Lesson Plan & Implementation:

Reflection and Analysis

The Reflection:
Questions to consider in your reflection:

1. What aspects of your lesson were implemented differently than you

planned? Why did that happen?

While the students were working with their partner, they were talking to each other, but

some were not working at all. I stated not to play with their partner or the linking cubes,

but some didnt listen so I had to take the cubes away and the students had to work by

themselves.

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?

What I would do differently, would make sure that I break the students into stations and have

students work without the linking cubes in one station and work with the linking cubes in the

other. This would better help me better differentiate instruction and look at data to see what

students understood the concept and others didnt. I would have students still work together

because the students are better engage while working with others.

3. What surprised you in your lesson?

The students did really well on trying to find out what missing number needs to balance the

equations. I think this was because they were using the linking cubes. I wonder if the students

have linking cubes, would they have been able to balance the equations and make the statement

true.
 4. Describe an instance or particular encounter that comes to mind. Why

did you pick that instance? What is so perplexing about that

particular moment?

I was looking at the data and mostly every student got all the equations correct. This

made me question on how I delivered the lesson. The first block had linking cubes, but

struggled to grasp the lesson. I taught the second block and my CT taught the first

block. The first block struggled but my CT and I taught it the same way. I was

wondering what made the first block so confused on what the question was asking

them.

5. What connections can you make to your lesson today from your coursework,

the literature, and any previous lessons or experiences?

While looking back at my coursework, I remember in my math class, that using

manipulatives helps the students better visualize what the math equation is asking. It

help to paint a picture in the students head.

Time Celebration/Struggle/Question Claim about teaching

: practice

15:11.32 A celebration is when Having manipulatives

students understood the really help when students
concept using linking cubes need to visualize an
and only 4 students needed equation.
one-on-one assistance.

The Analysis:

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?

The students understood that the equal sign means the same as. I made sure that

the students repeated the direction, what the equal sign means, and have them tell

me the different way the problem can be solved. This an effective method because

the students were saying out loud and not on a mini-vacation in their heads, not

listening to the teacher speak. The manipulatives helps to better paint a picture. I

had to be one-on-one with some students, which hindered others that needed my

assistance.
2. Identify an individual or group of students who had difficulty in today's

lesson. How do you account for this performance? How will you help

this (these) student(s) achieve the learning objectives?

Some students that showed difficulty were the ones with ADHD, cerebral palsy, and

students that just didnt listen. I had to work one-on-one with them. I cant always

be one-on-one so I will state my instructions and have these particular students work

together in pairs so they can help each other.

3. Identify an individual or group of students who did especially well in this

lesson today. How do you account for this performance?

Three students that are always drifting into space and not listening did especially well because

they had manipulatives that helped them. Having the visual really help students get and stay

engaged in the lesson.

 4. Based on what happened in this lesson, what are the next steps? What do you

plan to teach next to this class? Be sure to explain how you will use

information from this evaluation in future lesson planning.

My next steps is to have students work with balance beams so they can see that one side of the

equation needs to be balanced with the other side. Students will find the missing number to

make the equation balanced.

Questions to consider specific to differentiated instruction:

1. What specific differentiated instruction strategies and assessments are

used in this lesson? Be specific.

My CT had the students that need to be retaught and the ones that had a lot of disabilities

and needs a lot of accommodations. I had the students that were just and the point of

getting the concept but needed more practice. There were two students that ended up

working together because they had understood the concept and had to solve three

equations to balance out.

2. Describe how you assessed how the lesson impacted student learning?

What worked? What would you change?

The lesson had many great effects because students were getting the individual support

that they needed. The only thing that I would change is to have more visuals and have

students practice with harder equations to get the students talking.

3. Identify an individual or group of students who had difficulty in today's

lesson. How do you account for this performance? How will you help this

(these) student(s) achieve the learning objectives?

The students that had difficulty in the lesson were the ones that ADHD, cerebral palsy

and ones that cant pay attention. They were adding the equations together and not

separating the two equations. I will stress that the first thing that students need to do is

to place a box around the equation that they can solve and go from there.

4. Identify an individual or group of students who did especially well in this

lesson today. How do you account for this performance?

Students that did well were the ones that understood that the first thing that needs to be

done is to solve the equation before finding the missing number with the other

equation to make it balanced.

5. If you were going to teach this lesson again to the same group of students,

what would you do differently? (Consider: grouping, methods, materials,

evaluation, activities) Why? What would you do the same? Why?

What I would do differently is to emphasize that the first thing that students need to do is to

draw a box on the equation that they can solve and then try to find the missing number to

back the statement balanced. I would keep the linking cubes the same so students can have a

visual to help them find the missing number.

6. Based on what happened in this lesson, what do you plan to teach next to this

class? Be sure to explain how you will use information from this evaluation

in future lesson planning.

Since most students did well, I feared that they did well because they had linking cubes. So I

would like to teach students the same concept without linking cubes to see if they can do if

without a visual cue. The students need to learn how to complete equation without
manipulatives, so I want to try to have students learn on their own. The extra time will help the

students that need extra practice.

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?

For the equal sign, I always stated, the equal sign means the same as. So when I read

the equation, I would read it 6+2 is the same as 7+1. I want the students to get into

the habit of using the same as instead of equal sign.

2. Consider your mathematical explanations. Were you accurate in your

discussion of mathematics content? Did you support student accuracy (in

other words, did you correctly identify student work as accurate or

inaccurate)? This does not mean that you necessarily told a student they were

wrong, but that you recognized their lack of accuracy and took steps to support

their further learning.

I was consistent in my steps and when students had the wrong answer I said that

they were on the right track and lead them to the correct way to find the missing

number. I went to each individual student to make sure that they were on the same

page as I was and I gave them feedback right then and there. I told them to work

independently for the last three problems.

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 and

CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.

Students have to problem solve and make the equation true when it is false while

using manipulatives.

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

connections made between representations (verbal, numerical, pictorial,

physical etc.)?

The connections that were made was the linking cubes between the equation sign and making

it balance from one side to the other side.