James Crawford

Flinn Elementary
Principal: Maria Miller
Teacher: Barbara Harris
Fourth Grade
December 3, 2012
Count and Crunch

LESSON PLAN REFLECTION NO. 3

Planning

First, after a discussion with Mrs. Harris, it was decided that I would teach a math lesson. Since
she was discussing ratios, percentages and place values, I suggested a lesson utilizing these operations.
I examined the Next Generation Standards for fourth grade Math to ensure that I included all of the
necessary information. I decided upon a lesson called Count and Crunch. This lesson utilizes
prediction skills, the ability to show ratios and calculate percentages. It utilizes M&M candies which
normally are popular with the students.
I believe the objectives as well as the materials were most helpful for my instruction. In the
back of my mind, I try to remember the objective of my lesson and utilize different questions to guide
my students back to those objectives. The different color of M&Ms made it easy for me to explain that
each color is a ratio of the total number in the bag. In turn, the ratio can be utilized to calculate the
percentage. Honestly, I do not think I would make any changes in the planning component or in the
lesson plan itself now that I have completed my instructions. My CSO indicated that the students would
utilize the four operations to solve problems involving simple fractions or decimals and represent
quantities using diagrams. Students, with help, were able to determine the ratios and percentages and
draw their bar graphs.

Implementation

I thought the lesson went fairly well. I believe that all lessons can be improved, and this one
could as well. My objectives, strategies and assessment were appropriate for the fourth grade. The
students understood the terms that I utilized in my lesson as they provided feedback to me during my
presentation. The time factor was the big issue once again. Unfortunately, Mrs. Harris started a math
game on the SMART Board before my lesson and the students did not want to stop playing the game.
This game also got the students excited and it took a few minutes to get them settled. The opening
sequence of the lesson did work and the students sat down at their assigned tables ready to participate
in the activity. However, once the M&Ms were passed out to each table, the students became more
social. The pace of the lesson and activity was lively but not so fast as to lose some of the students. I
did follow through with a closure at the end of the lesson. After the activity, students discussed some of
their answers as well as the graphs they had drawn. As far as movement, I moved around the room as
needed to keep their attention, encourage participation and provide assistance.

Clarity of Presentation

Use of volume control, expressions or gestures is a part of my teaching style. I attempt to be
engaging and appealing with every lesson. Do I have pet phrases that I would like to reduce in
frequency? I did use alright several times. However, I normally say that when a student accomplishes
a task or shows a better understanding of a concept. Sometimes I may talk too quickly when I get
excited and try to engage my students. I am fairly sure that my students could hear, see and understand
me.

Attention to Individual Differences

I believe my choice of strategy and activity did accommodate individual differences and learning
styles. I orally reviewed the meaning of the terms that the students would be using during the lesson.
In addition, I provided examples on the board of a ratio and how to calculate percentages along with
how to construct a bar graph. Finally, I had the students work in small groups and participate in
exercises to enhance their understanding of the material. The included students were mixed with
groups of higher abilities to help ensure their success with questions on the subject matter. I did make
provisions for them within my lesson plan design as mentioned on the Adaptation to Students Special
Needs for Differentiating Insturction. As I mentioned in my lesson plan, I did not anticipate a student
finishing early and no one did. However, I did make provisions for early finishers.

Student Responses

The students and I relate to each other very well. I am very comfortable around this age group
and the students responded well to my teaching and this lesson. I did not have to invent anything
during this lesson. The students in this class relate to each other very well and were respectful, helpful
and supportive of each other during the activity and summative assessment. The students worked
collaboratively during the activity. As in most groups there are some dominant students but it did
appear that all students had the opportunity to participate.

Planning and Implementing Higher Order Thinking Skills

It was my understanding the students had some experience determining ratios and calculating
percentages. However, much to the dismay of Mrs. Harris, the students were not able to easily
determine the ratios or calculate percentages once the lesson began. Therefore, this lesson helped the
students reinforce their prior knowledge of these math skills. The activity provided opportunities for the
students to investigate and make decisions concerning several aspects of the unopened M&M package.
After opening the package, students had to make adjustments to their data table, which I believe further
enhanced their thinking skills. The students could also relate this learning experience to real life since
most of the students indicated they bought M&Ms on a regular basis.


Assessment

I did plan and implement a variety of assessment measures throughout the lesson, beginning
with my introduction. I orally reviewed the terms predict, ratio and percentage with the students. I
also provided examples of the terms ratio and percentage on the board. Both of these were meant to
be an informal diagnostic assessment to determine prior knowledge.
I believe that the majority of my students did learn the material I wanted them to learn. As
part of my formative assessment, I walked around the room during the activity and listened to the
students discuss completing the M&M table. Most of the students were completing the table correctly,
with some assistance from Mrs. Harris or me.
At the end of the lesson, there was a brief review of the data obtained by the students.
Students also discussed their bar graphs. I had intended to take-up these papers and display a few at
school and include a couple with my lesson plan submittal. However, Mrs. Harris asked me to leave
them to allow her to further review and enhance the skills of the student.
I am learning that an activity reinforces the learning process. It would appear that utilizing
hands-on activities helps students learn and remember the subject matter. Time management
continues to be an area that I hope to improve upon to increase my teaching effectiveness.

Special addition: areas needing improvement

One area that I intended to address and improve upon was the use of positive statements to
provide students with specific praise. I did utilize brief acknowledgements but I rarely (four times) called
students by their name. I will strive to utilize a students name when providing positive comments.
The other area that I planned to address was the use of non-standard English. I did not think I
utilized a tremendous amount of slang or pet phrases. I was pleased that I only used non-standard
English twice and my pet phrase, alright, six times in my lesson. I shall attempt to reduce these in my
next lesson.