Amanda Benson

EDE 4940.011 Final Internship

Collaborating Teacher Observation 2 Multiplying Decimals

Lesson Plan & Implementation: Reflection and Analysis

Reflection:
Overall, I felt pretty prepared teaching this lesson on multiplying decimals to my
fifth grade class. One thing I would keep the same for this lesson is the icebreaker game I
facilitated to create an engaging opening for the lesson. The icebreaker activity chosen
was Around the World using Multiplication. When looking back at my video recording
of this lesson at four minutes I saw that every student was participating in this icebreaker
game, which greatly helped the students practice their background knowledge of
multiplication before getting started with the lesson on multiplying decimals. One thing I
would change if I had the opportunity to teach this lesson again to the same group of
students would be to challenge the students to come up with their own multiplying
decimals problem and allow them to switch their problems with their face partner to solve
the problem as well. I think this would have created an extra higher order thinking
problem for the students as well as provided an interacting moment with their partner to
challenge them to a problem the students themselves came up with. One thing that
surprised me the most in my lesson was how excited the students got for the technology
tools I used in the lesson such as the random name selector and a Smart Board quiz
activity. The students liked the random name selector because it gave every student a fair
chance of getting selected to come up to the board to answer a Smart Board quiz
question. One thing I really liked about using this tool is it gives you the option to repeat
the students names or to not repeat the students names. I think repeating the students

names lets the students know to be ready at all times in the lesson because at any given
time their name can be called and when the students names are not being repeated I think
it gives every student a chance to answer a question throughout the lesson. I think both
ways should be used based on your judgment of what works best for that specific activity.

Analysis:
Overall, 12 out of 14 students learned what was intended for them to learn for this
lesson on multiplying decimals. I can account for this learning based on the students
Smart Board quiz questions, the turn and talk discussion question, and the students
summative assessment of the ticket out the door question. My instructional material of
using a Smart Board activity was effective because it greatly increased the engagement in
the classroom. When reflecting back to my video recording of my lesson at 30 minutes
into the lesson I saw every student actively working on his or her mini-white boards to
solve for the quiz question posted on the Smart Board activity. My instructional material
of using a differentiated summative assessment at the end of the lesson was effective
because it allowed each student to answer a ticket out the door problem that was on his or
her level. This ticket out the door also gave challenge to students who were in need of
enrichment.
The students who struggled in todays lesson were E.S., and C.P. I can account for
this performance based on these students Smart Board quiz questions, turn and talk
discussion question and the summative assessment of the ticket out the door. Both
students missed their Smart Board quiz question and could not explain to their partner the
steps they took to solve for 0.2 x 0.05, which was the discussion question of the lesson.
Although both students showed effort in participation for this lesson they struggled

answering the ticket out the door assessment at the end of the lesson. In order to help
these students comprehend the content of the lesson, I pulled the two students to a table
in the classroom during small group time to provide a mini-reteach-lesson for these
students with as much teacher guidance as needed. I instructed the students to use what
they have learned from this teacher time and apply their skills on their homework tonight.
In order to check for progress, I gave these two students a multiplying decimals problem
the very next morning, which both students answered without any teacher aid. The
students who did exceptionally well in todays lesson were A.C., L.C., A.D., M.G., K.R.,
Y.J., A.H., I.C., M.M., T.N., E.P., and H.S. I can account for this performance by these
students ticket out the door assessment at the end of the lesson. Each one of these
students received a 100% on their expert ticket out the door meaning they did
exceptionally well when given an enrichment activity. Based on what happened in this
lesson, my next step is to provide accommodations or modifications for the students who
are struggling during the lesson. My goal is to help the students during the lesson in order
for them to confidently perform well on the summative assessment.
Student Data of the summative assessment Ticket out the Door