Kelly Collova Dr.

Bulgar ELD 375 April 25, 2013 Lesson Reflection 2 On the morning of Thursday, April 11, I taught Mrs. Reils third grade class a lesson on triangles. The objective and goal of the lesson was for the students to understand and identify attributes (lengths of sides and size of angles) of different triangles. The second goal of the lesson was for the students to be able to classify the paper triangle cut outs and triangle blocks in groups according to the attributes of the triangle. By the end of the lesson, I wanted the students to be able to distinguish the difference between an equilateral triangle, isosceles triangle, scalene triangle, acute triangle, and obtuse triangle. I felt like the students met the goal of this lesson. When I asked the students to group the triangle paper cut outs and blocks into groups according to the attributes of the triangle, they were able to do so. After I gave the students time to group the triangles, I had the students share with the class the groups that they came up with and what made them group the triangles the way they did. When the students explained to me their reasoning behind their grouping, the students used the correct names of the triangles and angles and were able to distinguish the difference between triangle attributes. For example, when Joseph explained to me his reasoning for grouping the triangles, he explained that the first group consisted of isosceles triangles, the second group consisted of scalene triangles, and the third group consisted of equilateral triangles. Joseph also pointed out to me that it was easy for him to figure out which triangles were scalene triangles because the sides were not all the same length. After conferencing with Joseph and

other students, I found that each student fully understood the objective of the lesson and were able to describe the attributes of the triangles to me. Although about half of the class was out sick and an evacuation drill was called, I thought that the lesson did succeed. The students were able to apply what they learned from the lesson to grouping triangles according to the lengths of sides and size of angles. The students were able to answer the questions I asked them during the lesson when they worked independently grouping the triangles. I also thought the lesson succeeded because the students were engaged during the lesson. They really enjoyed the paper cut outs of the triangles and the triangle blocks. As soon as the students walked into class and saw the triangles on their desks they were excited and continued asking me what they were going to do with them. If this were my class, I would have a lesson on quadrilaterals the next day since the students fully understood my lesson. I would start off by asking the students if they know anything about quadrilaterals in the morning message. I like how Mrs. Reil does this with her math lessons because I think it is a good lead into the lesson and the students really seem to enjoy it. If I were to do this lesson again, I would only use the triangle paper cut outs and not use the triangle blocks. Mrs. Reil explained to me after the lesson that using 3D shapes, the triangle blocks, for this lesson is confusing for students because triangles are a 2D concept and not a 3D concept. While planning this lesson, I did not take this factor into consideration, but now I know for the future.