4b.

Lesson Facilitation Reflection

Students’ Strengths

1. What did each student do or say that was mathematically smart? Respond for each student using:
I think it was smart when (name of student) did/said (evidence from structured observation notes), and I
think this was smart because (how does this strength support student learning?).
a. I thought it was smart when one student began to recognize the relationship between
the coordinates of the preimage and the image when working with translations
because it allowed students to create a formula.
b. I thought it was smart when one student pointed out that we can “fold the paper” to
see where the reflected image would end up because it allowed other students to be
able to visualize and understand reflections better.
c. I thought it was smart when one student was able to explain what was happening to a
set of coordinates when they had been reflected across some line of reflection because
it helped us to generalize what happens to all coordinates when they had been
reflected across the same line of reflection.

2. What do students understand? What are students on their way to understanding? What is your
evidence from your observations to support your statement? Respond using: I think (name of
student) understands OR is on the way to understanding (math concept or skill) because I heard/saw
(evidence from observation). Then comment further, as appropriate.
a. I think one student understands how to perform translations of preimages because I
heard them talk about how the preimage is “slid” a certain number of points and that it
affects the coordinates of each point in the same way.
b. I think one of the students is on the way to understanding how to reflect a shape across
some line of reflection because I saw them consistently reflect points and then
inconsistently reflect shapes. This tells me that the student is on the way to mastering
this concept, and may need more practice or guided reinforcement.
c. I think one student understands how to find the coordinates of a translation by looking
at the preimage coordinates and the given translation because they were able to
successfully replicate this pattern with multiple examples and translations.

3. What are the norms for participation that students are enacting? What are they saying and
doing as math learners that support their participation and learning? Respond using: I think the
students understand that being a math learner requires (participation norm), and I think this because
(evidence from observation). Then comment further, as appropriate.
a. I think the students understand that being a math learner requires determination, and I
think this is evident because while they did not understand reflections at first, students
continued to ask questions and persevere until they were able to understand the
concept and solve problems.
b. I think the students understand that being a math learner requires practice, and I think
that this is evident because they were able to see how practicing and perfecting these
mathematical skills helped them to understand the topic and solve problems more
efficiently.
 c. I think the students understand that being a math learner requires communication, and
I think this is evident because as students were able to discuss the relationships they
saw for both translations and reflections, they were able to recognize patterns and
generate formulas through their conversations.

4. What instructional moves did you make that had good success? (Review the Teacher Talk Moves
Handout)
a. I found the restating and reasoning moves to be helpful because they allowed students
to be engaged with the lesson while allowing the teacher to gauge what the students
were understanding, and then having students reason through patterns that they saw
allowed them to discover things on their own, while also allowing the teacher to add on
and encourage students to keep looking deeper.

5. What instructional moves might you do differently?

a. I would like to include more time for students to turn & talk to each other, as there were
students online through zoom that did not get to have the same reasoning experience.
By incorporating breakout rooms into the lesson, the teacher can have students online
working together as well, and the teacher can drop in to gauge how the students are
reasoning through what they know and are discovering.

6. What are you taking away from this experience? (e.g. What have you learned? What are you left
thinking about, wondering, asking? What might you do differently in your classroom as a
result?)
a. From this experience, I have learned the value of having students work together and
discover mathematical relationships on their own. I would like to include this type of
discussion in my future classroom, as I think it is a healthy and life-like environment for
students to feel safe to ask questions and try to make discoveries. I also learned how
difficult it can be to manage in-person and online students at the same time. I saw how
lesson plans must be changed and how activities should be implemented to include
both sets of students in the mathematical exploration that is happening in class. With
more time to prepare and plan, I would like to have a specific set of resources and
devices that would allow students from both groups to be engaged together instead of
separately.