Video #2 Reflection

4/28/14 1. I presented my lesson in ways the students could understand. We had a discussion at the beginning of the lesson about different cycles with wheels and what each was called. 2. My objectives were always clear and useful to me. Kindergarteners dont know what an objective is or say anything if they dont know fully what they are supposed to do. Therefore, I must make sure that my objectives are simple and clearly a part of the lesson. 3. We use a counting to one hundred video before each lesson. This way the students are completing the common core goal of counting to 100 and we are using technology while doing it. 4. Students were able to self-reflect on their answers. Most of this work was independent, but at the end of the lesson we talked about the different solutions, giving all the students a change to look over their work and see if they got the same answers. 5. The classroom was a safe learning environment for all the students. We also built connections to students prior knowledge of bicycles and of addition. Their behavior was just as it always is. At the carpet during discussion and directions, they listened and didnt talk without being called on. Students were engaged also, which kept them on-task. 6. I have been told that I have a good sense of wait time, so I believe that all students had adequate think time before we started the activity. I also encouraged the students to use multiple strategies when counting how many wheels were in their display cases. Counting the wheels was the easiest, but they also used their fingers or just knew that 3 and 2 make 5. 7. My objective was clear, that students could use different combinations of numbers to make 5. They all knew that this was the task they needed to accomplish. 8. My directions were clear, because all of the students knew what was expected of them. I also an enthusiastic about teaching these students, they are a wonderful group of learners. 9. I am professionally responsible and demonstrate commitment to fairness and the ability of all to learn. I dont have favorite students that I only call on. I help everyone that needs it and want them all to learn. 10. I have improved since my last taping. I didnt read anything from a teachers manual or book. I told the students the bike display scenario as if it were a story and made it more interesting then reading off of a piece of paper. I was also more aware of where I was positioned in the

classroom. I wasnt sitting at all, except when they were all at the carpet. I was walking around the classroom to see all the students and made sure if I squatted down to talk to someone that my back wasnt to any of the students.

April 15, 2014 The Bike Shop Durations: 25 minutes

Objectives: Can students use different combinations of numbers to represent the same quantity?

Standards: K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10. K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, by using objects or drawings, and record each decomposition by a drawing or equations. K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, by using objects or drawings, and record the answer with a drawing or equation. K.OA. 5 Fluently add and subtract within 5

Learning Activity: 1. Begin by discussing bikes with students. Allow them to share their experiences with bikes, and ask if there are different types of bikes (unicycle, bicycle, tricycle). 2. Read the prompt for the activity to the students: The Bike Store sold unicycles, bicycles, tricycles and go-carts. The owner of the store could only fit a total of 5 wheels in the display case at the front of the store. What are the different combinations of bikes and go-carts that could be put on display in the front of the store? 3. After students have found all possible combinations, add in a new requirement for the display case. There can only be a total of 5 wheels and 3 seats.

Assessment:

1. Can students explain the different combinations they found with each scenario? 2. Were students able to use different strategies when solving problems?