Self-Analysis of Student Teaching Video

The lesson taught in the student teaching video covered the following standard:

M.8.10 Analyze and solve pairs of simultaneous linear equations.

Understand that solutions to a system of two linear equations in two variables correspond
to points of intersection of their graphs, because points of intersection satisfy both
equations simultaneously.
Solve systems of two linear equations in two variables algebraically and estimate
solutions by graphing the equations. Solve simple cases by inspection. (e.g., 3x +2y = 5
and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.)
I recorded two days for this particular lesson. The students I taught for this video are those in my

inclusion class, and for this reason, I taught each skill over the course of at least two days,

regardless of the suggested pacing in the text; unless the students demonstrated a clear

understanding of the skill being taught.

This skill was one of the last skills of the chapter that I was covering, and overall, it went

well. I knew when planning for this lesson that the students would have some difficulty. In the

third section of the chapter, I taught them a very similar approach to a skill, and they struggled

with it. The students in this class lack many of the prerequisite skills needed to perform the

operations required in this lesson, which is why I had to take the lesson slower and cover each

and every step multiple times. When it came time for the students to work in their groups, I was

pleasantly surprised by how much better the students understood this skill than the similar one

taught in the previous section. You can see in the video, the major difficulty that the students

experienced was working with integers. This was a reoccurring problem that I had to consistently

address. I used my flex period to teach mini lessons on operations involving integers, with the

hopes that it would carry over to the main math class.

If I had to do this placement again, knowing what I know now about the students and

their prior knowledge, I would have provided more instruction on the prerequisites for this
chapter. I reviewed with them how to solve one step and two step equations before beginning this

chapter, but as the chapter progressed, it was clear that the students needed more instruction with

this skill and working with integers. Unfortunately, due to testing and time constraints, more

instruction time was not possible. I would have provided more warm-exercises with this skill as

well. I think this would help to keep it fresh in their minds for every class.