For the first of our lesson study assignments, I was going to be the instructor, and Sarah was going

to observe the lesson. I taught the lesson study in 5th and 6th hour. Sarah was able to examine on the 5th hour class. I started the class by having the students check their homework with the answers I project for them from the previous nights homework. I then proceeded to answer any unresolved questions the students may still have about the homework, before continuing on with our planned lesson. I started the lesson with a warmup to jump-start the students thinking about the intended topic of the day. I initially began by asking the students What do you know about slope? The students were quick to state rate of change and y/x. At this point I wanted to bridge rise over run with the new terminology of rate of change. This took up a small portion of time, and from here was able to introduce and write on the board the definition of slope and finding slope between two points. I modeled a problem on the board using the points (3,2) and (5,6) to display how to find the slope, and then concluded the warm-up. I afterwards guided the students through Model Problem 1 at the board. I wanted to act out the scenario for the class before continuing on with the questions of A, B, and C. I stated, If Im paying three dollars and Im not going anywhere what does this mean when in math terms? A student offered a suggestion, Its at zero. I further pressed, asking, what do you mean? The student responded promptly stating, its when no time passed. This transitioned nicely into the A, B, and C portions of the activity asking the students, If I paid three dollars already then after one minute what would my fee be? Students without delay saw the first model, shouting out five dollars. Portions B, and C followed with a slight more hesitance from the students, and required a little more explanation. At this time, the lunch bell was about to sound, so I wrapped up the model problem and the students went to lunch. During lunch Sarah and I conversed, and I had mentioned to her that I felt the warm-up was a little rushed as I was trying to fit it in before lunch. After lunch I instructed the students to get into groups of three and complete the next two examples and the task at the end of the packet. Majority of the students found a group of three and began working without any further direction. Majority of the questions were from problem 4 of the activity. Examples of the student interactions are as follows: Student A: Whats this mean? Me: Lets look at the graph, whats different than before?

Student A: It goes down Me: So what kind of slope would this be? Student A: ohhh (I walk away) Student B: I dont get this. Me: Did you talk with your group members? Student B: they dont get it either. Me: What is the slope of the graph? Student B: Its going down. Me: What would that mean for the cab fare? Talk with your group members. (Walks away). Student C: Mr. Bogoff can you help me? Me: Yes whats your question? Student C: How can I answer this with no numbers? Me: Can you tell if the slope is positive or negative without numbers? Student C: Ummits going down Me: So would it be positive or negative? Student C: Positive err no negative. (Unsure of his response) Me: Think about how that relates to the cab fare (walk away after) At this point the end of the hour was near. The last couple of minutes I gathered their attention to explain their homework. I stated You need to finish the activity if you did not do so in class. Also, watch the video for Monday at this link. I had to make the adjustment to have students share their activity Monday instead of today as we had planned, because of time constraints. Since I was making some impromptu revisions to my lesson for 6th hour Sarah and I did the majority of the reflecting at the end of the day together. Reflecting on the lesson, I was able to incorporate the changes Sarah and I talked about for the 6th hour class. I made the decision to introduce the students homework assignment at the beginning of the hour, so I would not disrupt the classroom flow of the activity. This is one of the first observations I noted to Sarah as 5th hour was running. Furthermore, I wanted to clarify the directions and expectations for the activity ahead of time, again, to keep the momentum moving. Another revision to my lesson was that I wanted the students to discover or re-discover in many students cases, the formula for slope, instead of just telling them. I believe that this allowed for all the students to first think about the topic, sort what they may know about the topic, then engage in the learning from the board from their cohorts discussions. I believe that by being more explicit and clear in my delivery at the beginning of the lesson, allowed the students to gain more

opportunity for a deeper thinking on the topic, uninterrupted. Conversing with Sarah after the two lessons were concluded, we discussed what we would alter in the activity, if taught again. We talked about perhaps eliminating one of the examples to allow for more time for discussion at the end of the hour. Also, we discussed the structure of the hour, perhaps pacing the examples differently (quicker, or more periodic classroom level checks). Majority of the discussions were tailored around the pacing and or structure to accommodate for an enriching class discussion. Reflecting on the lesson study process, it was a great opportunity to plan a lesson collaboratively. I enjoyed the opportunity to have a variety of input for the lesson planning process. Specifically, the misconceptions that were offered were very helpful when planning, because it provided a wider spectrum of thinking about the mathematics from a different lens. Moreover, this opportunity of having one of my peers observe my instruction was a great experience. Sarah was able to provide transcripts of the dialogue and interactions that took place throughout the class, which was especially helpful in the reflecting process having concrete evidence of what transpired during the hours. Overall, having the input on lesson planning revisions from my lesson study group and the expanded list of student misconceptions helped lead a successful lesson study one. I look forward to the future lesson studies.