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Manhattan College

School of Education
Student Teacher Observation Student Teacher: #onianne Dente School: )$ *+
pro lems using arithmetic steps and drawing diagrams

Supervisor: 'lton (. Woodman Grade Level: ,4- Ms. Cerilli


.iteracy

Lesson Topic: $olving multistep multiplication Content Area: Mathematics

Date of Observation: /cto er 01th, 21+0

Observation: .esson 3+ 4 )lacement 32

General:
Ms. Dente has made a successful transition from the third grade class to the 4th grade class for her second placement in student teaching. While the move meant she would simply walk across the hall, she has entered a whole new environment and has worked very hard to learn the instructional styles, routines and organizational systems that make this class work so well under the leadership of Ms. Cerilli. It is o vious that Ms. Dente has taken some of the learning e!periences, skills and strategies from her previous placement and adapted them for these slightly older students. Ms. Dente continues to e very interested in learning new teaching skills and finding the est ways to meet the academic, ehavioral, and social needs of these 4th grade students. Ms. Dente has successfully worked with the whole class, small groups, and in one"to"one settings. #he students respect her leadership, and they are very active participants when she is teaching. $he keeps the lessons up eat and engaging while making every effort to get all of the students involved in one way or another. %er confidence and poise has continued to develop as she continues to e!plore her role as teacher. #he en&oyment e!perienced y teachers as the students connect with instruction is most evident on the face and in the teaching style of Ms. Dente. Ms. Dente has a very positive and professional working relationship with the students and with her cooperating teacher. Ms. Dente continues to welcome and implement constructive suggestions from her cooperating teacher and supervisor.

Lesson:
't a out 561*, the students were directed to take out their lue math note ooks and come to the meeting area on the rug. 'n 7ssential 8uestion was written on the easel6

When can you use the draw a dia ra! strate y" to solve !ultistep !ultiplication proble!s#
Ms. Dente looked at the faces of the students and sensed some fear and confusion. $he immediately acknowledged these responses and told them not to worry. Ms. Dente proceeded to review some asic voca ulary ,factor$ product-. Ms. Dente asked if anyone knew what a dia ra! was. /ne student volunteered, ut he couldn9t complete his definition. Ms. Dente asked if he would like to call on someone else. 't a out 56+0, Ms. Dente read the class a pro lem that needed to e solved from a large oak tag card. #he ne!t card on the easel showed the class the initial steps they would need to follow. :ead the pro lem $olve the pro lem

#he ne!t step involved ;acting out< or reaking down the pro lem into useful components. Ms. Dente e!plained everything in a very clear and supportive style. Ms. Dente asked the class a num er of =uestions which allowed the students to see each step in a more specific fashion. >or e!ample6 What do % need to find# &ow !any seats are not reserved# '( rows with )* seats in a row+ TOTAL S,ATS '- rows with * seats in a row+ What infor!ation do % need to use# With each =uestion, the students were a le to use their reading skills and mathematical knowledge to e!tract information to complete a process and draw a diagram. .,S,./,D

+4 seats ? seats 4 rows * rows

(y around 56+*, Ms. Dente had taken the class through each phase of the pro lem. 'll of the steps were completely modeled using the format that Ms. Dente prepared. >or e!ample6 +4 ! * @ ++2 total seats ? ! 4 @ 24 reserved seats ++2 " 24 @ ** seats are not reserved 't around 5621, the students were asked to work with a partner on the ne!t pro lem. #he class worked very well. #he class was reminded that the worksheet followed the model that they did together. (y around 562A, the class was called together. Ms. Dente had a large poster that had everything prepared like the pro lem. Ms. Dente e!plained everything step y step. Ms. Dente focused on the importance of the diagram to add a visual 0uality to the pro lem. It was agreed y the students and Ms. Dente that they all liked the strategy. 's Ms. Dente went through the pro lem, she covered each section with a poster. (y around 5601, the students were ack to their seats and were directed to complete the last two pro lems. #he students were given worksheets that were designed with the format that was used to solve the earlier pro lems.#he students also received a piece of graph paper for drawing out sections of the pro lem. Ms. Dente was circulating around the room to assess the progress of the class, answer =uestions, offer directions, etc. (y around 5642, the class was still working well and Ms. Dente was still circulating. 't a out 5644, the class was called together. ' student was called upon to e!plain the parts of the pro lem. 'nother student gave the answer to the multiplication pro lem, ut Ms. Dente wanted him to e!plain each part.

Ms. Dente told the class that they would not complete the second pro lem right now. ' few moments later the class was asked to return to the rug with their note ooks. /n the easel was the =uestion6

Why is the strate y draw a dia ra!" a ood way to solve these proble!s#"
#he students were given a couple of minutes to write their responses to the =uestion. When it was time to share, some of the students said the following6 Bou won9t get confused Bou can reak it into parts #his helps you to understand your work. #he lesson ended with Ms. Dente using and e!plaining the word visuali1e to the class. #he lesson ended at a out 56C*.

%nstructional S2ills:
Ms. Dente planned a meaningful and practical mathematics lesson to solve multistep multiplication word pro lems that featured different strategies for finding the solution. #he lesson egan with whole group instruction, then to partner and independent work and returned to the sharing of their work with a written response ,closure- at the end. Ms. Dente consistently reinforced the essential points that are needed to compute the different parts of the pro lems and reinforced the partial answers along the way. Ms. Dente9s poster work provided the necessary visuals for the students. 'll of the steps were modeled and they followed the form that was esta lished on the posters. #he guided practice was also a very strong element of the lesson where the students were a le to work with a partner, solve a =uestion and share the results. While Ms. Dente esta lished a very positive rapport with the class, she also developed a solid format for the students to follow the specific steps in the model. Ms. Dente made sure that key words, diagrams, mathematical procedures, etc. were discussed and recorded on the ;:ead the )ro lem4$olve the )ro lem< worksheets that were used y the students. It was clear that some of these students need to continue to develop 4 reinforce the essential mathematics operations ,D, ", ! and E- and mathematics reading skills to help them move through the pro lems with greater accuracy and understanding. %aving the students write a response to the =uestion at the end of the lesson was a very effective closure. #he discussion of the word visuali1e was a very important element to complete the lesson.

Classroo! 3ana e!ent:


Ms. Dente demonstrated confidence in her a ility to have materials and a plan prepared, and to lead a group of students throughout the different parts of a mathematics lesson. Ms. Dente recognized and reinforced the ehavioral standards, academic content and routines of the class throughout the lesson. %er transitions from whole class, to partners, to individuals, to sharing of answers and, finally to closure were very smooth and effective. %er awareness of the students9 work ha its and ehavior, coupled with a compassionate understanding of their individual strengths and needs, was very evident throughout her instruction. 'ny classroom management issues were minor and never really interfered with the flow of instruction.

Observations4.eco!!endations:
)5 C&,C6%7G 8O. 97D,.STA7D%7G can e done at various points throughout the lesson for the teacher to make sure every students knows what to do, what to e!pect and can e!plain everything. 2. #he fact that your teacher wants to use the worksheet format is a wonderful compliment to you. It means that everything a student needs is right there with plenty of space for recording their work. :5 SC.OLL%7G6 'n e!cellent techni=ue that allows you to control how much and which information the students see and when they can see it. )ost"its or pieces of oak tag over the answer spaces will do the trick.

Grade6 +14+1 Student Teacher: Supervisor: FFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFF FFFFFFFFFFFFF

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