Mathematics Area

Date: 18.11.2016
Post-lesson review and evaluation:
Student achievement:
This lesson was engaging for the students because they were all familiar with area
measurement. They enjoy the area game where the students took in turns to roll the dice and
draw a shape that had a width and length of what was rolled on the dice. From here, students
were asked to determine the area of their rectangle. The idea of getting them to connect the
rectangles together was a big success, as some students were able to move beyond
measuring one rectangle to measure three or rectangles to together. It was clear that majority
of the students understand the equation length multiplied by the width. It is clear that another
lesson/session is needed for students to extend their thinking beyond one rectangle.

Teaching effectiveness:
This lesson was a success because it engaged the students and they had some in their choice
of shape/rectangle that they would create. There was a lot of initial excitement as the students
wanted to have a go with their partner. I let the noise level climb initially but then I called for
less talk and more application. There were asked to use their working voices only after the
initial 5 minutes.
The idea of students having their own grid paper was so that I was able to see how far some
students could take this simple task. To elaborate, a few students were able to find the area of
all the rectangles together by firstly using the equation L X W, then adding the areas together.
One concern was the eagerness to copy another students area measurement. I observed that
some of the students were rolling the dice and recording the same rectangle down. This was
discouraged, as it was not their individual idea. In retrospect, it probably wasnt an issue as
long as they recorded down a rectangle with a length and width of what was rolled on the two
dice. I would experience with this next time by providing each student with his or her own set
of dice. However, I am unsure in the noise level will climb. On reflection I did note that I was
giving the less capable my attention and I neglected I interacted with the more accomplished
students. I will rectify this aspect at the next session when I will discuss the focus topic from
the start of the lesson before the weaker students require my support.
My supervising teacher was happy with my instruction. She told me that most students knew
what to do and that idea of having the instructions on the interactive whiteboard helped.
However, she suggested that next time I should provide guidance for low-achieving or
struggling students. By working collaboratively with low-achieving students allows me to
provide enough assistance so that he and she can independently complete their problem.