Reflective Blog Post- Cognitive Engagement During Math Lessons

Today’s lesson was on taking apart numbers. The lesson’s objective was for students to
be able to find more than one way to take apart a number, create a model using manipulative
and identify the subtraction sentences that their model represents. The students gathered on as
a large group on the carpet with 5 cube counters. They viewed a portion of a math on the spot
video that came from the curriculum’s online resources. Once they viewed the sample, I
provided them with a story problem. (Abby has 5 grapes. How many ways can she share her 5
grapes with her brother?) I asked the students to create a way using their connecting cubes that
would represent a way that shows how Abby could share her grapes. Once the students created
their model we recorded them on the board. I intentionally recorded them in order so that
students could see the pattern created when we subtract taking one more each time until we
subtract all. Once we had displayed all but one way we figured out the last way together by
pointing out the pattern. Next students were shown the page we were about to use for
independent practice. I gave them an option to work independently or to come to the back table
for guided practice. Those who were confident went off to work using their cubes to make
models and recording them on their sheets. The other group joined me and we worked to get
them started. A few of the students who initially came for guided practice ended up going back
to their desks to complete the worksheet on their own. Students who finished early, worked in
pairs to take apart numbers in different ways and some even made up stories to go with their
models.
Some things I noticed about this lesson is the time on the carpet ran a little longer than I
had wanted. I have been struggling with timing and need to continue to work on delivering the
lesson more concisely. I could sense some of the students start to wiggle and I could tell they
needed to move around. I think having the cubes on the carpet worked well because they were
able to model their thinking. I have been trying to use pair sharing more often during my
lessons. It was exciting to hear the pairs all saying their answers at the same time and even
more exciting to hear that they all remembered “subtract all” and “subtract zero” from the
previous lesson.
The overall cognitive engagement for this lesson was pretty active. I was not 100% sure
where to place the students during the viewing of the video. They all seemed to follow along, but
like Himmel said, “What evidence is there that students are processing what is being taught?”
and “What is going on in their minds when they sit and pretend to listen?” (Himmel 2017, pg.16).
I did pause the video at certain points to make sure that everyone is following along but I still
was not sure if that part of the lesson would be in quadrant 3 or quadrant 1. Another part of the
lesson that I was unsure where to place the level of engagement was when we were recording
their ways on the model on the board. I felt like some of the students were in level 3 because
they were not actively engaged until it was their turn to share the model they came up with. The
student who was telling about and having their model recorded was definitely in quadrant 4.
While reflecting on the lesson I attempted to come up with ways to increase cognitive
engagement so that all students were in quadrant 4 for that portion of the lesson. One way I
could have adjusted the lesson was to provide them with a clipboard and a print out of the
model I was filling in. I also thought that I could have given them whiteboards to record the
equation to match the model that was provided by their classmates.
The Danielson's FFT domains that were addressed in this lesson include the
 following:

1a DEMONSTRATING KNOWLEDGE OF CONTENT

AND PEDAGOGY- This lesson and included manipulatives to model thinking and provided
young learners a way to process information being represented.

1b DEMONSTRATING KNOWLEDGE OF STUDENTS- Using knowledge of the range of

abilities in my class I provided option of independent practice for those who were confident and
guided practice for those who might need a little support to get started.

1d DEMONSTRATING KNOWLEDGE OF RESOURCES- Prior to the lesson I viewed and

selected a video that would provide a starting point for this lesson. The video I found was an
online resource that comes with the curriculum Go Math.

2c MANAGING CLASSROOM PROCEDURES- Procedures such as acquiring math tools and

finding the correct page in our workbooks were managed. We started to use post-it notes to tab
out the page we are working on so that we do not waste instructional time looking for the correct
page.

3b USING QUESTIONING AND DISCUSSION TECHNIQUES- During the lesson there were
many opportunities for students to respond to questions and add to our discussion about how to
take apart numbers. Once the students completed their work, they paired off and continued to
discuss and find ways to take apart numbers.

Quadrant Sequence of Activity for Mrs. O’s Math Lesson 10/21/19

3? 00:00-2:25 Video example

4 2:25-3:55 Discussing the video and reasoning our answers to the

question

3 3:55- 4:40 Video example

4 4:40-5:17 Discussing the video and reasoning our answers to the

question

4 5:17-7:24 Modeling ways to take apart 5 using manipulative (connecting

cubes

3/4 7:24-19:09 Recording the models on the board by sharing the way they
took apart 5 using the manipulative

4 19:09-35 Independent practice, guided practice and partner practice