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Mathematics
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Jan 9, 2024
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Uploaded by JusticeExploration26669
Reflection on Lesson Implementation and Analysis of Student Work
MacKenzie Rooks
Master of Science in Education, Walden University
MATH 6561: Learning & Teaching Mathematics
Dr. Nan Sattler
June 15, 2023
For my math lesson on analyzing and comparing two- and three-dimensional shapes, I
was able to teach two Kindergarten students in a small group setting. With creating a lesson plan
using differentiated instruction and incorporating different mathematical strategies, I used
NCTM Standard 3c (National Council of Teachers Mathematics, 2012). Due to the students
being in kindergarten, going to first grade next school year, I had to ask the students about their
shape knowledge. Before assessing the students' knowledge, I asked each student how much they
knew about shapes. One student stated that they know some shapes and their sides, and the other
student said that they know their shapes but was not as confident in remembering how many
sides each shape has. After I assessed each student on what their prior knowledge on shapes was,
I realized that I should review the shapes and sides before completing the task. I also decided to
start with two dimensional shapes only for this assignment. Because I teach Kindergarten, I had
shape cards at hand to help review with the students. I began by reviewing the shapes: circle,
triangle, soiree, rectangle, pentagon, and oval. After reviewing the shapes, we talked about how
many sides each shape has and some similarities and differences between the shapes. After
reviewing I gave the students their worksheet. Because they are in Kindergarten, I read the
directions for them, so they understood what was to be done. We went through each question and
then I allowed the students to discuss with each other their answers and how they got them. This
brings in NCTM Standard 3d, to provide opportunities for the students to communicate about
mathematics (National Council of Teachers Mathematics, 2012).
After completing the lesson, I decided to continue the conversation of shapes within the
students. I would have one student say the number of sides a shape had, and the other student had
to tell the name of the shape. If there were more than one shape with that number of sides, the
student was asked to name all the shapes. Having the students use prior knowledge and thinking
about all the shapes and their sides without seeing pictures implemented NCTM Standard 3e,
implement techniques related to student engagement including high quality tasks (National
Council of Teachers Mathematics, 2012). After allowing the students to ask a few questions each,
I decided to challenge the students a little more. I grabbed some three- dimensional cards and
had the students name the shape. Student one was able to name most of the shapes, but student
two struggled naming the three-dimensional shapes shown.
Throughout the lesson I wanted the students to get excited when they answered a
question correctly or used their critical thinking skills. To do this I created a chart for each
student to put a smiley face on when they got an answer correct or I thought they were using
their critical thinking skills throughout the lesson. I got this idea while watching the
Classroom
structures: A second grade math community video
given in the weekly resources (Fuson &
Zaritsky, 2005a). The students enjoyed the lesson given and walked away understanding shapes
and their sides more than before.
(Attached to the Submission is my student work that was completed during my lesson.)
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References: .
Fuson, K. C., & Zaritsky, R. (Producers). (2005a).
Classroom structures: A second grade math
community.
[Video]. Walden University Blackboard.
https://waldenu.instructure.com/
National Council of Teachers of Mathematics (NCTM). (2012b). NCTM CAEP standards - Middle
grades. http://www.nctm.org/uploadedFiles/Standards_and_Positions/CAEP_Standards/ NCTM
%20CAEP%20Standards%202012%20-%20Middle%20Grades.pdf