8:

I spent the day in the "regular" math class, as opposed 

to the advanced math that I am normally in. The class 

started off by the teacher going over a quiz that the 

students previously took. He addressed common 

misconceptions from the quiz. Then, the students 

began going over homework; this process was lengthy 

because they went over every problem together as a 

class. Next, the teacher had the students learn a new 

concept. The students worked independently then went 

over the answers as a class. The teacher split up the 

class and sent some students who needed additional 

help to the hallway for individualized instruction with 

the student teacher. 

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