1. I observed a well-designed math lesson from Mrs. Myers bilingual class. Before starting her lesson she did a review from the previous day. She started by discussing the number talk and asked the students what they remembered from the previous lesson. As a class, they all reviewed together. Mrs. Myers wrote the number 6 on the easel and represented the number with unifix cubes. She is teaching her students how to learn the number combinations that add up to 6. 0 For example, Mrs. Myers said if I have four cubes how many are behind my back and the students answered two. She would write the equation 4+2=6 on the broad. She asked other questions that would also equal 6 but allowed the students to come to the board and write the equations.
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There were several ways the teacher provided scaffolding for students that did not understand the lesson. If students got stuck on a problem she would simply ask them to think about what the problem is asking. If students still do not understand she would guide them to the answer. Another way she used scaffolding was using manipulatives to represent the problem. If a student raised their hand to answer the question but was stuck on answering she would call on another student to help the classmate. Finally, Mrs. Myers would ask the students to think back to their Spanish lesson to help them remember what the question was asking.
5. Since this was a bilingual class it was more difficult for students to understand the lesson. I only saw one way that Mrs. Myers extended the thinking of her students. She said she was going to try to trick her student by making the problem harder but all the students got the answer correct.
6. First Mrs. Myers told the students to clear off the boards and put everything back in the bins. Then she repeated the mathematic objective. She asked the students “Did we do everything from today’s lesson?” Finally, she told her students they were going to practice finding unknown numbers in equations the next day in …show more content…
The manipulatives and pictorial models used her lesson were unifix cubes, two-sided circles, colored squares, and individual dry eraser boards. On the top of the boards, she asked her students to place six manipulatives from the word problem. On the bottom of the board, there was space for students to write their pictorial model. In another space, she asked them to write the number sentence. I believe the use of time to pass out the manipulatives and boards took too long. She passed two bins with the two different types of manipulatives in the middle of the circle and asked students to go pick their manipulatives. I think she could have handled the situation differently because all the students were in clustered together trying to get their supplies. Some of the students were playing with the boards and manipulatives so she had to take them away. I do believe the pictorial models and manipulatives helped supported some student learning. I think using manipulatives engages problem-solving, represented mathematical ideas in several ways, and helped communicate mathematical ideas
There were several ways the teacher provided scaffolding for students that did not understand the lesson. If students got stuck on a problem she would simply ask them to think about what the problem is asking. If students still do not understand she would guide them to the answer. Another way she used scaffolding was using manipulatives to represent the problem. If a student raised their hand to answer the question but was stuck on answering she would call on another student to help the classmate. Finally, Mrs. Myers would ask the students to think back to their Spanish lesson to help them remember what the question was asking.
5. Since this was a bilingual class it was more difficult for students to understand the lesson. I only saw one way that Mrs. Myers extended the thinking of her students. She said she was going to try to trick her student by making the problem harder but all the students got the answer correct.
6. First Mrs. Myers told the students to clear off the boards and put everything back in the bins. Then she repeated the mathematic objective. She asked the students “Did we do everything from today’s lesson?” Finally, she told her students they were going to practice finding unknown numbers in equations the next day in …show more content…
The manipulatives and pictorial models used her lesson were unifix cubes, two-sided circles, colored squares, and individual dry eraser boards. On the top of the boards, she asked her students to place six manipulatives from the word problem. On the bottom of the board, there was space for students to write their pictorial model. In another space, she asked them to write the number sentence. I believe the use of time to pass out the manipulatives and boards took too long. She passed two bins with the two different types of manipulatives in the middle of the circle and asked students to go pick their manipulatives. I think she could have handled the situation differently because all the students were in clustered together trying to get their supplies. Some of the students were playing with the boards and manipulatives so she had to take them away. I do believe the pictorial models and manipulatives helped supported some student learning. I think using manipulatives engages problem-solving, represented mathematical ideas in several ways, and helped communicate mathematical ideas