Cassandra Obs #5- Math 04/05/18

10:04 Vocabulary is on a chart- they are reviewing the

vocabulary and looking at examples of each figure.
Make connections between tri and three.
Maximizing use of both languages.
She then says they will call four sided figures a Academic Language
“cuadrilatero.” Nice example of introducing
vocabulary in the context of generating names for
polygons.
They count sides together- add to chart. Student interaction- counting
Chart is a table with prefix, name, and examples of sides. Student engagement.
the figures. The rules for polygons are posted above Materials/Technology
the table.
Students notice the pattern for the suffix of the Higher level thinking.
words.
Positive feedback to students on the shapes.
They continue the chart together- figuring out
names for each part.
The process is very systematic and so students are Higher level thinking (finding
comfortable participating. Many different students patterns in the words).
participate.
10:20 Carefully switches focus to the other side of the Varied Activities.
classroom- mapping the actions that she wants
students to do.
Promotes student engagement by telling them they
will use the manipulatives. They talk about what the
shapes remind them of in real life. Clear instructions
Models how to do the activity and fill out the States expectations.
information- by asking them questions.

Reminds them about how to get her attention with Manages behaviors quickly
positive reminders. Promotes independence- Behavior Expectations/
problem solving ideas around finding materials. Positive and Respectful
Shows visual timer on Elmo for them to monitor
their work.
Positive feedback with specific examples of
appropriate behavior. Behavior Expectations.
They repeat the procedure for the second color.
They do two colors and then they can do all of the
colors- she asks them if they think they are ready to
do their own.
10:45 I see another triangle and another trapecio- asks
them to think and give a thumb up if they see it. Wait time- second language
They are given the opportunity to begin to think support strategy integration.
about shapes making a larger shape. Higher level thinking
Refers to an idea that a student had- she begins to
identify a hexagon, but there is a line in the middle.

Debrief Chart was to start to see the patterns- on reflection,

would have left the numbers out. Extensions- quiz
on shapes at Elmo.
A student commented on how she loves math-
speaks to high engagement of the lesson.
Ending of the lesson- larger shapes within other
shapes.
Nice example of adapting curriculum materials.