WGU D629 TASK 1: |PASSED ON FIRST
ATTEMPT |LATEST UPDATE WITH COMPLETE
SOLUTION
AT WESTERN GOVERNORS UNIVERSIT
D629 Task 1: Identifying Opportunities for
Professional Growth
Lesley Kopsick
MSCIN Western Governors
University D629: The Reflective
Practitioner Date…….
, A. Summary of Unit Taught
• Grade level – 1st
• Content area – Math, Unit 2: Addition and Subtraction
Strategies, Math Expressions
• Two instructional strategies
Partner work and small group instruction
• One assessment strategy
An exit ticket at the end of the lesson
• One lesson objective aligned to the assessment chosen
Students will use strategies to solve addition and
subtraction story problems within 10.
B. Reflect on the planning of the unit
1. The prerequisite knowledge students need at the beginning
of the lesson are:
• Be able to represent numbers with fingers or drawings
• Be able to model a story problem using
drawings or manipulatives
• Be able to count the total of a represented number
• Be able to add and subtract within 5.
2. One academic need for my students is having strategies to
add within 10. Students are still learning and practicing
simple addition and subtraction within 10 and will need this
skill to solve story problems. This is important because some
students can quickly add or subtract; others will use
manipulatives or pictures to help them. I will have these
strategies on hand for anyone who needs them. Another
academic need is to comprehend the story problem and what
it asks of them. I read the problems to the students since
most are still emerging readers, but they will need to
comprehend if it is a problem asking them to add or subtract.
It is essential to consider before the lesson to build small
groups with one group for those who may struggle with
comprehension and need extra strategies.
3. Understanding strengths is a nonacademic need for my
students.
Many of my students come in with a lack of confidence at the
beginning of the year, making them scared to try. This is
important to consider for the lesson so that I can build up
their confidence in adding and subtracting before solving
story problems. Helping them understand their strengths in
what they already know will help them be more determined
to try once story problems are introduced in the lesson.
ATTEMPT |LATEST UPDATE WITH COMPLETE
SOLUTION
AT WESTERN GOVERNORS UNIVERSIT
D629 Task 1: Identifying Opportunities for
Professional Growth
Lesley Kopsick
MSCIN Western Governors
University D629: The Reflective
Practitioner Date…….
, A. Summary of Unit Taught
• Grade level – 1st
• Content area – Math, Unit 2: Addition and Subtraction
Strategies, Math Expressions
• Two instructional strategies
Partner work and small group instruction
• One assessment strategy
An exit ticket at the end of the lesson
• One lesson objective aligned to the assessment chosen
Students will use strategies to solve addition and
subtraction story problems within 10.
B. Reflect on the planning of the unit
1. The prerequisite knowledge students need at the beginning
of the lesson are:
• Be able to represent numbers with fingers or drawings
• Be able to model a story problem using
drawings or manipulatives
• Be able to count the total of a represented number
• Be able to add and subtract within 5.
2. One academic need for my students is having strategies to
add within 10. Students are still learning and practicing
simple addition and subtraction within 10 and will need this
skill to solve story problems. This is important because some
students can quickly add or subtract; others will use
manipulatives or pictures to help them. I will have these
strategies on hand for anyone who needs them. Another
academic need is to comprehend the story problem and what
it asks of them. I read the problems to the students since
most are still emerging readers, but they will need to
comprehend if it is a problem asking them to add or subtract.
It is essential to consider before the lesson to build small
groups with one group for those who may struggle with
comprehension and need extra strategies.
3. Understanding strengths is a nonacademic need for my
students.
Many of my students come in with a lack of confidence at the
beginning of the year, making them scared to try. This is
important to consider for the lesson so that I can build up
their confidence in adding and subtracting before solving
story problems. Helping them understand their strengths in
what they already know will help them be more determined
to try once story problems are introduced in the lesson.
