I.

Observation 7:

Math

II. Grade:

Fourth Grade

III. Students:

9 girls, 10 boys

IV. Setting:

Classroom at St. Matthias School in Somerset, NJ

19 Students, ages 9-10, one teacher

V. Pre-Observation:

The purpose of this observation was to observe and analyze a lesson on math in the fourth grade.

The teacher of this class allowed me to teach the math lesson. To gain a better understanding of

effective math teaching strategies, I read Nancy Protheroes article What Does Good Math

Instruction Look Like?

VI. Data:

To begin the lesson, the teacher put up vocabulary words for students to copy down. These words

are essential to the lesson and the upcoming test. Using the teachers book, I began the lesson

with students. We started with measurements and understanding them. Students estimated the

sizes of objects and how best to measure them. Students were having trouble understanding feet

and yards. To help them visualize, I brought in a large tape measure to show the students what
measurements looked like. Then in their books, students practiced measuring on their own rulers,

finding an inch, half an inch, quarter of an inch, etc. I walked around as students pointed to

different spots, asking if they were correct. I made sure to tell the students they were doing a

great job as we went through the lesson. Students were then given the opportunity to wander

around the class and measure objects. In their notebooks, they wrote down what they measured,

their estimate, the actual measurement, Students could use rulers or tape measurers. After they

finished writing their observations, students came back to their seats and discussed their

discoveries as a class.

VII. Analysis:

This lesson was effective in helping students understand measurement. In Nancy Protheroes

article What Does Good Math Instruction Look Like? she talks about a few approaches that

promote student learning and motivation during lessons and says, Students are actively engaged

in doing mathematics. They should not be sitting back watching others students solve problems.

Project a positive attitude about mathematics and about students ability to do mathematics

(Protheroe, 2007, pg. 53). Throughout the lesson, I wanted students to be engaged and hands on.

Using the rulers and being able to move around the classroom kept students interested and on

task. Also, I made sure to encourage students and promote positivity. For example, when I

noticed students working hard or helping their classmates, I acknowledged their actions.

VIII. Recommendations:

Though the lesson was short, I think students had a clear understanding of the basics of

measurement. The students seemed to enjoy the lesson and thrived from positivity and
encouragement. After I finished the lesson, the teacher thanked me and said I did well teaching

the lesson. She asked me if I wanted to teach it in the next class, to which I accepted.

IX. Post- Observation:

I enjoyed teaching a lesson for this fourth grade class. Every student was eager to learn and

please. With support and positive attitudes, the students were on task and there were few

interruptions. It is important to find ways to make students feel safe and have their abilities

recognized. Not only does positivity make students enjoy coming to school, but also boost their

ability to learn and self-esteem.

X. Citations:

Protheroe, N. (2007, Sept. & oct.). What Does Good Math Instruction Look Like? Retrieved

from https://www.naesp.org/resources/2/Principal/2007/S-Op51.pdf
Date Completed: Spring 2017
Date Submitted: Spring 2017
Title of Artifact: Observation Seven: Math
Standard: Standard Eight Instructional Strategies The teacher understands and uses a variety
of instructional strategies to encourage learners to develop deep understanding of content areas
and their connections, and to build skills to apply knowledge in meaningful ways.

I am placing my artifact, Observation Seven: Math, under Standard Eight- Instructional

Strategies, as evidence of continued mastery towards implementing content appropriately using
effective strategies. The math lesson I taught was interactive and allowed for students to move
around the classroom. In the analysis of my observation, I discussed the importance of keeping
students actively engaged in lessons. This is evidence of my ability to adapt instruction to a
variety students learning styles.