Professional Documents
Culture Documents
The Reflection:
Questions to consider in your reflection:
While the students were working with their partner, they were talking to each other, but
some were not working at all. I stated not to play with their partner or the linking cubes,
but some didnt listen so I had to take the cubes away and the students had to work by
themselves.
2. If you were going to teach this lesson to the same group of students, what would
What I would do differently, would make sure that I break the students into stations and have
students work without the linking cubes in one station and work with the linking cubes in the
other. This would better help me better differentiate instruction and look at data to see what
students understood the concept and others didnt. I would have students still work together
because the students are better engage while working with others.
The students did really well on trying to find out what missing number needs to balance the
equations. I think this was because they were using the linking cubes. I wonder if the students
have linking cubes, would they have been able to balance the equations and make the statement
true.
4. Describe an instance or particular encounter that comes to mind. Why
particular moment?
I was looking at the data and mostly every student got all the equations correct. This
made me question on how I delivered the lesson. The first block had linking cubes, but
struggled to grasp the lesson. I taught the second block and my CT taught the first
block. The first block struggled but my CT and I taught it the same way. I was
wondering what made the first block so confused on what the question was asking
them.
5. What connections can you make to your lesson today from your coursework,
manipulatives helps the students better visualize what the math equation is asking. It
The Analysis:
1. To what extend did the students learn what was intended? How do you
a. In what ways were your teaching methods effective? How do you know?
b. In what ways were your activities effective? How do you know?
The students understood that the equal sign means the same as. I made sure that
the students repeated the direction, what the equal sign means, and have them tell
me the different way the problem can be solved. This an effective method because
the students were saying out loud and not on a mini-vacation in their heads, not
listening to the teacher speak. The manipulatives helps to better paint a picture. I
had to be one-on-one with some students, which hindered others that needed my
assistance.
2. Identify an individual or group of students who had difficulty in today's
lesson. How do you account for this performance? How will you help
Some students that showed difficulty were the ones with ADHD, cerebral palsy, and
students that just didnt listen. I had to work one-on-one with them. I cant always
be one-on-one so I will state my instructions and have these particular students work
Three students that are always drifting into space and not listening did especially well because
they had manipulatives that helped them. Having the visual really help students get and stay
plan to teach next to this class? Be sure to explain how you will use
My next steps is to have students work with balance beams so they can see that one side of the
equation needs to be balanced with the other side. Students will find the missing number to
My CT had the students that need to be retaught and the ones that had a lot of disabilities
and needs a lot of accommodations. I had the students that were just and the point of
getting the concept but needed more practice. There were two students that ended up
working together because they had understood the concept and had to solve three
2. Describe how you assessed how the lesson impacted student learning?
The lesson had many great effects because students were getting the individual support
that they needed. The only thing that I would change is to have more visuals and have
lesson. How do you account for this performance? How will you help this
and ones that cant pay attention. They were adding the equations together and not
separating the two equations. I will stress that the first thing that students need to do is
to place a box around the equation that they can solve and go from there.
Students that did well were the ones that understood that the first thing that needs to be
done is to solve the equation before finding the missing number with the other
5. If you were going to teach this lesson again to the same group of students,
What I would do differently is to emphasize that the first thing that students need to do is to
draw a box on the equation that they can solve and then try to find the missing number to
back the statement balanced. I would keep the linking cubes the same so students can have a
6. Based on what happened in this lesson, what do you plan to teach next to this
class? Be sure to explain how you will use information from this evaluation
Since most students did well, I feared that they did well because they had linking cubes. So I
would like to teach students the same concept without linking cubes to see if they can do if
without a visual cue. The students need to learn how to complete equation without
manipulatives, so I want to try to have students learn on their own. The extra time will help the
vocabulary?
For the equal sign, I always stated, the equal sign means the same as. So when I read
the equation, I would read it 6+2 is the same as 7+1. I want the students to get into
inaccurate)? This does not mean that you necessarily told a student they were
wrong, but that you recognized their lack of accuracy and took steps to support
I was consistent in my steps and when students had the wrong answer I said that
they were on the right track and lead them to the correct way to find the missing
number. I went to each individual student to make sure that they were on the same
page as I was and I gave them feedback right then and there. I told them to work
2. Consider the extent to which you provided opportunities for your students
did you PLAN to facilitate and which of those practices are OBSERVABLE in
student behavior?
CCSS.MATH.PRACTICE.MP4 Model with mathematics and
Students have to problem solve and make the equation true when it is false while
using manipulatives.
physical etc.)?
The connections that were made was the linking cubes between the equation sign and making