Sarah Jacobs Lesson Reflection Dr.

Bulgar

While performing my mathematics lesson in Miss. Belmontes third grade classroom, I was able to identify my strengths and where I needed to make improvements. The students willingness and excitement to learn provided me with confidence and enthusiasm. The lesson was taught during fifth period, which takes place right before their lunch period. The lesson was based on a section in the students math textbook, Envision Math, lesson 8-5 on page 194-195. The lesson topic was dividing specific numbers such as zero and one. The objective of the lesson was for the students to be able to understand the concept of dividing simple numbers such as one and zero by introducing each rule and using manipulatives. Although the concept seems simple to some individuals it can be confusing especially when learning the rules for the first time. My goal as the teacher was for the students to not only understand the concept, but to feel comfortable with division. Many students as well as adults, have a phobia when it comes to looking at an equitation, or even just knowing that numbers are involved. I wanted to relate the concept of division to the students everyday life as well as their interests. I started off my lesson by asking the students to help me solve a problem. The problem involved candy, which the students were immediately excited about. I did not introduce division right away because I wanted the students to think about the problem as something that we may come across everyday. I wanted to act out the problem and use props, such as the candy this way

the students could visualize how division works and it was a way for the more tactile learners to get involved I felt that the students not only met the objective of the lesson, but they met the goal I had set as their teacher. The students were able to understand the concept of dividing with simple numbers, such one and zero using objects. The students displayed that they understood the material by actively participating in class. Each student would raise their hand to answer a question and give justification as to why they believe their answer is correct. The students also used their prior knowledge in multiplication to make a connection with the division rules while use while using the number one, as well as the rules for diving zero. When looking over the students completed assessment work sheet 16/20, students received 6/5 on their assessment, which had included the bonus. I noticed that the students felt extremely comfortable during the lesson. This was shown by their eagerness to participate. The lesson was not introduced as a math problem, it was introduced as a scenario, which the students were able to make a connection with. Each and every student had an opportunity to answer a question or share an idea. I felt that by setting a comfortable environment, the students were more engaged and the lesson was able to run more smoothly. The lesson was extremely successful. It did not go exactly as planned, but ran efficiently as all the information being taught was covered. The students were actively participating and enjoyed the activity with the candy. There were not any specific areas where the lesson did not succeed. The lesson seemed balanced from the start to the finish. The students were excited to do the assessment, which I was

surprised about. Although there is always room for improvement, I truly felt the lesson was a success. The students were engaged throughout the whole lesson. As soon as I mentioned candy in the scenario, the students eyes lit up and I had their full attention. The students were actively involved during the lesson and were consistently raising their hand to answer questions and participate. The students were using their prior knowledge and were making connections to answer the questions that were being asked. Every student raised their hand to be a volunteer, as well as share their thoughts. I also knew the students were engaged when they were turning and talking with a peer. I clapped my hands to gather the students attention back upfront and they repeated the clap to show they were listening. I overall felt that the students engagement is what made the lesson so successful. Once this lesson is completed, I would start the next math class by having a quick review to refresh the concepts, which were previously taught. I feel this is important to do, this way the students are able to ask any questions they may have and to clarify any misunderstandings. This would also be beneficial because practice the students get, the better they will be able to understand the material. By doing a mini review, the students will receive practice as well with feeling comfortable to move on to the next lesson. The next lesson, which I would teach, is how to solve a number sentence as well as writing one both relating to division. The students will learn how to plan, solve, answer, and check their work. This topic is important for the students to learn

in order to solve more complex division problems. This lesson can also be found in the, Envision Math, textbook, lesson 8-6. I feel that if I had the opportunity to do this lesson again or use the lesson in the future, I would make a few changes. I would have the students work in groups and be more hands on. For example, I would give each group of students manipulatives, either candy or counting blocks. Then I would have them figure out the equitation using themselves, as well as the props. By doing this I feel the students will be even more engaged in the lesson, and for those students who are kinesthetic learners, they might be able to grasp the concept better. In addition to creating a more hands on lesson, I would also use more visuals for the students who are visual learners and for those who may have trouble with auditory processing. I feel that talking about mathematics can be confusing and some students my need a visual to go along with it. Lastly, instead of giving the rules for diving with the numbers zero and one I would prompt the students and have them work in their groups to figure out the rules on their own. I would still show the rules, but before doing so, I would have the students try to use their prior knowledge and examples to help them figure it out on their own. While reflecting upon this lesson, I have come to realize that regardless if the lesson went well or not, as a teacher we should always take notes on the positives as well as the negatives. There is always room for improvement and by getting to know your students you will gain a better understanding of how to make changes during the lesson. I also learned that the lesson might not always go as planned and when that happens its not considered to be negative. As a teacher it is good to be

structured and have a plan, but we also have to be flexible and teach in the moment. We cannot always predict what the students will ask or say, but we may have some ideas. We have to always be prepared to answer any questions the students may ask, as well as listen to their ideas and thoughts. Overall, when reflecting upon my lesson, I have learned that it is helpful to recognize the strengths and weaknesses of the lesson. I can clearly understand what needs to be improved and how I can change my lesson to be even better for the future.