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# FieldExperienceReport

forEE333
Date/Time: 3/4/15
Name: Catalina Dvila

1. Topic(s) that students learned (Brief description of the math class) and related Standards (CCSS-M)
For the past four weeks the third grade students in Ms. Vazquez have been working on a fraction unit. Today the students were
working on completing a four-page worksheet. The students are comparing fractions. The following Common Core State Standards
were observed during the lesson.
CCSS.MATH.CONTENT.3.NF.A.1
Understandafraction1/basthequantityformedby1partwhenawholeispartitionedintobequalparts;understandafractiona/bas
thequantityformedbyapartsofsize1/b.
CCSS.MATH.CONTENT.3.NF.A.3

2. Description of the students (Strengths and weakness of the students in the class regarding the topic they studied during the class)
Theclasswassetupwitheightcirculartables. This third grade class had 35 students. From observing the classroom and the
communication that was taking place, this class would be considered a bilingual third grade class. There are three students that only
speak Spanish but all the class speaks and understands Spanish. The majority of all the posters hung around the classroom whether
they were math or another subject were written in both English and Spanish.
Strengths
Students know
Students are
Students know
fractions.

## how to use their fraction chart they created yesterday.

able to communicate with peers in their table.
the importance of using the same shape when comparing

Weaknesses

Students are
distinguish
fractions.
Students who
large class thus

## still having a difficult time understanding how to

which fractions are greater or smaller than other
ONLYspeakSpanishfallbehindinworkbecauseofthe
notallowingMs.Vazqueztohelpthemallthetime.

## 3. Flow of the lesson (Minutes of the class)

Time

work,individualwork,etc.)

9:15

9:27

9:28

9:31

9:32

9:42

Ms.Vazquezinstructsstudentstogettheir
MultiplicationFluencySheets.
Theyaregivenaminutetocomplete12multiplication
problems.
WhentheminuteisupMs.Vazquezwritesthecorrect
Ms.Vazquezhasthecaptainsfromeachtablegetall
themathjournals.
Tablesthatarewellbehavedarecalledtotherug.
Ms.Vazquezreviewstwoproblemswiththem.
Ms.Vazquezsaysthattheyaretocompletethework
sheetswiththehelpoffraction chart. Ms.Vazquez
alsoremindsthemthattheyneedtousethesameshape
whencomparingfractions.(Picture1)
Ms.VazquezandIwalkaroundhelpingthestudents
whohavequestions.

9:43

whenanotherteachercameinandtheyjumpedto
10:05 SocialStudies.
4. Summary of the class observation

Allthestudentsareworkingonthe3s,4sor5s
multiplicationtable.
Aftertheminuteisupstudentshaveachartwherethey
colorinwhatmultiplicationtheygetright.
StudentswhogetthemallrightgetandMs.Vazquez
checksthemareabletomoveontothe4s,5s,and6s.
StudentsmustcleantheirtablesinorderforMs.Vazquez
tocallforthecaptaintogetthejournal.
StudentshelpMs.Vazquezwhensolvingthetwo
problemsfromtheworksheets.
towithapartner.
Studentsworkindividuallytocompletetheworksheets.

Tablecaptainsputmathjournalsawayalongwith
worksheets.

## Todays observation was important because it was a way of showing Ms.Vazquezwhatthestudentshavebeenworkingonforthe

pastfourweeksorfortheWednesdaysIvebeenobservingandhelpingMs.Vazquez.Theworksheetswerenotverycomplexbutit
wasalotofpractice.Todayslessonremindedmeofwhatwassaidinclass.Studentsshouldlearnanewstrategyeachdayandhave