Lesson Plan Reflection
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School
Des Moines Area Community College *
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Course
114
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
Pages
3
Uploaded by KidFreedomOyster34
Reflecting on lesson and assessment
During my math lesson that I had created for my presentation I felt as though I did a good
job of making sure that students had enough information to do the problems we did together as well as the ones on their station sheets. We used the five frogs and had students make connections that they can solve the problem using their hands to solve for the answer just as I moved the frogs away and we created or equations. I felt as though the launch which included my introduction, motivation and vocabulary recap was kept short and to the point, so students weren’t given too much before we began to explore. We used the Five Green and Speckled frogs’ song as we created equations using decomposition also known as subtraction to take away and demonstrate the frogs as they were taken away or “jumped away”. I tried to not give away too much information and allowed students think and share with partners and then brought the class back together as we discussed our wonders and dove into the explore section of the lesson. The mathematical potential of the problems and content was left intact, and my pretend students had an idea of what to do from prior learning as we activated prior knowledge but when we began to discuss what was said or asked during the opening and discussion I would say no, because for example, students had 1 minute to turn and talk with a neighbor before coming back as a whole class with an answer. When using the frog visual I felt as though it helped students to clarify, generalize, and extend their thinking in various ways. The song was auditory, the frogs were a visual and when students played the game with elbow partner it would have been kinesthetic, so I am meeting many different earning needs in this simple activity.
When focusing on the explore section the students were able to explore various strategies we discussed at carpet and have a chance to work with manipulatives and color to create equations to 5. There were three stations and a math game that students explored that all aligned to the main content standard chosen as well as the mathematical practice standards chosen. When
looking at the work samples I collected from my students I would be sure to continue to scaffold for my students that need scaffolds and specially designed or individualized instruction. I would continue to enrich learning in the same ways as these have been working for my students. Looking at the collected work I can see my students understood and took away the main idea from the lesson taught. For my few who are still needing more work I would review and implement scaffolds in the whole group lesson and small group lesson.
When reflecting on the summarize portions I would say it went well and close to what was expected given I taught this to a class of adults versus actual kindergarteners. Students were engaged in the learning that took place and discussed the learning as a whole group and with their elbow partners. Students can identify what decompose is and explain what happens when we take away from an amount or a group of things. Students were able to ask questions from the teacher during the rotation work as I walked around to check on each group. Students could also ask for further clarification before the final assessment. Students were actively engaged in the Summarize portion for example, when we shared ideas, answered questions, and discussed strategies that our peers had. The evidence from this lesson will help me plan future lessons and the students will continue to build their number sense knowledge, moving up to 10 or enriching their learning and moving past 10. Understanding which number comes next will help students have a greater understanding as they move into teen numbers as well. Overall, I felt as though the lesson was informative and well delivered to the audience.
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