Ana Martinez Reflection Professor Baldassaree March 14, 2013 The lesson that I taught was on creating Division

word problems. Ms. Vignets has her math class starting at one thirty-five in the afternoon, a little after lunch. The object of the lesson was give students the three major questions that need to be answered to create a division word problem. By the end of the lesson students would be able to depict division word problems and create their own. By the end of the lesson some students were able to depict and create division word problems. The worksheet that I had created for them allows me to decipher which students needed extra help and which students grasped the concept. One student, Amena, one of Ms. Vignets high achievers was able to grasp the concept right away. One worksheet I gave students to complete asked them to fill in the chart that had the three major questions, and Amena provided all the answers. It asked for the total amount, Amena put thirty-six puppies, it asked for the number of groups, she put six blankets, and the final question asked for a question to get to the quotient, she put how many blankets would each puppy get. From this chart I was able to conclude that Amena understood the concept. Students such as Amena learned that it took three major components to create a division word problem. Other students such as Damian were unable to fully grasp the concept that by answering those three questions you would be able to create a word problem. I had a student that did not know where to start formulating a problem; it begins with first writing out a division equation and incorporating those numbers into the problem. Mia, an intermediate achiever, had difficult with the assignment, she did not know

how to begin developing a problem, which required an equation but with guidance questions she was able to guide herself and begin formulating word problems. Taking into consideration all of the students in Ms. Vignetss classroom, the lesson succeeded in some areas and failed in other areas. Throughout the lesson I was able to maintain the students attention by including visual aids that captivated their interests. Students were responsive throughout the lesson, when I asked to take out their notebooks, they did so, I had asked to give two thumbs up when they were done coping the chart down, I had their eyes on me when I began presenting the lesson, and I had students answering questions when asked to respond. Students were engaged and interested in to what I had to teach. Gaining and maintaining their attention contributed to the flow and transitions throughout the text, which allowed an environment in which students could learn and could, take in the material. The transitions and flow of the classroom went smoothly. The visual aids helped students understand what was begin asked for and how to break up a division word problem I had difficult with students understanding the third component of a division word problem. I attempted to reword the statement several times but failed at each attempt. I had made the assumption students would understand the concept of formulating a question because it was previously done in a previous lesson, which required them to write a question to solve the multiplication word problem. To clarify that the question in the word problem is the question to figure out the quotient, in the next lesson that I would to use in my classroom, I would compare the three major components of formulating multiplication word problems with creating division word problems. I would write down the three questions and compare the order of the questions and what each is asking for. Breaking it down to the basics and comparing the two will allow students to visually

see and mentally understand what the differences are. In the multiplication word problem they understood that the final question was asking for and when comparing the two types of word problems students would be able compare and contrast what the question to figuring out the quotient is asking for. After conducting the lesson I have thought about different techniques to use next time I would teach this lesson. The lesson could have used a better explanation of what I was asking for and what each question was truly asking for and what I wanted them to learn. I would break up the three questions into sections and spend more time describing what is expected. This would help students formulate division word problems. I would focus more on depicting a division problem and modeling it so students get a clear example and use it as a reference. Two major lessons I have learned after teaching this lesson is to never to assume of what they know. All students are not at the same level and they may not understand or remember previous information. Taking into consideration their prior knowledge is very important when planning and conducting a lesson. The other lesson I learned was to always break it down to its basic. Keeping it as simple as possible will help students grasp the concept that is being taught. This was my first lesson plan that I conducted and overall it went fairly well but I have realized how much more work it requires and how much a teacher needs to take into consideration when teaching a lesson.