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# MAED 3224 Reflection

The major math goals included place value, rounding, adding and subtracting with regrouping,

word problems, multiplication, and division. To introduce and engage students the teacher used a lot of

videos to activate prior knowledge or as a way to review what was taught at the end of the lesson.

To start the math instruction in the class the teacher had students start by getting their

whiteboards and markers out to solve problems and show their work. The teacher would start by asking

students to recap what the had previously learned the day before and what they would learn today. This

was a great way for the teacher to activate prior knowledge in the students. For example, the teacher

would read the word problem aloud and then would write some key numbers from the problem on the

board and have students solve. Students would be required to write the equation and solve, making sure

they showed their work. The teacher would walk around the room checking for students understanding

and mastery of the concept. The teacher would also take this time to help any students that needed some

extra one on one time with the work. Whenever the teacher used word problems, they made sure that they

were relevant to the students lives. This was something that I could tell helped in the students learning

and engagement with the lesson and math being taught. One particular word problem that was used was,

There was a total of 456 students on the field, when 3 grade came there was 147 more students. How
rd

many students were out there when 3 grade arrived?. Students were required to set up this problem by
rd

writing 147+456= and solve using their strategies. This problem was also a way for students to figure

out whether or not they needed to add or subtract when reading word problems. During this time, I was

able to walk around the classroom, checking students work, and helping those that needed it. The teacher

then introduced subtraction with word problems by setting up a story about some students in the class

baking muffins. After the students solved their word problems whether it was addition or subtraction, they

were required then to check their work by using their answer and the second number to solve using the

opposite operation.
Most of the time the teacher conducted a mini lesson first and then would show a learnzillion

video to sum up all they had learned. After, the students divided into their math stations. Their stations

included Dreambox, meeting with the teacher, math worksheets, and games.

When introducing multiplication, the teacher went over with the students that the first and second

numbers were factors and the answer was the product. They also talked about multiplying rows by

columns. The students really struggled with which way rows went and which way columns went. In fact,

it was also evident on the exit ticket I gave students when I taught my lesson that students needed more

review on this. For multiplication, students were first taught the array strategy. Students learned to draw

the rows and columns with the corresponding number from the problem. Then they were able to use

repeated addition to help solve. Some students wanted to count every single dot they had made in their

array and had trouble seeing that they could use the repeated addition to help them. They also discussed

the commutative property and how that even if they switched their numbers the answer and equation was

still the same. After arrays they went to groups of. The first number was discussed as being the

groups and the second number as how many are in the group. Students were also able to use the

## repeated addition here to help solve.

A fun activity that they did when learning about multiplication was create an array city. The

teacher had a big piece of black construction paper and gave the students colorful pieces of paper to use

as their building. The students then had to create a multiplication problem and solve it using an array to

serve as the windows on their building. After everyone completed their building they put them on the

## black paper and they had created and array city.

To teach concepts and strategies the teacher relied heavily on using anchor charts. Before the

lesson the teacher would have the basics already on the chart and as they conducted the lesson they would

fill in while teaching. For rounding the teacher used an anchor chart to teach when to round up and when

to round down. With this they also created a rhyme to go along with rounding. For place value they

created a chart showing the ten thousand, thousands, hundreds, tens, and ones place in one number. They

also discussed standard form, word form, and expanded form. Another anchor chart was for addition and
subtraction strategies. This chart had fact families, sticks and circles, composing and decomposing

numbers, algorithm, friendly numbers, and number line. Under each strategy the teacher would also write

one or several examples for the students to go back to as a reference. They also created a rules for

subtraction anchor chart, which included a little rhyme to help students, More on top? No need to stop.

Numbers the same? Zeros the game! More on the floor? Go next door and get ten more. For word

problems they created Solving word problems. Ask yourself. This served as a reference for students

to ask themselves questions when solving word problems and if they get stuck. The teacher also created

## an anchor chart for their multiplication strategies.

Another anchor chart that was used was a KWL chart for multiplication. Students first wrote on a

sticky what they already knew. Then they wrote what they wanted to know. During this time, students

were able to turn and talk to their neighbor about what they knew and wanted to learn about

multiplication.

Based on observations students need more work with adding and subtracting with regrouping. Students

struggled with being able to understand that in some cases they had to borrow to make a ten, and other

times students wanted to borrow when they did not have to.

The teacher makes sure that students learn the standard and objectives conceptually by first teaching the

students how to draw pictures to help them solve problems. For example, when introducing the different

strategies for multiplication the teacher started out by teaching the students how to draw arrays, groups of,

and number lines. The teacher then required the students to use any of the given strategies to help them

solve, making sure that they werent just giving a memorized answer but could conceptually understand

the problems given. This also forced students to be able to explain how they solved the problem using a

given strategy.

The thing that I learned most about teaching math from observing this teacher was that it truly

does help when students are given a model and sometimes even after the model working step by step

together to work through new concepts. A lot of times the teacher would introduce a new concept to the

class and realize even after modeling some students still needed more guided practice before they could
be sent off on their own. Another thing I learned, given that I was in a third grade class, a lot of the

students were beginning to have their multiplication facts memorized. Therefore, they did not want to

have to use pictures and strategies to help solve. I learned that when giving word problems to students it

helps to use problems that are relevant in the students lives and to connect them to it in order to increase

## their focus and understanding.

For my lesson I taught division by partitioning into equal groups. When I taught my lesson it was

the first day of their division unit. I think overall it went really well. The students loved being able to

watch the video recording of The Doorbell Rang. Some students even commented that they enjoyed the

literacy being incorporated into the math lesson. During the video one thing that I changed in the moment

is while the video played I stopped it at certain points to make sure that students were correctly filling in

the number of cookies in the chart on their worksheet. I would also change the order of the worksheet.

Some students got confused by already having the total number of cookies, which ended up being their

answer, and then having to solve for how many friends to divide the cookies among. I ended up changing

my lesson mid-way because I realized students were getting confused. Using the doc camera, I showed

the students how I would solve the division problems using equal groups and then had them try the rest on

their own. After some time to try the problems we came back together and went over the rest. The second

worksheet was supposed to be completed with a partner but we ended up doing that together as a class as

well.