Re: First Formal Written Observation Student Teacher: Ronilyn Aquino School: P.S.

24X- 4th grade ICT Subject: Mathematics Date: February 25, 2014 Time: 8:35-9:50 Observer: Jeanne Schultz, Supervisor, Manhattan College . The purpose of this lesson was to answer the following essential questions; 1. How can repeated subtraction be used to model division and 2. What is the standard procedure for dividing multi-digit numbers? Throughout the lesson, students were asked to conduct the division algorithm, identify a common way to record division, make a connection between prior division strategies and the standard algorithm and to identify and describe the process of regrouping during the division of whole numbers. This mathematics lesson began promptly at 8:35 A.M. when the children were called to the rug area. Once Ms. Aquino had the childrens attention, they were asked to take a moment to turn and talk to their partner about some of the strategies they learned to both solve and check a division problem. Following a short countdown, children were called upon to share their strategies with the rest of the class. Answers such as estimation, drawing diagrams, use of place value blocks and using repeated subtraction were verbalized by members of the class. A second question was then posed regarding how we use division in our everyday lives. Once again children were instructed to turn and talk to a partner. Two children gave examples of how division played a part in their lives. A word problem was then written on the Smart Board for the children to copy. After one child was chosen to read the problem aloud, further exploration regarding the type of problem this was, as well as how to solve it took place.

Children were asked to pinpoint words within the problem that indicates next steps. They then solved the problem using strategies they discussed at the beginning of the lesson. As children swiveled toward the white board, Ms. Aquino modeled ways to solve the problem. The use of ten blocks (long) as well as single cubes was used for all to see. A discussion as to which should be counted first, as well as what happens to a remaining ten block( long) ensued. Together the children solved the problem. Conversations regarding the exchange of the ten blocks and equal distribution ensued. Children were asked if they agreed or disagreed with the solutions. At 9:15, children were assigned to work in small groups. All three teachers were assigned a group with which to work, while a few children worked independently from their workbook. After 20 minutes, the children were called back to the carpet area to share their findings. This lesson ended at 9:50 A.M. Strengths: 1. You appeared confident while conducting this lesson. The children responded to your questions in a respectful manner. 2. You were able to situate this lesson within the context of the unit. Activation of prior knowledge coupled with your integration of a real life application assisted the children in better understanding the concept of division. 3. Your lesson was well paced, enabling you to get through all components of the lesson in ample time. 4. This lesson was clearly aligned to the Common Core State Standards. Suggestions: 1. Although you reviewed the 5 strategies that could be used to solve a division problem, this was not displayed for the children to use as reference. Copying these strategies on large poster paper, neatly and clearly for all to

see would have supported the children during the mini lesson. You might also consider copying these strategies into their math notebooks for them to use during independent work. 2. You might consider giving a division problem to the class and assigning each group one of the strategies. Upon completion of the problem a member of each group could come up to the front of the room to explain how they solved the problem using their given strategy. Comparing and reviewing each strategy will make their use second nature.

3. You may consider using square post it notes to symbolize the groups in which to divide the numbers. The organization of materials to solve the problem (keeping longs and cubes in linear order) will assist struggling learners to master the concept.