You are on page 1of 3

Jessica Siegel Lesson Reflection 1 March 14, 2013

Alisha and I co-taught a math lesson on March 7. The lesson was taught right before students left for lunch and recess. The objective of the lesson was for students to master creating combinations of numbers that make 4 and 5. For example, the students need to know that 1 and 4 makes 5, 2 and 3 makes 5, 3 and 2 makes 5, 4 and 1 makes 5 and so does 0 and 5 and 5 and 0. Kindergarten students need to be able to do this on their own before they take a state test at the end of the year. This lesson was a review of what they had learned the week before. Students already had a fairly good idea of what combinations of numbers make 4 and 5. The students came to the rug in their math rows with a clipboard and their toolbox. We gave each student a worksheet that we did as a class. The front of the worksheet had circles that made up 4 and 5 but were shaded in different colors. So for example, the first problem has 3 circles shaded lightly and 2 circles shaded darkly. The students had to write underneath the circles how many were shaded lightly and how many were shaded darkly to get a total of 5. On the back side of the worksheet, the numbers were already written for them, and they had to create the visual. If the numbers given were 2 and 3, students had to draw 2 circles in one color and 3 circles in another color. We guided and prompted the class through the worksheet and had some students come up to show their combinations.

Next, the students went to math centers. One center was making combinations with different colored play-doh on a work mat and the other was to color the leaves of a 4 leaf clover with two different colors and to write out how many leaves were colored one color and how many leaves were colored another color. The students were engaged throughout the lesson. The fact that they had to color with crayons and were able to choose their own colors made them more engaged than if they were simply filling out a worksheet during the lesson. When the students had to create the combinations based on the numbers given, we allowed to students to draw whatever they wanted (instead of circles) as long as it wasnt something that took a long time to draw. We said that making hearts instead of circles was acceptable but that drawing flowers might take too long. Students were definitely engaged in the centers where they got to color and use play-doh. If I were to do this lesson again, I would tell all the students that they had to draw circles on the back side of the worksheet. Giving them the option to draw what they wanted as a visual took away from the lesson plan and what we wanted students to walk away with because they were too focused on what picture to draw. I also would have thought out the transitions from the rug back to the desk more carefully. I felt my management of the class was poor as there was some commotion during transitions. Working through the problems was best for this class as there are some slower learners and students who need the prompting and guidance. If I were to do a similar lesson with this specific class I would definitely proceed through the part of the lesson that was done together on the rug as a group in the same way. If I were to teach this to a different kindergarten class, I may have gone about the procedures of the lesson differently and

had more options for students to work in pairs or individually. I would have created the centers differently as well. The students seemed lost when they had to make their own combinations on their work mat. When I asked students, If I were to put 3 yellow circles on this side, how many blue circles would I put on the other side? they understood what they needed to. It was hard for the students to create the 5 circles on their own out of the play-doh. Another idea would have been to have circles of play-doh already made, or to just use poker chips or another manipulative to create and to visualize the combinations. I believe that all the students met the goal of the lesson. All students filled out the worksheet properly. When certain students came up to the board to show their combinations, they each showed an understanding of the numbers and the combinations. To continue this lesson in my own classroom, I would move on to making combinations of 6 and 7 the next day. After working on 6 and 7 for a few days and seeing that all students have mastered the combinations, I would move onto 8 and 9 and then eventually to 10.