**Foundation**

**Drive**

Instruction and Assessment

**Feedback**

**Core**

Students are at the

core

of

education and my

motivations as a teacher are inspired by each one. Through vast experience, I have been able to develop a

viable craft

that enables every kind of learner the opportunity to

thrive

in the classroom.

**Education:**

My never-ending ambition for teaching derives from a devout love of children and learning. Children need the proper foundation and tools to be equipped to survive in an ever-changing and diverse society. A society that needs a new generation of well-rounded and educated citizens.

I love the lightbulb or "A-HA" moment, but the spark that engages them to WANT to learn something new is even more of a thrill!

**Erin McDonald:**

In-depth

Lesson Planning

**Roots to Readiness**

In order to understand the dynamic between students and their families, as well as empathize with them, I believe personal experience gives beneficial insight that is needed to build lasting relationships. My family is my strength and the source of my growing heart.

**Philosophy**

on education:

Pedagogy is a word used in the professional world that describes teaching. It infers that teaching is a scientific process; something that requires a system of organized knowledge and methodology to thrive. I believe wholeheartedly that teaching is indeed a science, as well as an art: a creation of beautiful and thought provoking work. Teachers have the honorable responsibility to inspire, engage, and educate young people. In order to accomplish such a task, a teacher must be able to reach students on a personal level, differentiate instruction, create an environment of comfort, work hand in hand with parents, activate a plethora of knowledge, and maintain application of modern technology and resources. All the while, being organized, diligent, and data driven is how teachers effectively see student growth. While putting my own personal staple and style into each lesson, I will create a classroom of motivated learners that will use the experience to climb and soar upward throughout the remains of their education.

my roots:

**Family**

comes first!!

McDonald's:

Mike

Erin

Evelynn

Mikey

Diverse experience and

academic achievement

Interests:

FAMILY

culture

photography

Exercise

crafts

COMMUNICATION

SPORTS

Our roots make us who we are; unique and special. What makes us unique is our passion, background combined with our talents...all of which are incorporated in my classroom.

Classroom Management

and Organization

Professionalism and

Leadership

**Teacher**

Differentiation and Reflection

Integrate technology

What are the factors?

Factors:

Factors are numbers you can multiply together to get another number

Example: 2 and 3 are factors of 6, because

A number can have MANY factors!

2 × 3 = 6.

Factors help us recognize equivalent fractions. How???

Let’s try it!

Factors:

Can be represented on a number line.

What are some fraction number lines that we see in everyday objects??

Fractions:

What do you notice about the shaded portions?

Equivalent fractions:

Can two different fractions, with different numerators and denominators, represent the same amount? Why?

Fractions:

A fraction is a number that names part of a whole.

Fractions:

0,1,2,3,4,5,6,7,8,9,10

Complete

Positive Numbers

Counting Numbers

Whole Number:

Fractions:

Denominator: Tells you how many EQUAL PARTS that are in the whole.

Numerator: Tells you how many EQUAL PARTS of the of whole unit that you have in the fraction.

1

2

There are two numbers in a typical fraction:

Fractions:

9-4=5

4

Remember: whole numbers are ALSO rational numbers. i.e. 1 is a fraction of a group of 10

It is not that different than adding WHOLE numbers…USE WHAT YOU KNOW.

subtracting fractions:

5+4=9

4

5

Remember: whole numbers are ALSO rational numbers. i.e. 1 is a fraction of a group of 10

It is not that different than adding WHOLE numbers…USE WHAT YOU KNOW.

Adding fractions:

Write the numerator and denominator of the EQUAL PARTS shown in these pictures and explain your reason:

Fractions:

What do you notice about adding these two fractions???

3 3/4

+ 3/4

3 6/4

or

3 and 1 2/4

or

4 2/4

3/4

3 3/4

It is not that different than adding WHOLE numbers…USE WHAT YOU KNOW.

Adding with Mixed Numbers:

What do you notice about adding these two fractions???

1 1/4

+ 3/4

1 4/4

or

2

3/4

1 1/4

It is not that different than adding WHOLE numbers…USE WHAT YOU KNOW.

Adding with Mixed Numbers:

What do you notice about adding these two fractions???

2/4

+3/4

5/4

or

1 1/4

3/4

2/4

It is not that different than adding WHOLE numbers…USE WHAT YOU KNOW.

Adding with Mixed Numbers:

What do you notice about subtracting these two fractions???

6/8

- 4/8

2/8

4/8

Let’s try subtracting. You just work backwards on the number line:

subtracting fractions:

What do you notice about adding these two fractions???

4/8

+3/8

7/8

3/8

4/8

It is not that different than adding WHOLE numbers…USE WHAT YOU KNOW.

Adding fractions:

What do you notice about subtracting these two fractions???

4 2/4

- 3 1/4

1 1/4

or

18/4

- 13/4

5/4

or 1 1/4

13/4 or 3 1/4

It is not that different than adding WHOLE numbers…USE WHAT YOU KNOW.

Subtract with Mixed Numbers:

1

4

3

12

4

8

1

6

1

5

1

2

5

10

2

12

Match the equivalent fractions and explain:

Equivalent fractions:

What do you notice about subtracting these two fractions???

1 1/4

- 3/4

2/4

or

5/4

- 3/4

2/4

3/4

It is not that different than adding WHOLE numbers…USE WHAT YOU KNOW.

Subtract with Mixed Numbers:

Connecting Common Core

Fuel for creativity and unique instruction

Performance, Formative, and summative Assessment

Collaboration with peers

School Improvement

Communication with parents

Professional

Development

Computer Access: Google accounts

Smart Board: PowerPoint, Prezi, Smart Exchange, Web Pages, Audio/Video, Glogster

Wireless Internet

Personal Devices

Online Curriculum Platforms: IXL, ScootPad, Moby Xtra

**Data Analysis**

Students:

University Supervisor:

Mentor Teacher:

**Thank-You ...**

**...for taking the time to view my portfolio. Please contact me with any questions.**

* flexible and safe classroom set up

* a planned script for Day 1 that introduces myself and informs parents ans students of my high, but fair, expectations

* present and practice realistic daily procedures to create smooth transitions and avoid behavior issues

* develop organized plans on a daily, weekly, and monthly basis to anchor the school day efficiently

* call and response techniques

* using Bloom's Taxonomy to cater instruction and tasks (i.e. knowledge/comprehension to analysis/evaluation)

* multiple intelligences can engage student interest and motivate participation

* using a variety of learning styles, including visual cues and tactile experiences

* small groups and leveled partnerships for cooperative learning

* giving students choices

* problem solving and discovery

Professional Learning Communities

* show student growth

* form groups

* adapt instruction

* keep parents informed

Students "At-Risk"

* RTI Tier strategies to keep the student included

* communicate with special education staff

* involve parents

* refer to IEP or 504 if applicable

Positive Behavior

Reinforcement and Support

* good behavior tickets

* alert parents of positive behavior

* consistency

* calm response and interaction