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Jennifer Engo ELD 375 Professor Baldassarre 4/12/13 Lesson Reflection II This particular lesson was taught at about

12:45 on one of the half days of school. It was after the students worked on a previous assignment after they returned from lunch. The objective of the lesson was to teach the students what a square unit was and how they can find the square unit of a figure on graph paper. At the end of the lesson the students did achieve the objective/goal of the lesson. The lesson was overall a part of their geometry and fraction unit. They were to understand that any shape they make with the squares on their grid paper, they could count the squares on the inside and get the square unit. There was one student who was understanding that all she had to do was count the squares inside the shape on the grid, but she wanted to know why was this important. I asked her if she had done anything in perimeter or area in previous math lessons. Luckily she said she remembered those lessons, so I tied what we were doing with the grids there today to the area of an object. She then asked if square units were like area then, which I reassured her of. After talking with this student I was pleased to go around the room and ask other students how they were feeling about the individual task of drawing a figure on the grid and calculating the square unit. Every single student replied that it was one of the easiest things theyve ever done. One girl said that she saw her older brother using this and cant wait to go home and tell him that she now knows how to find the square unit of a figure like the ones on her paper.

The students were very engaged during the group introduction to the lesson. When the students were asked if anyone knew what a square unit of an object was or if they knew how to find a square unit no one answered. When it was explained that on a grid any figure drawn on it (not a heart) could have it measured in square units. The students all gave a shout of excitement and called out that they all thought that was so easy and wanted to come up to the board to do an example. One student got to go up and draw a figure on the makeshift grid on the board along with finding the square unit of it. All the students were excited when figures were drawn on the grid of shapes that couldnt have their square unit found. Having the children all calling out and using the thumbs up or down for agreeing or disagreeing with examples really showed that they were involved and interested in the lesson. What I learned before this lesson was that in the second grade, all they really need to know is this introduction to square units, and they dont really go any further. If this were my classroom and the students were really engaged in this lesson and thought of it being so easy, I would create a little more challenging of an activity for a time if a proceeding lesson was finished early. The only proceeding lesson that could be attached with this would be more focus on area and perimeter. Since square units are a unit of measurement I would focus on that aspect of the lesson and go from there.If I were given the opportunity to redo this lesson Im not sure I would have done anything differently. From the introduction, to the very few questions that the students had, it was really an overall success. It is something that the students grasped really well during the group lesson, and during their individual task every student knew exactly what they were doing. Since the students upon returning to the carpet all had their hands in the air when they

were asked review questions, I would say that theres nothing I would change about the lesson. Lastly, what I take away form this lesson is that not everything that is taught in math goes as well as it did this particular day. There will always be lessons that fly by with minimal questions, but there will be times that I will have to be prepared for questions that might be challenging to answer on the spot.