Math Interaction Reflection

During the math interaction lesson I learned the importance of accommodating lessons
depending on each students educational needs. I was able to interact with three students, and
provide assistance over one-to-one correspondence with numbers one through five. I was very
impressed with how much each student had grown within the six weeks of tutoring them.
The three students I had the pleasure of tutoring and getting to know were Breelyn,
Isaiah, and Tessa. All three students were extremely different which made the tutoring sessions a
little difficult at times, but all three of them worked very hard during each tutoring session.
Breelyn is very smart when she wants to be. She had a little bit of a hard time staying focused
during the tutoring sessions, but when she wasnt zoning off she was very knowledgeable and
caught on quickly. Isaiah is also very smart, but he would rather not show it and act silly. I
learned throughout the tutoring sessions that Isaiah does best when he is working one-on-one
with the teacher. He has an easier time focusing and staying on track when it is just him and the
teacher. Tessa is the last student I had the pleasure of getting to spend time with. Tessa was
extremely lower than the other two students. Tessa came into Kindergarten knowing absolutely
nothing, but it was great to see how much she had grown in the past six weeks.
It was hard to get all the students together at one time so I had a lot of one-on-one time
with each student during the tutoring sessions. I found it almost easier working with each student
one-on one, because they seemed to pay attention a little better during the tutoring sessions.
When I first started the tutoring sessions with Isaiah I had a hard time keeping him focused. He
would want to do everything he was not supposed to do just to be silly. During one of the

stepping stones activities he scribbled on the paper and gave me a huge grin. So I decided to
become more on his level by being silly and providing positive comments every time he
attempted to try during the activities. Once that relationship was built between Isaiah and I he
had no problem staying on task. Breelyn had a hard time staying focused during the sessions so
again I had to find a way to capture her attention I decided to use the bear counters as the
manipulative. I told Breelyn I would give her a few extra minutes to play with the bear counters
at the end of the lesson if she could stay focused and try her best. After telling Breelyn that she
was like a whole new student she stayed focused the whole time, and worked so hard. Tessa was
a little harder to accommodate for, because she was so low. I found that Tessa worked best during
hands-on activities and using manipulatives so for every tutoring session I made sure to provide
engaging hands-on experiences using manipulatives. Tessa told me she really liked when she got
to play with the bear counters. I would say the most important part of the math interaction
project was building relationships with the students. Without the building relationships I would
not have been able to find ways to accommodate for each of their different learning needs.

Breelyn

Pre-Test Score
0

Post-Test Score
80

Number of Tutoring Sessions

6

Isaiah
Test

20
0

100
80

6
6

After creating my lessons and giving the pre-test to my students I found that I had to
make specific accommodations before implementing the actual lessons. I became aware that

some activities I had planned to do with the students would have been to challenging so I had to
modify the activities to be more on their level. I also found that each student worked best with
hands-on and engaging activities. I tried to incorporate in each tutoring session a student led
environment, and I incorporated different manipulatives to catch the students attention. After
implementing and reviewing the post-test I acknowledged a large amount of progress was made.
For example two of the students did not get any correct on the pre-test and only missed one out
of five questions on the post-test. I believe learning occurred for each student because of the
accommodations made, and the hands-on interaction during each tutoring session.
The most challenging part of the math interaction project was accommodating for
different level learners during each tutoring session. It was extremely hard at first because I did
not know the best way to accommodate for each of my students. Once I was able to work with
them and build relationships with them it was much easier to accommodate for each of them. I
also find it challenging knowing which teaching strategies to use during each lesson. I learned
that the teaching strategy being used should be based on each specific learner.
As an intern I have grown so much from the beginning of this project to where I am now.
I now know how to accommodate for different level of learners. I also know how to
accommodate lessons when they are not going as planned. I was able to build relationships with
three students wonderful students. I now feel so much more confident when creating and
teaching lessons to students. Some personal improvements I have as a math teacher would be to
remember to be patience, and that everyone works at a certain pace. I also need to remember that
mistakes are okay and part of the process. I found myself getting aggravated when one of the
students did not understand. I felt I was doing something wrong, but in the end they all three

showed improvements. I guess that means I must had done something right I just needed a little
patience.
The math interaction project provided an opportunity to create lesson plans, build
relationships with students, accommodate lessons, and grow as a learner. I feel a sense of
accomplishment and confidence after completing this project. Lastly I hope that I made some
sort of impact on all three students I was able to tutor.

Lesson 1:

Lesson 2:

: Isaiah

: Tessa

Lesson 3:

Lesson 4:

10

11

: Tessa playing Number

Quiz

12

Pre-Test

13

:Breelyn

14

Teach
er:

Subje
ct
area:

Courtn
ey
Murph
y
Math

Date:

Septemb
er 18,
2015

Dis
tric
t:

Northw
est ISD

Scho
ol:

Grade
Level:

Kinderg
arten

Uni
t
Titl
e

Numbe
rs and
Operat
ions

Less
on
Title:

Prairie
View
Elementa
ry
Counting
Fun 1 to
5!

Purpose and Lesson

Standard(s):
111.2. Mathematics
(1) Mathematical
process standards.
The student uses
mathematical
processes to acquire
and demonstrate
mathematical
understanding. The
student is expected
to:

(E) create and use

representations to
organize, record,
and communicate
mathematical
ideas;
(2) Number and
operations. The
student applies
mathematical process
standards to
understand how to
represent and
compare whole
numbers, the relative
position and
magnitude of whole
numbers, and
relationships within
the numeration
system. The student is
expected to:
(B) read, write, and
represent whole
numbers from 0 to at
least 20 with and
without objects or

Understanding
goals(s):
Students will
understand
The value of
recognizing numbers
on through five using
one-to-one
correspondence.
The uses, meanings,
and representation of
numbers one through
five.

Essential
Question(s):
How do we count?
Why do you think we
count?

How do we use counting

in our everyday lives?
Why is counting
important?

Equivalent ways to
represent numbers one
through five.

15

Post-Test:

16

17

18

19

20