WK5Assgn_Rooks_M

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Walden University *

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6561

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Mathematics

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Jan 9, 2024

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docx

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Reflection on Lesson Implementation and Analysis of Student Work MacKenzie Rooks Master of Science in Education, Walden University MATH 6561: Learning & Teaching Mathematics Dr. Nan Sattler June 15, 2023
For my math lesson on analyzing and comparing two- and three-dimensional shapes, I was able to teach two Kindergarten students in a small group setting. With creating a lesson plan using differentiated instruction and incorporating different mathematical strategies, I used NCTM Standard 3c (National Council of Teachers Mathematics, 2012). Due to the students being in kindergarten, going to first grade next school year, I had to ask the students about their shape knowledge. Before assessing the students' knowledge, I asked each student how much they knew about shapes. One student stated that they know some shapes and their sides, and the other student said that they know their shapes but was not as confident in remembering how many sides each shape has. After I assessed each student on what their prior knowledge on shapes was, I realized that I should review the shapes and sides before completing the task. I also decided to start with two dimensional shapes only for this assignment. Because I teach Kindergarten, I had shape cards at hand to help review with the students. I began by reviewing the shapes: circle, triangle, soiree, rectangle, pentagon, and oval. After reviewing the shapes, we talked about how many sides each shape has and some similarities and differences between the shapes. After reviewing I gave the students their worksheet. Because they are in Kindergarten, I read the directions for them, so they understood what was to be done. We went through each question and then I allowed the students to discuss with each other their answers and how they got them. This brings in NCTM Standard 3d, to provide opportunities for the students to communicate about mathematics (National Council of Teachers Mathematics, 2012). After completing the lesson, I decided to continue the conversation of shapes within the students. I would have one student say the number of sides a shape had, and the other student had to tell the name of the shape. If there were more than one shape with that number of sides, the
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