to solve. Additionally, interdisciplinary connection was shown by integrating language art into
the lesson with the book Elevator Magic.
The content and standards for the lesson were: CC.K.OA.2 Understand addition as
putting together and adding to, and understand subtraction as taking apart or taking from. The
students also were to solve subtraction problems and subtract within 10, (e.g., by using objects or
drawings to represent the problem). The essential question the students were to understand was,
How can you solve subtraction problems and complete the equation?
Reflecting on the standards, prerequisites, and the essential question, I recognized that the
instructional objective would be an essential factor to the lesson outcome. This been said, my
instructional objective was for the student to understand how to solve subtraction word problems
within 10 and record the equation. My instructional procedure included incorporating
interdisciplinary connections in whole group with reading the book Elevator Magic. The
students were to understand from the reading how various number combinations could be made
from taking apart numbers one ten. The lesson was planned to provide hands on activities rich
with activities in whole and small group to foster the students learning potential.
Quality of Instructions:
The lesson objective was clearly stated
initially with the introduction to the lesson,
reading Elevator Magic. While reading the
book and after the video such questions were
asked while in whole group, (e.g., What was the
book Elevator Magic about? Who writes the
words in the story? Who draws the pictures to the story? What does it mean to subtract? Which
floor is 2 floors down from the 10th floor? If you go 3 floors down from the 8th floor, where will
you be? Which floor is 3 down from the 8th floor? Now we are on 5, what is one floor down
from 5? Were on 4, Dads on 1, how many is 4 1 floors down? Show me how you got your
answer.
While viewing the video I was able to see several instances where students asked a
question or made a statement and I didnt respond (e.g., Preston said he gave a thumbs down to a
question, I failed to ask him why he felt the answer was incorrect. Also, Jaycee called to my
attention that I was giving the answer to the question I was asking. Even thou I finally
acknowledged her, I would have acknowledged her sooner had I understood what she was trying
to tell me.) This been said, I realize I have to be more in tuned to my students responses and
reactions while teaching.
The students were engaged in the lesson through actively participating in hands on round
table discussion, working subtraction problems. Further, while interacting as a small group the
children understood they could use a variety of strategies to arrive at their answer from using
their fingers, mental math, cubes, a number line, and tallies. To keep the students engaged while
one student was answering the mathematical concept the other students worked the problem on
their individual worksheets. The lesson was differentiated with the children working ahead to
complete all the problems. Once the student completed his or her problems, the student was
allowed to write subtraction sentences on the back of his or her paper to complete.
Was my instructional outcome met? Did the students participate in the lesson? Were
they actively engaged? Did they understand the concept been taught? Yes, the video reflects
this happened. Even thou noise was blending over from the other centers, the artifacts shown
above reflects learning was taking place. The video reflects the students actively participating by
voluntarily taking turns answering questions. The shy students as well were asked if they wanted
to work a problem without any pressure to do so.
Classroom Management:
Even thou each center had an adult present for guided instruction
if needed and to supervise that center, there was still a lot of noise
in the room. As I viewed and reflected on the video I still cant
understand how I missed the level of noise in the room.
However, I dont feel this distracted from the students been
actively engaged in learning, however ongoing I will ensure I ask
all of the students to give me five. I recognize this as a
kindergarten class where the children are active and enjoy hands on activities. Hands on
activities allow for the students talking as they work. One center was designed for the students
to make numbers 1 10 out of play dough. The other center was designed to use water color to
make numbers 1 10. My center was designed to be an interactive group discussion on
subtracting number within 10 or greater. By saying this, even thou the students were active
during the lesson, they were still engaged. Based on my reflection of this lesson, ongoing and in
future lessons I realize the design of the room will play a big part on how noise blends into other
centers by the close proximity of the tables.
I noticed that even at your center that you had fun activities for the students to
practice subtraction strategies. Overall I think the lesson went really well.
I feel the lesson went well with all of Danielsons Framework for Teaching met with
room for improvement in Classroom Management. This is so because I was able to learn from
previous lessons the importance of ensuring the proper supplies are available for the children to
complete their work (e.g., sharpened pencils with erasers) as well as the importance of finding
creative ways to keep the children fully engaged , and with presenting the instructions clearly.
All in all, I feel it was a good lesson even though the children were counting the days to
Thanksgiving break. I can see that as a good thing because counting allows the children to
practice math. Since continuous practice through repetition allows the children to improve their
mathematical skills, any form of mathematical thinking is supported. I also recognize the
children are learning and growing in their ability to understand and respond to the lesson
activities. Therefore, I have complete confidence in my ability to engage all my students in a
warm, safe, hands on, and informative learning environment, structured with the state standards
that will be differentiated and scaffolded as needed to meet my students diverse needs. My take
away from this lesson is to focus on students transitioning between centers and on my ability to
manage the noise level in my classroom while the students are in their centers while still
allowing the students to have fun while learning. This is important because if the students are
happily engaged in their activities they have a better chance of reaching their learning potential.