Amanda Benson

EDE 4940.011 Final Internship

Collaborating Teacher Observation 1 Multiplying Fractions

Lesson Plan & Implementation: Reflection and Analysis

Reflection:
Overall, I really enjoyed teaching this lesson on multiplying fractions by using
standard algorithm. I felt well prepared for this lesson, which had a great impact with
how smoothly the lesson went including transitions. I felt that this lesson had the least
behavior problems and the most time on task. One thing that surprised me the most was
the students self-assessment ranks. At the end of the lesson before the students go into
partner, independent, or small group/teacher-time work the students solve a problem and
self-asses themselves as a novice, an apprentice, a practitioner, or an expert. This lesson I
had 9 out of 22 students rank themselves as practitioners and 13 out of 22 students rank
themselves as experts. Based on these ranks I did not pull a small group for teacher time
instead I provided guidance for students who had questions. This was my first math
lesson where a small group was not needed. If I had to teach this lesson again to the same
group of students one thing I would keep the same is introducing cross cancelation when
multiplying fractions. This strategy really helped the students to simplify big numbers
before solving the problem. This strategy also allowed students to problem solve at a
quicker pace when is an essential test-taking skill. Another thing I would keep the same is
differentiating the Ticket out the Door. I provided an on-level ticket out the door and I
also provided an expert ticket out the door for the students who ranked themselves as
experts during their self-assessment. This allowed enrichment for the students who
mastered the content of the lesson. One thing I would change about this lesson if taught

again to the same group of students would be allowing these students to create their own
word problem with finding the product of two fractions and then having a partner solve it.
I think this activity may have increased the understanding of the content based on
knowing what information is used/needed when using standard algorithm to find the
product of two fractions. One thing that was implemented differently than planned for
this lesson was a review on multiples versus factors. When introduced to cross
canceling the students were asked to find the greatest common factor of the two numbers.
Some of the students still had confusion of a factor versus a multiple so we took a few
minutes to review the difference with a whole-group discussion. This discussion greatly
helped the students throughout the rest of the lesson.

Analysis:
Overall, 19 out of 22 students met the objective of todays lesson. I can account
for this performance based on the summative assessment The ticket out the Door. After
grading the ticket our the door I found that 15 out of 22 students received full credit and 4
out of 22 students received half-credit. After analyzing the students work I found that the
common mistake students had was not putting their answer in simplest form. Although
putting your answer in simplest form is an expectation for this lesson it did not show a
misunderstanding of the content of the lesson rather a simple common error that can
easily be fixed. My instructional material of the students self-assessment chart was
effective for this lesson because 13 out of 22 students ranked themselves as experts and
9 out of 22 students ranked themselves as practitioners. This self-assessment indicated
that these students did not need teacher time and allowed me to differentiate the ticket out
the door for the students who needed enrichment. I know my teaching material of

allowing the students to use mini-white boards during the lesson was effective because
when looking back at my video recording of the lesson at the 15-minute mark I saw that
every student was using this material to solve their word problem. This provides an
opportunity for the students to have choice during the lesson, which creates memorable
and meaningful moments. The lesson material of using a PowerPoint was effective
because it allowed a visual representation for all the students to see and use during the
lesson. The accommodation of verbally reading the word problems aloud was effective
mainly for the ESOL students but also for the class as a whole. This allowed for the
students to follow as I read aloud the word problems.
The students who struggled in todays lesson were C.L., K.O., and E.S. I can
account for this performance based on these students summative assessment of the ticket
out the door. Although these students participated in todays lesson and ranked
themselves as practitioners they did not have an accurate answer for the summative
assessment. In order to help these three students achieve the learning objective for this
lesson I will pull these students into a small group in the morning to address and go over
their ticket out the door. I will then allow these students to re-answer the ticket out the
door independently after the small group instruction. The students who did exceptionally
well in todays lesson were A.D., A.T., D.N., A. C., T. N., E.M., E.B., H.S., and E. K. I
can account for this performance based on these students Expert Ticket out the Door. I
gave these students an enrichment math problem and they all received a 100%. Another
step for me would be to utilize more math manipulatives in my future math lessons to
increase the engagement as well as creating memorable moments.

Student Data: Ticket out the Door