John Delos Reyes

First Math Implementation

February 26, 2015
Observation notes from Jennerra and Kendra:
-Shows students and asks students
-Exploration of 2D shapes vs. 3D shapes
-Tests 2D shapes and 3D shapes (flat or solid?)
-Shows 2D shapes and its same shape as 3D
-Goes through multiple 3D shapes
-Poster with different 3D shapes with real life pictures of different 3D shapes
-Repeated the assignment instruction multiple times
-Repeats whats learned in order for understanding
-Ask students to repeat key terms
-Goes over the worksheet
-Break down of how to cut
-Break down of how to glue
-Walks around the classroom assisting students
Kendra Morita
Second Math Implementation
March 5, 2015
Changes in math lesson:
1) Students said a poem of 3D shapes in the beginning of the lesson to review
the 3D shapes since students are comfortable with the poem instead of going over the
names of the 3D shape individually.
2) Reviewed how to tell between 2D and 3D shapes using the hands test on
the object. It was not necessary to go over in detail why a 2D and 3D object is
different since this should be a review for students, so students were only
given a quick review.
3) Given everyday objects with wooden blocks and 2D shapes for students to
sort whether the object is 3D or 2D. Everyday objects were added in this
lesson so that students will be able to connect it to real life objects.
4) Students also named the object that they have and refer to the anchor chart
when the name is unknown to them. Students should have already gone over every 2D
shape name and 3D shape name.
5) Modeled the first two shapes and how to cut and glue the worksheet, so that
students will be able to reference to what a quality worksheet looks like.
6) The worksheet given to students on sorting 2D and 3D objects have pictures of real
life objects on it. This allows students to make the connection that 3D
objects can be found in everyday life, not just in the classroom
Observation notes from John and Jennerra:
-Lesson was broken down to build on knowledge

-Students in the back of the lesson need to be reminded a couple of times to

pay attention
-Appropriate volume
-Going around the circle during the discussion allowed for other students to
start to not pay attention
-See if the lesson could be split up into groups instead of each student
discussing their shape one at a time
-Use of real life objects was appropriate
-objects placed behind them (out of sight out of mind) good management technique
-referring back to the visual aid poster to teach them to always use their resources
around them
-great use of complete sentences from the students in order to identify each given
objects
Jennerra Maemori
Third Math Implementation
March 12, 2015
Changes in math lesson:
1)Visual aid poem was taken out due to the fact that students werent familiar with it,
therefore it wouldve wasted time trying to learn it.
2)Students familiar with basic 2D and 3D objects, quick discussion about the different
shapes and how they distinguish them from one another.
3)I kept the idea of sorting real life objects such as, containers, toys and food. each
student was given an object one by one in order to give the one speaker his or her full
attention.
4)They then were released back to their seats, and I played a Vimeo about 3D shapes.
5)After the video, they came back to the carpet and I did a quick mini lesson on how the
students could better identify the names of the 3D shapes (cube, cylinder, prism,
sphere) because they had confusion with this concept through previous instruction.
6)Lastly, we played one more sorting game with cards with pictures of real life objects
that they may see around their home or their community such as traffic cones or a glass
of orange juice. I performed this activity with them because I wanted them to understand
that even though they are displayed on 2D paper, they are still identified as 3D objects.
Observation notes from John and Kendra:
-controlled environment when working with hands on objects
-students were a little antsy towards the end of the first activity
-good transition to give them a break from sitting on the carpet too long
-great student involvement
-2nd activity chunked in groups to speed up the process
-there were a few students that still struggled to identify/ name the shape of the object
-knew her students well enough to know that a simple worksheet wouldve been to easy
for this group of students