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Amanda Benson

EDE 4940.011 Final Internship

Supervisor Observation 2 Multiplying Decimals

Lesson Plan & Implementation: Reflection and Analysis

Overall, I felt pretty confident teaching this lesson on multiplying decimals to my
fifth grade class. One thing that surprised me the most was the significant increase in
engagement when technology and a math game were implemented into this lesson. As an
icebreaker activity for the beginning of the lesson I facilitated two rounds of the math
game around the world using multiplication, which allowed students to practice their
basic multiplication facts using flash cards. From reflecting back to my video recording
of my lesson at three minutes into the lesson I had 100% participation due to this
engaging icebreaker activity. One aspect of my lesson that was implemented differently
than planned was skipping the second short-response question due to limited time. I
initially planned for the students to answer two short-response questions so I could have
more responses to share with the class but because of a longer class discussion on the first
response question, I had to modify the lesson right on the spot and skip the second
response question. Due to this action, I decided to give the short-answer response the next
day as an opener to the next lesson. If I were going to teach this lesson again to the same
group of students I would definitely keep the technology tool of using a Nearpod. This
greatly increased the interaction within the classroom and also provided me with
necessary and immediate feedback such as answering a survey question letting me know
what strategies the students prefer to use when finding the product of decimals. One thing
I would do differently if I were to teach this lesson again to the same group of students is

facilitate a gallery walk for the students short-response answers on their technology
device. I think a gallery walk could benefit each student by providing them various
answers to either give students a better understanding of the content or to give students a
different perspective on how to answer the question. After the gallery walk I would
facilitate a class discussion of what the students learned from one another and maybe if
they found similarities they could connect to. A big part of my teaching philosophy is
having a student-centered learning environment to create memorable moments and I
think adding a gallery walk could have done so.

Overall, 13 out of 14 students learned what was intended for them to learn for this
lesson on multiplying decimals. I can account for this learning by the students mini-quiz
scores, short-answer responses, participation, and summative assessment of the ticket out
the door. My instructional material of using a survey question was effective because it
allowed me to receive immediate feedback through Nearpod that indicated which strategy
students liked best when finding the product of decimals. My results showed that 3 out of
14 students liked using both, drawings and place value, and 11 out of the 14 students
liked solely using place value for multiplying decimals. After analyzing the results of this
survey question my thoughts led me to think that maybe the students still felt
uncomfortable using drawings to support their answer therefore allowing me to
implement more practice using drawings for future lessons. Another instructional
material for this lesson that was effective was the use of using the technology tool known
as Nearpod. When reflecting back to my video recording of my lesson at the 37-minute
mark I noticed every student concentrating on his or her electronic mini-quiz. This quiz

was effective because at the end of the students submission the students score was
individually displayed on a pie graph for them and displayed the answers for the students
to go back and reflect on. This technology tool also graphed the overall quiz results onto
a pie graph as well to see how the students did as a whole class. I would definitely
recommend using Nearpod again for future lessons.
The student who struggled in todays lesson was E.S. I can account for this
performance based on the students ticket out the door assessment and the mini-quiz. For
the mini-quiz this student only received credit for one out of three total questions and for
the ticket out the door the student did not receive full credit due to an inaccurate answer.
In order to help this student comprehend the content of this lesson, I provided teacher
time with this student during small groups time. I modified this students work by having
him focus on 3 out of the 5 problems breaking the problems down step-by-step. The next
day, I provided a short conference with this student to check up on his understanding of
the lesson. I gave the student a problem on multiplying a decimal and the student
received full credit. The student indicated that he took what we did in teacher time and
applied it to his homework helping him practice his skills until he understood the content.
That was a rewarding moment to know that a little practice could go a long way for this
struggling student. The students who did exceptionally well in todays lesson were A.C.,
L.C., A.D., M.G., K.R., Y.J., A.H., I.C., M.M., T.N., E.P., H.S., C.P. I can account for this
performance by these students ticket out the door assessment at the end of the lesson.
Each one of these students received a 100% on their expert ticket out the door meaning
they did exceptionally well when given an enrichment activity. Based on what happened
in this lesson, my next step is to increase students confidence using math drawings and

math models to support their answers by allowing sufficient time to practice using these
tools as well as providing various teacher modeling using these strategies in the

Class Data of the Nearpod Survey Question Results: