Running head: MIAA 350 Reflection – 5th

Reflection on Mathematics Lesson – Fifth Grade
Christina L Hambleton
Teacher’s College of San Joaquin
November 10th, 2014

Abstract

The following written reflection analyzes a mathematics lesson given to a small group of
students from a fifth grade class. The lesson was on rounding and estimating up to the billions
place. My strategies for this lesson was to first gage students prior knowledge and then
implement models which would assist in the students’ abilities to move from simply memorizing
placement and rounding to understand the concept of rounding numbers through procedures with
concepts.

Reflection on Mathematics Lesson – Fifth Grade
The teacher of the fifth grade class assigned me a group of six fifth graders who were
unable to complete a recent assignment on rounding and estimating up to the billions. The group
was a mixed level in terms of math assessment scores. It consisted of three girls and three boys.
The lesson took two days; 25 minutes at each meeting.
To begin, I asked each child to bring their previously assigned worksheet, whiteboard,
marker, and eraser to our table. To initiate mathematical discourse, and gage student’s
knowledge, I first wrote down a number on my whiteboard: 8,225,495,221. I then asked the
students to read me the number. I received answers such as, “8 million, 25 billion, 95, 221
thousand; 8 billion, twenty-two and five million, 495, and 221; and 8 billion, two hundred and
twenty-five thousand.” Realizing that the students did not fully understand place value, I wrote a
place value model on my white board and asked them to copy it on the back of their worksheets.
For the remainder of the first day, the students and I practiced saying numbers using the correct
place values.

The second day’s lesson began with a quick review of place values and then on to
rounding. Students had retained the majority of the previous lesson’s information on place value.
Upon review of their worksheets, I noted that they understand to move up if the number to the
left is 5 or higher and to move down if the number is under 5. They did not previously
understand what the questions were asking when they asked about the different place values:

Once the students grasped the relationship between the place values of the numbers and the place
values being asked, they were much better at answering the questions pertaining to rounding.
At the end of the second day and lesson, four out of my six students received 100% on
their worksheets. The other two students received lower scores, but did pass. I notified the
teacher that they did understand the concept but required another day of place value modeling in
order to reinforce comprehension. Using the whiteboards and placing names on the place value
spots were the key factors in assisting the students with how to round accurately. Without first
knowing the place values, they were merely guessing at where to round up and/or down.

Before: Unsure of place value; randomoly adding zeros After: Understand place values and where to round