FEAPS 1d. Selects appropriate formative assessments to monitor learning; 1e. Use diagnostic student data to plan lessons; INTRODUCTION
For this lesson, students were learning how to round to the nearest ten on a vertical number line. From conversations I have had with my CT, rounding can be difficult for students who have a poor number sense. I went into this lesson know students may struggle with finding the halfway point between two numbers as well as knowing when to round up to the next ten or round down to the the ten they were already in. This lesson as well wanted students to rotate through math stations where they would be taking different measurements of items and then rounding their answers to the nearest ten. REFLECTION The whole group of this lesson went surprisingly well. My students, for the most part, were able to tell me the halfway point between two numbers. Once we discussed that if a number is at or above the halfway point, we round up to the next ten, rounding came pretty easy to them. I formally assessed them during this lesson using their personal white board responses and they did pretty well with their responses. One thing I would change about this lesson is having more of a conversation of what math group rotations look like and possible creating an anchor chart for students to reference the expectations of what they should be doing. A lot of students were arguing over materials, playing with materials, and were off task. I had to constantly remind students to share and stay on task, and even though we had a brief discussion beforehand, I assumed that my students knew how to act suring math rotations. ANALYSIS I think the students were able to take away and learn what was expected of them. The majority of my students were able to successfully complete the exit ticket with little to know errors. I think the vertical number line helps students see visually when to round up or down and I feel like this visual representation was a good tool to use during the lesson. Multiple groups in this lesson struggled with working together. I think the behavior and management of this lesson set back the full potential of learning that could have taken place during the math rotations. If students were able to use materials responsibly and not argue, I feel like they would have gotten more out of the lesson. In the future, I plan on making an anchor chart of expectations and having students sign it like a contract, so that they can be held accountable and also students can have a visual reference of what is expected of them.
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AuthorDanyelle Estill Archives
April 2018
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