FieldExperienceReport

forEE333
Date/Time: 2/18/15
Name: Catalina Dvila
1. Topic(s) that students learned (Brief description of the math class) and related Standards (CCSS-M)
TodayinMs.CalhounsclassthefourthgradersgoingtoreviewReflexAngle. Ms.Calhountoldmethattheclasshadbeen
workingonaweeklongunitonReflexAnglebutthathalfoftheclassunderstoodReflexAngleandtheotherhalfdidnot.There
wasasecondteacherintheroomandshewasgoingtoleadtheclass.
CommonCoreStateStandards:

CCSS.MATH.CONTENT.4.G.A.1
Drawpoints,lines,linesegments,rays,angles(right,acute,obtuse),andperpendicularandparallellines.Identifytheseintwo
dimensionalfigures.

CCSS.MATH.CONTENT.4.G.A.2
Classifytwodimensionalfigures basedonthepresenceorabsenceofparallelorperpendicularlines,orthepresenceor
absenceofanglesofaspecifiedsize.Recognizerighttrianglesasacategory,andidentifyrighttriangles.

2. Description of the students (Strengths and weakness of the students in the class regarding the topic they studied during the class)
Therewere21studentsinMs.Calhounsclassroom.ThemajorityofthestudentswereHispanic.Theclassroomwassetupin
tablesoffourtofivestudentsateachtable.
Strengths
Students had knowledge of how to use a protractor.
Students were able to identify what type of angle they were working with.
Students were able and willing to help peers who needed help.
Students were able to solve the problem(s) using through different strategies.
Weaknesses

Studentswerelackingmotivationotherstudentswerenotengaged.
Notallstudentswereparticipatinginclassdiscussion.

3. Flow of the lesson (Minutes of the class)

Time

Teachersinstruction(questions,comments,etc.)

10:02 Ms.Calhounisattherugreviewingadivision
problem:404= 10 then places this problem: 244.

10:10 Ms.Calhounasksstudentstoturnandtalktoapartner
ofhowtheywouldsolvethisproblem.
WhenstrategiesaresharedMs.Calhounallows
studentstotalkaboutwhatwasdone.

Students learning activities (answers to the teacher, group

work,individualwork,etc.)
Studentexplainshisstrategy:164= 4, 16+4= 20, 20+4= 24
- Students struggle to see how he was solved the problem and
Ms.Calhoundecidednottopushthisstrategysinceshesaidit
wouldbealittleabstractforthem.

10:11 AssistantteacherwillleadReflectAnglePractice.She Studentswereactivelyinteractingwiththeassistantteacheras

sheaskedquestionsthatwouldleadthemtounderstandand
guidedthestudentsfromquestionsonethroughthree.

solvethenexttwoquestions.
1.Isthereflectanglegreaterthan90?
10:29
Notallstudentsare
2.Isthereflectanglegreaterthan180?
3. What must our estimated angle measurement be
greater than?

10:30

10:50

- Ms.Calhountakesthreestudentstoworkwithatthe
rug.
Assistantteachertakesfourstudentswithher.
-These students were selected based on their morning
work that showed they needed additional help.

Studentsworkonquestionsfourandfiveindividually.
4.Whatareyougoingtousetobeginmeasuringthisangle?
5.Whatdoesyournumbersentencelooklike?
Aftereverystudentwasfinishedthentwostudentssharedtheir
strategies.

- Ms. Calhounpassesoutexitslip.Theresareflect

Somestudentsareabletosolvetheproblemusingthe

10:51

11:00

angleandthestudentshavetoestimatetheangleand
thenmeasuretheangle.

4. Summary of the class observation

protractorwhileothersareusingtheirfingerstocount.

The majority of the students were able understand Reflect Angles. The additional help from Ms. Calhoun and the assistant
teacher was a great idea. For morning work the students had a Reflect Angles problem that allowed Ms. Calhountoseewhich
studentsneededoneononehelp,whichIthought,wasagreatidea.Fromseeingtheshort810minutedivisionminilessonIwas
abletoobservethatMs. Calhounispromotingsolvingproblemsthroughthemultiplestrategies.Whenthestudentsweresolving
questionsfourandfivetheywereusingdifferentstrategies.However,duringthetimethattheyweresolvingthepracticeproblem
Ididseethatthewordingoftheproblemswasveryimportant.Forexample,inquestionfour:Whatareyougoingtousetobegin
measuringthisangle?Manystudentsthoughtthatitwasaskingwhatmaterialstheyneededtomeasuretheangle.Iwasalsoableto
seehowunderstandingthelevelinwhichstudentisatisextremelyimportant.Duringthewholelesson,IalsonoticedhowMs.
Calhounusedmathematicaltermswiththefourthgraders.Iwasabletogaininsighttowhatshouldandshouldnotbedoneinthe
class.