Third+Grade+Observations

Catherine Wood Observed Math lesson Third Grade October 22nd, 2010 ** __Lesson Reflection __ **   · ** When was the lesson taught? ** The lesson was taught in the morning before lunch time. The third grade students have the latest lunch of the day; therefore, they have a very busy morning.   · ** What was the objective (goal) of the lesson? ** The lesson that I saw during my observation in the third grade was again, Math Labs. The Math Labs in third grade were focused on writing large numbers in both standard and expanded form, as well as three digit place value. The students have several games to play that reinforced what they had already learned. The one game that I focused on was called “What’s the Number.” What’s the number has four different bags all different amounts of digi-blocks inside. The students were to pack the digi-blocks and then add all their numbers together to obtain a “team number.” Once the team had their number, the had to write it in both standard and expanded form, and then answer place value questions about their number.   · ** Did the students meet the goals and what did they learn? How do you know? Include evidence. ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">From what I observed, the students had met the goals that were asked of them because the answers to all of the questions beginning with their “team number,” and going all the way to the end of the worksheet, were correct. The students added four numbers correctly, wrote the number in both standard and expanded form correctly, and answered the place value questions correctly. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="line-height: normal; margin: 0in 0in 3pt 0.25in; mso-list: l4 level1 lfo2; tab-stops: list -85.5pt; text-indent: -13.5pt;"> · ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Where **** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> did the lesson succeed / not succeed? ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">I believe that the lesson succeeded because the students had to work together, each member had equal participation because they each had their own bag to count, and students were eager to write their overall number in other formations. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="line-height: normal; margin: 0in 0in 3pt 0.25in; mso-list: l4 level1 lfo2; tab-stops: list -85.5pt; text-indent: -13.5pt;"> · ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Were the students engaged? How do you know? Be sure to include evidence. ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Yes, the students were engaged in the lesson. I know the students were engaged because they were having fun, paying attention, and finishing in a timely manner. If the students were not engaged, then they would have been fooling around, talking to each other about things other than their Math Lab, and the worksheet would not have gotten completed the way it did. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="line-height: normal; margin: 0in 0in 3pt 0.25in; mso-list: l4 level1 lfo2; tab-stops: list -85.5pt; text-indent: -13.5pt;"> · ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">What lesson would you do next if this were your classroom? ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">If this were my classroom, I would next do a review with the entire classroom to make sure that they understand and can participate when asked about the different concepts they studied. The reason I would do a class review is to once again ensure that the students understand the concepts displayed in the various Math Labs. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="line-height: normal; margin: 0in 0in 3pt 0.25in; mso-list: l4 level1 lfo2; tab-stops: list -85.5pt; text-indent: -13.5pt;"> · ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">If you were to do this lesson again, what if anything would you do differently? Why or why not? ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">I really enjoyed this lesson a lot; the students had some independence from the classroom, because not everyone was doing the same thing. The students had responsibilities and were also, from what I saw, very engaged in what they were doing. The students learned from the math lab, which is the most important, and they had fun doing so I personally wouldn’t change anything about this lesson if I were to teach it again because everything ran very smoothly and the students learned something. One way that I would assess how well each student knows and understands the concepts by having the students complete a more in depth worksheet. The worksheet that the students had to complete was simple and done in group work. I would consider sending the students home with a similar worksheet for homework to see if they can complete it without the help of their group members. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Catherine Wood <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Observed Math Lesson <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Third Grade <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">October 22nd, 2010 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> ** __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">RATIONALE: __ ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Why are you teaching this lesson? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">OBJECTIVE <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">MATH CONTENT <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">LESSON DEVELOPMENT <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">LESSON ELEMENT <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="line-height: normal; margin: 0in 0in 0pt 1.75in; mso-add-space: auto; mso-list: l0 level1 lfo5; text-indent: -0.25in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- What’s the fastest way you can count up your digi-blocks? <span style="line-height: normal; margin: 0in 0in 0pt 1.75in; mso-add-space: auto; mso-list: l0 level1 lfo5; text-indent: -0.25in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- How can you double checks your math to make sure your answer is correct? <span style="line-height: normal; margin: 0in 0in 0pt 1.75in; mso-add-space: auto; mso-list: l0 level1 lfo5; text-indent: -0.25in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- What is your strategy for writing your answer in different formations? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">DIFFERENTIATION <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l3 level1 lfo4; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">I would plan for different types of learners in my class by simply explaining the rules more clearly. I would also plan to work with some students one on one to help them better understand the different concepts. I believe that the different math labs already take care of the different types of learners in the classroom because the different math labs in this case all deal with the same general concept. The different math labs show the different ways to interpret the overall concept. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">PERSPECTIVE: PROMOTE HIGHER ORDER THINKING <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">PROMOTION OF STUDENT-CENTERED LEARNING <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">ASSESSMENT <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Catherine Wood <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Classroom Environment <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Third Grade <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">October 22nd, 2010 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">This is the overall view of the classroom. As you can see, the teacher has a wonderful classroom setup. Of all the classrooms that I was able to visit at Dutch Neck, the set up of this third grade classroom was one of my favorites. There was room to walk around, the student could move freely, there were math posters in sight, everything was organized, and the math manipulatives were in sight. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> This daily math station was one of the mathematical things in the environment that I liked the most. It had all the days of the week that the students were in school and under each day, were cards with questions that would reinforce their math lesson for the week. As the week went on, the questions got harder. This daily math station had questions that went along with almost all of their math lessons for the year. The students really seemed to enjoy this daily math station because every day was different, and it was something they could do either as a class or independently when they completed work. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">This classroom that I was able to observe, had a lot of math manipulatives that the students used when the time was appropriate. As you can see, there are base-ten blocks, unifix cubes, foam shapes, and a large interactive clock. According to our text book, “Manipulatives are physical objects that students and teachers can use to illustrate and discover mathematical concepts, whether made specifically for mathematics, like connecting cubes, or objects that are created for other purposes.” A math manipulative can be anything around the classroom. From reading our text book, I also found out that manipulatives have recently become virtual. “Virtual manipulatives are a good addition to physical models, as some students will prefer the electronic version, moreover; they may have access to those tools outside of the classroom. In my opinion, a virtual manipulative is absolutely fine for a student to use when learning math. If a visual image or an interaction of some sort helps, it shouldn’t matter if the support is virtual or physical. I would say that a virtual manipulative is something that is not concrete. In my opinion, a concrete manipulative is something you hand see, hold, play with, explore, move around, and use in all different situations. A virtual manipulative while useful, cannot be held, moved around, and not used in areas where there is no technology. In this picture, you can see that the classroom has digi-blocks, and a place value practice board. Both of these math manipulatives happen to be some of my favorites. I was unable to find much about digi-blocks in our text book, so I looked online to find some resources. According to [|www.digiblock.com] , “Digi-Block is a hands-on system for teaching elementary mathematics. Math is clearer and more fun when [|students]  can see the base-10 number system. The National Council of Teachers of Mathematics (NCTM) recently revised its standards, renewing its emphasis on developing strong number sense early on. Using Digi-Block in your classroom will enable you to effectively model patterns in counting, to show how numbers "compose" and "decompose," to demonstrate basic operations to and give meaning to the concept of place value. Digi-Block enables students to model, visualize, represent and explain the most fundamental concepts of number sense.” Throughout my visits at Dutch Neck, I have seen digi-blocks used in almost every grade, but in different ways. Digi-blocks are so versatile that they can be used at any age, and for countless activities. The other manipulative in the picture was the place value practice board. Place value is one of my favorite elementary math concepts because I have seen it so much. According to our text book, “A complete understanding of place value, including the extension to decimal numerations, develops across the elementary and middle grades. For whole numbers, the most critical period in this development occurs in grades pre-k to 3.” From what I have seen, students tend to have a little difficulty understanding this concept, but once they get it, they can apply it to any number whether it be 10,673 or 150,963. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Works Cited <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Van De Walle, John A, Karen S Karp, and Jennifer M Bay-Williams. //Elementary and// //Middle School Mathematics//. 7rth ed. N.p.: n.p., n.d. Print. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[|www.digiblocks.com] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Catherine Wood September 26, 2010 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Counting Multiple Numbers <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Grade 3 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">30 minutes <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> ** __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Rationale: __ **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> This is a continuation of teaching children to learn oh to properly add numbers together. This lesson is to teach children an easier more effective strategy that can today help them to add multiple numbers together, and one day in the future this skill will help them add bigger numbers. ** __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Learning Objective: __ **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> The objective of this lesson is to help students find easier and more effective strategies to help them not only add multiple numbers together, but this lesson will also enforce the ideas of what numbers make ten, and what double numbers equal. ** __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Procedure: __ **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto; mso-list: l5 level1 lfo6; text-indent: -0.25in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">a.) First the teacher gives the three digit addition problem to the student without saying anything about a strategy. The teacher then asks what would you do to solve this problem, and lets the students try to figure out their own strategy for solving the problem first.  <span style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto; mso-list: l5 level1 lfo6; text-indent: -0.25in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">b.) Once the students have tried a strategy or two on their own, the teacher will then introduce the first strategy that she has planned. In this case that strategy would be touch points. The teacher will show the student how to count each of the dots on each of the numbers and then show them how to tell which of the dots should be counted once and which should be counted twice. The teacher will then give the students a number of examples for them to work out. <span style="margin: 0in 0in 10pt 0.75in; mso-add-space: auto; mso-list: l5 level1 lfo6; text-indent: -0.25in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">c.) Once the student has mastered the first strategy, the teacher will introduce the next strategy with examples, and once the student has mastered the second strategy he/she will introduce the third strategy and so on.  ** __ Reflection: __ **  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The math lesson that I observed in the field on Thursday was all about learning to count three numbers, for example 3+6+2= ?. The lesson focused on the different strategies that one might use in order to solve the problem. The teacher taught the children a number of different strategies that might be suitable for them. The different strategies were; touch point, adding twice, looking for doubles, and pairs of ten. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Touch points are number boards that have numbers 1 through 9 on them and each number has its amount of dots written on it. Some of the dots are solid meaning to count that dot twice and some are not solid meaning they only get counted once. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Adding twice means that the child does two different sets of addition. If the problem is 3+6+2-?, the child would add 3+6 and get 9, then the child would add 9+2 and get a final answer of 11. Adding twice is a good way for children to become familiar with addition problems that they will one day memorize. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Looking for doubles means that the child looks for the same number twice in a single problem. If the problem were 2+7+2=? , the child would see that the number 3 appears twice in a single problem. It will be easier for the child to add the two like numbers first in order to solve the problem. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Pairs of ten means that the child will look through the problem for numbers that make up a pair of 10. If the problem were 4+6+8=?, the child would add the 4 and 6 first to make 10, and then add 10 and 8 for a final answer of 18. This strategy makes it easier for the child to become familiar with pairs of ten for all areas of math. According to chapter ten of our text book, “Number relationships provide the foundation for strategies that help students remember basic facts. For example, knowing how numbers are related to 5 and 10 helps students master facts such as 3+5 (think of a ten-frame) and 8+6 (since 8 is 2 away from 10, take 2 from 6 to make 10+4=14). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> In my experience as both student and an observing future teacher, I believe that the best and most effective strategy for learning to and continuing to count 3 numbers would be adding twice and pairs of ten. I realized that I still to this day use these two strategies when I add any three numbers whether they be single digit or double digit numbers. I found that by watching the students, that one student became fond of the touch points, and one became fond of the pairs of ten strategies. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Works Cited <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Van De Walle, John A, Karen S Karp, and Jennifer M Bay-Williams. //Elementary and// //Middle School Mathematics//. 7rth ed. N.p.: n.p., n.d. Print. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">
 * <span style="0in line-height: normal; margin: 0in 0in 0pt; mso-list: l1 level1 lfo3; tab-stops: list .5in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">What national and core standards are you trying to convey? Indicate the complete wording.
 * <span style="0in line-height: normal; margin: 0in 0in 0pt; mso-list: l1 level1 lfo3; tab-stops: list .5in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">This lesson is important because it teaches students the proper use of knowing number places (ones, tens, hundreds). The students also have their counting by ten skills reinforced in a lot of the math labs.
 * <span style="0in line-height: normal; margin: 0in 0in 0pt; mso-list: l1 level1 lfo3; tab-stops: list .5in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">This lesson fits into the years curriculum because soon after the students will learn about the hundreds placement. This lesson will benefit students when adding and subtracting, as well as many other areas of math that they will learn later.
 * <span style="0in line-height: normal; margin: 0in 0in 0pt; mso-list: l1 level1 lfo3; tab-stops: list .5in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The learner will learnt to write up to four digit numbers in both standard formation as well as expanded formation.
 * <span style="0in line-height: normal; margin: 0in 0in 0pt; mso-list: l1 level1 lfo3; tab-stops: list .5in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The learner will learn strategies to make the highest number using digits 0-9.
 * <span style="0in line-height: normal; margin: 0in 0in 0pt; mso-list: l1 level1 lfo3; tab-stops: list .5in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Make sure your lesson conveys that you have appropriate understanding of the content.
 * <span style="0in line-height: normal; margin: 0in 0in 0pt; mso-list: l1 level1 lfo3; tab-stops: list .5in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will play games, solve puzzles, and complete worksheets all do better their understanding of the lesson.
 * <span style="0in line-height: normal; margin: 0in 0in 0pt; mso-list: l1 level1 lfo3; tab-stops: list .5in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The teacher began by having the students get into their groups (the groups were written out on a section of the board for the entire week so that the students could put their groups together without the teacher’s help. Once the students were in their groups, the teacher put up the “Math Labs Schedule.” This was a large piece of paper that had all of the groups listed as well as what lab each group would do on what day of the week. Once the students knew which Lab they would be completing, the teacher explained the rules for every lab before handing out the materials. The students then took their materials to separate section of the room and began their math labs.
 * <span style="0in line-height: normal; margin: 0in 0in 0pt; mso-list: l1 level1 lfo3; tab-stops: list .5in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Is the lesson appropriate for the grade of the students? Yes, the third graders seemed to really enjoy the math lab activities that they were introduced too, and they seemed to, in my opinion, really think about their answers and strategies for getting those answers. If the lesson were not age appropriate, I think the students would have a lot of difficulty figuring out an answer, or they would have been bored with the activity all together.
 * <span style="0in line-height: normal; margin: 0in 0in 0pt; mso-list: l1 level1 lfo3; tab-stops: list .5in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">What materials and technology do you and the students need to have on hand for this lesson? There were quite a few materials needed for all of the math lab activities. However, I really focused on one activity in particular and that was “What’s the Number.” To successfully complete “What’s the Number,” the group of four students would each have their own bag filled with digi-blocks. Each student also needed a worksheet to complete the questions to the activity.
 * <span style="0in line-height: normal; margin: 0in 0in 0pt; mso-list: l1 level1 lfo3; tab-stops: list .5in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">What are some possible questions you might ask during the lesson that will elicit better mathematical understanding? Though you may have some questions in mind, as “teacher talk”, your lesson should not be scripted.
 * <span style="0in line-height: normal; margin: 0in 0in 0pt; mso-list: l1 level1 lfo3; tab-stops: list .5in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Where did you find this lesson? I observed this lesson in my third grade field placement, and I found that the students really seem to enjoy the math lab activities. I have never seen so many students engaged and enjoying a math activity as I did during math labs.
 * <span style="0in line-height: normal; margin: 0in 0in 0pt; mso-list: l1 level1 lfo3; tab-stops: list .5in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Does your lesson allow for students to collect and analyze data to help them solve the problem? Some of the math labs activities were strictly based on strategic usage, while some of the other math activities do allow students to collect and analyze data. The math activity that I observed the most was “What’s the Number,” and this particular activity did allow the students to collect data, and analyze data.
 * <span style="0in line-height: normal; margin: 0in 0in 0pt; mso-list: l1 level1 lfo3; tab-stops: list .5in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Will students generate solutions based on evidence? How will you expect them to justify their reasoning? Yes, in a couple of the games require the students to explain how they got the answer that they did. Mostly this explanation is to reinforce the rules and lessons that the students have previously been taught.
 * <span style="0in line-height: normal; margin: 0in 0in 0pt; mso-list: l1 level1 lfo3; tab-stops: list .5in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">I believe that this lesson focused both on individual knowledge as well as group understanding. There was hardly any teacher intervention unless the students asked the teacher for help, or once the students had completed the activity.
 * <span style="0in line-height: normal; margin: 0in 0in 0pt; mso-list: l1 level1 lfo3; tab-stops: list .5in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Does the lesson encourage students to construct knowledge for themselves? Yes, this lesson was all about students using what they have been taught and turning that knowledge into other knowledge to help them win their math lab activity.
 * <span style="0in line-height: normal; margin: 0in 0in 0pt; mso-list: l1 level1 lfo3; tab-stops: list .5in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The assessment for this lesson was mostly summative because the students would be assessed based on the worksheet they completed during the activity.
 * <span style="0in line-height: normal; margin: 0in 0in 0pt; mso-list: l1 level1 lfo3; tab-stops: list .5in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">I would expect that the students will be able to answer questions about what they did in their math lab, as well as duplicate any skill that was used while participating in the math lab.