Questions On Math Lesson Observation

1. The only change in the classroom was all of the children special notes from their parents, "My child is Special because" The teacher posted them on all them were posted on the door.

My goal is to assess student’s prior knowledge of division and to teach students how division can be modeled by using place-value blocks so students can see that division consists of arranging items into equal groups. My goal for day one is to help students develop and understanding of division through the use of manipulatives and drawings so when they transfer that knowledge to day two, students will have a better sense that division consists of dividing a large number into equal groups. By using place-value blocks I also want students to visually see what a remainder looks like so they can better understand what a remainder represents. Sometimes students can’t understand the definition of a remainder which is the part that is left over after

Teachers play an important role in fostering mathematics skills. In the “play dough” (Appendix A) episode, the educators can push student thinking and place the burden of thought on the student. Strategic questioning can really promote higher order thinking a natural integration between math and play (National Council of Teachers of Mathematics [NCTM], 1999). Questions such as “How can you tell which one is the biggest/smallest? How do you put them in order? Teachers should be encouraged to think about, not only the questions they are asking as children are working but also the frame that sets students off to larger problem solving and mathematical discoveries – measure and compare the lengths and capacities (ACARA, 2016). It is important for teachers to think about the questions that are embedded in the task itself but must also analyse the questions to ensure that children are set on a path to deeper understanding of the concept being taught rather than rote regurgitation – as evident in the play dough experience chosen. When it comes to questioning, educators “need to know when to probe, when to wait for answers and when to reinforce responses and when not ta ask questions” (NCTM, 1999, p.187). As seen in the ‘play dough’ (Appendix A) activity chosen, educators can introduce the mathematical concept of measurement and connect new knowledge with old through the use of effective questioning which crates a “link between actions and the language” (Knaus, 2013,

In the chapter, “Equal Sharing Problems and Children’s Strategies for Solving them” the authors recommend fractions be introduced to students through equal sharing problems that use countable quantities because they can be shared by people or other groupings. In other words, quantities can be split, cut, or divided. Additionally, equal sharing problems assist children to create “rich mental models “for fractions (p.10).

The magnet board and dots allow the students to interpret problems as the total number of objects in different groups; for example, 5x7 is interpreted as 5 groups of 7 objects each. The math fact table, supplied to Peter, will help build connection between prior learning that is essential for the lesson; furthermore, repetition of concepts over the course of the day will be supplied to the student. For example, the skills practiced will be extended into the other courses throughout the day (i.e. english, science, etc.) ]

In a fifth-grade math classroom, the standard of the lesson of the day was 5NF 1 because the lesson covered the learning of addition and subtraction fractions. In the lesson, students learned to add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. (a/b + c/d= (ad + bc)/

Park’s classroom looks like a typical American high school classroom. It is a square room with beige and dark blue walls. As soon as one enters the room, he or she will see a word wall filled with math terminology accompanied by a picture that represents the given term. On the back wall, Mrs. Park has a bulletin board with absent folders for each of her classes, which are filled with all handouts given during class time. This allows students to have access to papers that were given out on the day that they were absent. Inspiration posters, created by the students, surround the bulletin board. There is a blackboard in the front of the room and also on the adjacent wall. The blackboard on the adjacent wall serves as a bathroom sign out list so that Mrs. Park can see who is out of the room at any given time. This system helps to manage her

I would start with a visual representation of the topic. To try an engage a visual learning style I would present the subject with some pie. I would start by having 2 pies each cut into eight pieces. We would talk about how each pie is composed of eight pieces and so one piece would be 1/8. We would then compare the following that 1 pie is the same as 8/8. We would then add in the second pie. We would have 2 whole pies and we would then link in that if 1 pie is 8/8 then 2 pies would be 8/8 + 8/8, and thus 2 pies = 16/8. Once this concept is grasped I would take away half a pie. Like she described in her interview we would start by describing our situation as a compound fraction. We would now have 1 and ½ pies. With that we would then count the number of slices we have, remembering that each slice is 1/8th of a whole. So we would have 8/8 + 4/8 = 12/8th. This is an improper fraction. I would hold off for now on simplifying the

Taking multiplication of fractions farther, students in the fifth grade learn how to interpret multiplication by scaling. This is done by saying, “one object is four times as much as another.” For example, if two rectangles are laid side by side it is easy to see how one could be split up in to four pieces while the other stays whole. The rectangle not split up is considered four times bigger than the one split

I would with one students on how to make equivalent fractions, She was very confused and did not know how. So I demonstrated the example that was written on the board. I wrote 3/6 and then wrote the division character by the numerator and denominator and then wrote 3. So then I said 3/3=1 and 6/3=2, then wrote 1/2. Then we tried to reduce 25/100, so I said, “What can you divide by 25 and 100.” She said 5 so she followed the example that I had written. So I said, what’s 100/5, she said, 20. So we knew the denominator was 20. Then I said whats 25/5, she said 5. So then I said the equivalent fraction is 5/20. She wrote done all that we had discussed above as we were finding the answer. I still think she was a little confused after, but it was time for discussion. For next time, I think I would try multiplying as another example, which I think could help the student see both. what I would have done was try multiplying instead of

During free play, Easton asked teacher Olivia to read a story. The story had little chicks popping out of the book, and teacher Olivia starting counting them on the first page. As teacher Oliva started reading the next page, Easton counted the chicks on his own. He counted, “one, two, three, four, five (*with help), six, seven!”

Conducting classroom observations are very important to the prospective teacher. Observing helps show how experienced teachers manage their classroom. For this observation it was important to notice how the classroom was arranged, how the teacher interacted with the students, the teacher’s management style, and interview the teacher.

During the observation time I was placed in a first grade classroom. Walking into the class I began to look around and smile, there was so much color all over the classroom I could not help but feel happier. The teacher immediately stopped the class and told us what they were doing that morning and had each student introduce themselves to us. They went around and stated their name and then went back to their math workbook. When they were finished with their math worksheets they were then able to pick something to do around the room. That included reading on their own, getting to use the iPad, working on the computer, etc. Some students were together while others chose to work on things independently.

Observations for Jose took place on his science and math classrooms respectively. At the beginning of the class, the teacher asked a question to the group, Jose raised his hand to answer. He remained quiet on his desk while teacher explained the lesson in detail to the whole class. During the rest of the class, he remained seated on his desk and participated in the discussion at the proper time. The teacher showed a video to the class and asked some questions, most of the class tried to answer them, but Jose didn’t seem interested as he was with his head down on his arms. Next Day during the math period, students were working in small groups. Jose actively participated in the class discussion. He reviewed his paperwork with his peers and asked a few questions to the teacher’s assistant. Jose followed the teacher commands until the class finished. During the interview process, Jose mentioned that his favorite subjects were reading and science, conversely the subject that gives him most trouble is English because kids in the class laugh at him. Jose thinks that learning is natural for him and he can complete assigned works but doesn’t feel being as smart as the other students. When with his friends, he likes to hang out, play games and soccer. About his other classmates, he stated not getting along with them because they are always pushing or tickling him. Jose reported having no problems with the teachers or at school in general. On weekends, he usually enjoys of playing with

Observations from Jose took place on his science and math classrooms respectively. At the beginning of the class, the teacher asked a question to the group, Jose quickly raised his hand to answer. He quietly remained at his desk while the teacher explained the lesson in detail to the whole class. During the rest of the period, he calmly remained at his desk and participated in the discussion at the proper time. The teacher showed a video to the class and asked some questions, most of the class tried to answer them, but Jose didn’t seem interested as he was with his head down on his arms. The next day during math period, students were working in small groups. Jose actively participated in the class discussion. He carefully reviewed his paperwork with his peers and asked a few questions to the teacher’s assistant. Jose followed the teacher commands until the class finished. During the interview process, Jose mentioned that his favorite subjects were reading and science, conversely the subject that gives him most trouble is English because kids in the class laugh at him. Jose thinks that learning is natural for him and he can complete assigned work, however, doesn’t feel being as smart as the other students. When with his friends, he likes to hang out, play games and soccer. About his other classmates, he stated not getting along with them because they are always pushing or tickling him. Jose reported having no problems with the teachers or at school in general. On weekends, he