Lesson Plan &

Implementation:

Reflection and Analysis

The Reflection: The reflection component should make you think about your

overall impressions and feelings that you had. You also might address

something that surprised you or something that made you pause.

Questions to consider in your reflection:

1. What aspects of your lesson were implemented differently than

you planned? Why did that happen?

I was planning a math lesson but it wasnt going as planned. The day was bad and

I was flustered to the point that I just wanted to get the lesson over with. My

supervisor came to observe me and she needed to observe another pre-service

teacher. The lesson was cut short and she had to leave. I had plickers that the

students can use but it wasnt working, the students were misbehaving. There

wasnt enough time between observations so my supervisor can watch her pre-

service teacher.

2. If you were going to teach this lesson to the same group of students, what

would you do differently? Why? What would you do the same? Why?

I would have students work with the partners that they sit next to instead of them walking

around and finding their partner. The students were having difficulty finding their partner

across the room. I would do the same lesson again because it was a great lesson for
students to learn. They had to write their number a many different ways and write

expanded form as well.

The Analysis: The analysis part addresses the lesson's effectiveness- to what

extent did the students meet the objectives stated in your lesson plan and how do

you know? Make a claim about student learning and support it with evidence that

you gathered from the lesson.

General questions to consider in your analysis:

1. To what extend did the students learn what was intended? How do

you know? As part of your answer, please indicate:

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?

c. In what ways were the instructional materials effective?

d. How did any special considerations of accommodations affect

the lesson?

Students had to write numbers in different ways using place value. The students

were writing 34 and write 3 tens and 4 ones. Then they had to write 2 tens and 14

ones. They also needed to write it in expanded form. I gave students baggies with

manipulatives that had a specific number in it. They had to count the

manipulatives and write the number and show it as a picture. I was walking

around the room and help students with write the number in different ways by

taking away a group of tens so they can write the number in another way. The
students were talking to one another using accountable talk to show that they are

being accountable of their learning.

2. Identify an individual or group of students who did especially well

in this lesson today. How do you account for this performance?

Most of the students did well. The couple of students that were struggling were the

ones that had disabilities. They were counting by ones instead of tens and adding. I

spent one-on-one time with the students that were struggling. I focused on reading

manipulatives and figuring out how to write the number. Going step by step with the

students that were having difficulty was very helpful. Some students need to work on

one-on-one.

Questions to consider specific to differentiated instruction:

1. What specific differentiated instruction strategies and

assessments are used in this lesson? Be specific.

I gave students different numbers so students can work on writing the different

ways to write. Some students had numbers with two digits and some students had

number with three digits. All the students needed to write 3 different ways and

others needed to write as many as they can.

2. Describe how you assessed how the lesson impacted student

learning? What worked? What would you change?

I assessed the students by giving them a math rubric. The rubric consisted of if

the students were using accountable talk, and if they did then they would have

write yes, if not then they would say no. Also, they would say yes if they wrote 3
or more different ways to write a number. They had to write down what they have

learned and show what they have learned.

Questions to consider specific to a mathematics lesson:

1. Analyze your use of mathematics vocabulary. Were you precise in your use

of vocabulary? Did you encourage precision in students' use of

vocabulary?

I made sure that students said the number accurately, the number was 34 and

say they had three tens and 4 ones and say it in expanded form. 30+4=34. I

made sure to use the accurate vocabulary so students can understand and get

into the habit of using the accurate vocabulary terms.

2. Consider the extent to which you provided opportunities for your

students to "do mathematics." Which of the Common Core mathematical

practices did you PLAN to facilitate and which of those practices are

OBSERVABLE in student behavior?

CCSS.MATH.PRACTICE.MP4 Model with mathematics. I had students

model different ways that they can write the number that they had. For

example, number 34, 3 tens and 4 ones, 2 tens and 14 ones, 1 ten and 24

ones and 34 ones.

3. Consider how the mathematics was represented in the class. Were

connections made between representations (verbal, numerical, pictorial,

physical etc.)?
Students had to make pictures what the number that they had and write the expanded

form of the number. They needed to also draw their partners picture and use

accountable talk.