Implementation 1: Courtneys Lesson (Feb.

19, 2015)
Lenis Observation Notes
6 step process 3rd grade?
o Change order
o 2 different ways of solving
o 2nd grade seems comfortable and know knows what to expect 3rd grade doesnt
know about the process (will take too much time to explain?)
Had problem pre-written on board for students to clearly see
Used post-its as manipulatives took a while to implement strategy
Possible diagram for large multiplication #s? (Revision for next lesson)
Used pre-assigned groups and handed out materials group by group. Groups that were
sent back to their desks early students got distracted
Students were allowed to choose what problem solving strategy to use (post-its, number
line, hundreds chart, etc.)
Kevins Observation Notes
Engage students through questions about prior knowledge
Printed out word problems
Manipulatives in the form of post it notes
Engage class in class counting
Uses six step model
Read and understand the problem
Write a sentence
Draw your model
Write an equation
Solve the problem
Check and fill in your answer
Good at not embarrassing girl with the wrong answer
Broke the students up before the lesson
Avoided taking time to split them up during the lesson
Hard to control class in tables transitions
Im gonna wait till youre quiet stop look, listen
Separate worksheets for each student
eyes and ears please
Multiple ways to solve problems
Some students started working individually rather than as a group
Waled around and visited groups to make sure groups were on task and on the right track
Rules for group work before started
Guided questions

Changes #1
Courtneys Lesson to Kevins Lesson
Different vocab
6 step process to cubes based off of mentors comments
o Decided as a group that because kevins class was not familiar with the 6 step
process that he should use the strategies that has been used in his class.
Instructional strategies
o Changed from giving lesson on the floor to at their seats
We noticed that the transitions from floor to seats was where most of the
students got off task, so we decided that for Kevins lesson he should
instruct the students from their seat.
Changed the focus from addition and subtraction word problems to addition and
multiplication word problems (2nd -3rd grade)
o Because one of the biggest changes from Courtneys lesson to Kevins is the
grade level, Kevin and leni both changed the word problem questions from
addition and subtraction word problems to addition and multiplication
Established rules for what was expected before breaking them out before groups
o Rather than in courtneys lesson where she gave rules in the middle of the lesson
as it started getting out of hand.
Had one student line up from each group to get materials rather than passing them out
myself
o We decided this so that we can cut down on idle time sitting around.
Took questions from the internet and checked answers before hand
o To make sure that answers were correct (one answer was incorrect in courts
lesson)
Wrote down the task on the board
o To remind students what their directions and expectations were. (In courts lesson
she verbally repeated it out loud.)

Implementation 2: Kevins Lesson (Feb. 25, 2015)

Courtneys Observation Notes
Comments/observations (I liked):
How Kevin wrote out the numbers in the problem versus the numerical symbols.
That he kept reminding students of the ultimate task at the end. (Solving 2-step word
problems using x and + )
That he talked about using multiple strategies and methods to approach problem.
How Kevin color coded the manipulatives and the equation.
How the entire equation was broken down and labeled.
That Kevin called on students around the room to give answers. Not focusing on one spot
or group of students.
How he prepped the manipulatives for easy referral and use during lesson. (pre-counted
and taped to a paper)
That he established basic responsibility/rules for students during group activity. Helped
students to understand and stay on task.
Had students per group like up to get the manipulatives. (e.g. student closest to the door
come and get manipulatives)
Comments/observations (I disliked):
Took the example equation and problem off the board to put up rules and task
instructions. This does not allow students to review their thinking and problem solving
process if they were to get confused.
Handed out the manipulatives and then continued to give instructions. Students tend to
get distracted when there is something to play with. It may be better to give instructions
first and then manipulatives.
Some groups were disorganized. Possibly assign roles for students to choose from before
starting to solve the word problem.
Note that yellow is not a great color to use because it is difficult for others to see.
Unclear about whether students drew a picture, used manipulatives, did both, or did none
of the activities.
Too focused on 1 group at a time. Need to always be conscious of whats going on around
you
Lenis Observation Notes
CUBES
C: circle the numbers
U: underline the question
B: boxing key words
E: eliminate extras
S: does it make sense?

Steps:
- Draw a picture
- Manipulatives
- Write an equation
- Final answer on paper

Grade level problem solving practices vs. school practices?

Class group: lecturing at desks vs. on the floor (less focused at desks, being far away?)
Explaining how the order of dots doesnt matter in drawing
Different colors and shapes to represent
Put together manipulatives beforehand
Is everyone clear on for formative assessment
Grouped together by tables (5 per table)
What does __ represent? for formative assessment
Wrote steps on board (expectations) asked students to check off/write on their own
while working
Thumbs up/thumbs down formative assessment
Reminders to work as a group and not go off topics
Identified one specific person to grab materials for an orderly transition
Some students were fighting over jobs a couple of tables split up jobs and combined
answers at the end
Asked students to create their own 2-step problems when groups started to finish early

Changes #2
Kevins Lesson to Lenis Lesson
Because Kevins students have been exposed to the CUBES problem solving method
throughout the school year, when implementing the method into Lenis lesson, we
decided the explanation of CUBES should provide explicit instruction and go more in
depth for each step of the process. We also decided to provide visual aids for students to
easily refer back to.
We thought it would be a good idea to keep a list of directions up on the projector to
remind students the tasks they are required to do.
Some groups in Kevins class had difficulty working together. Although he reminded his
students to work as a team, there were still issues so we decided for our next lesson
collaboration would be strongly emphasized.
An extension tasked is to be addressed beforehand for students who finished early,
instead of on the spot.
Manipulatives should be pre-bagged to save time and allow for easy clean up. Some of
Kevins students got distracted when they were given the counters because easily
accessible.
Smaller group sizes were implemented to ensure all students had a chance to contribute

Implementation 3: Lenis Lesson (Mar. 5, 2015)

Courtneys Observation Notes
* Main change: Exchanged the 6 step problem solving method for C.U.B.E.S. Method
* Arrived late to observation due to rail traffic and had some trouble leaving in the middle of an
activity at field placement.
Comments/observations (I liked):
How Leni pre-bagged her manipulative to keep them organized. Easy clean up and
students were less distracted with manipulatives.
How Lenis circulates between the groups and provides feedback.
Students had to work together to complete one document versus individual worksheets.
Had an extension task pre-planned before the lesson.
Had simple learning tasks so the expectations were clear to the students.
Comments/observations (I disliked):
When circulating, spent too much time at one group trying to build background
knowledge. suggestion: give feedback, task they can work on, check back on students
after a bit of time has passed.
Chose a word problem where the context was unfamiliar to the student(s). Find or design
problems that student can relate to. suggestion: research and build your knowledge of
students.
Kevins Observation Notes
Begin with connection to prior knowledge
Intro to cubes
Good use of student names
Circle the numbers underline the question box the important info solve the problem
Manipulatives ready before hand
Like how you refer to the CUBES example to emphasize the importance and to solidify
the understanding
Asking follow up questions to check for understanding
Like the objective on board
Ready set go
Good student interaction
Making sure they are working together
Prior knowledge mix up
Bird cages in the birds Jed 2015
Worked together very well
Take turns helping to solve
Prebagged the manipulatives

Final Lesson Plan Changes

Research and be aware of the community and background knowledge of the students. Use
it to choose appropriate word problems that student can understand and relate to. A
student was not familiar with bird and birdcages. Student thought birdcages go in birds. It
hindered the students ability to determine groups an group units.

Know, be aware, and be open to different strategies and methods of thinking. - Students
sometimes think differently and if you arent open to or able to recognize their strategy
you are rejecting the students method.

When circulating, provide feedback, then assign task for them to work on, and tell them
youll check up on them later. This is so that the teacher can visit more groups at a time.