Field Experience Report for EE333

Date/Time: 2/18/15

Name: Catalina Dávila

1. Topic(s) that students learned (Brief description of the math class) and related Standards (CCSS-M)

Today in Ms. Calhoun’s class the fourth graders going to review Reflex Angle. Ms. Calhoun told me that the class had been

working on a weeklong unit on Reflex Angle but that half of the class understood Reflex Angle and the other half did not. There

was a second teacher in the room and she was going to lead the class.

Common Core State Standards:

CCSS.MATH.CONTENT.4.G.A.1Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

CCSS.MATH.CONTENT.4.G.A.2Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

2. Description of the students (Strengths and weakness of the students in the class regarding the topic they studied during the class)

There were 21 students in Ms. Calhoun’s classroom. The majority of the students were Hispanic. The classroom was set up in

tables of four to five students at each table.

Strengths

Students had knowledge of how to use a protractor. Students were able to identify what type of angle they were working with. Students were able and willing to help peers who needed help. Students were able to solve the problem(s) using through different strategies.

Weaknesses

Students were lacking motivation other students were not engaged. Not all students were participating in class discussion.

3. Flow of the lesson (Minutes of the class)

Time Teacher’s instruction (questions, comments, etc.)Students’ learning activities (answers to the teacher, group work, individual work, etc.)

10:02-10:10

10:11-10:29

10:30-10:50

10:51-11:00

- Ms. Calhoun is at the rug reviewing a division problem: 40÷4= 10 then places this problem: 24÷4.Ms. Calhoun asks students to turn and talk to a partner of how they would solve this problem.-When strategies are shared Ms. Calhoun allows students to talk about what was done.

- Assistant teacher will lead Reflect Angle Practice. She guided the students from questions one through three.1. Is the reflect angle greater than 90°?2. Is the reflect angle greater than 180°?3. What must our estimated angle measurement be greater than?

- Ms. Calhoun takes three students to work with at the rug.-Assistant teacher takes four students with her.-These students were selected based on their morning work that showed they needed additional help.

- Ms. Calhoun passes out exit slip. There’s a reflect angle and the students have to estimate the angle and then measure the angle.

- Student explains his strategy: 16÷4= 4, 16+4= 20, 20+4= 24- Students struggle to see how he was solved the problem and Ms. Calhoun decided not to push this strategy since she said it would be a little abstract for them.

- Students were actively interacting with the assistant teacher as she asked questions that would lead them to understand and solve the next two questions.- Not all students are

- Students work on questions four and five individually.4. What are you going to use to begin measuring this angle?5. What does your number sentence look like?- After every student was finished then two students shared their strategies.

- Some students are able to solve the problem using the protractor while others are using their fingers to count.

4. Summary of the class observation

The majority of the students were able understand Reflect Angles. The additional help from Ms. Calhoun and the assistant

teacher was a great idea. For morning work the students had a Reflect Angles problem that allowed Ms. Calhoun to see which

students needed one-on-one help, which I thought, was a great idea. From seeing the short 8-10 minute division mini-lesson I was

able to observe that Ms. Calhoun is promoting solving problems through the multiple strategies. When the students were solving

questions four and five they were using different strategies. However, during the time that they were solving the practice problem

I did see that the wording of the problems was very important. For example, in question four: What are you going to use to begin

measuring this angle? Many students thought that it was asking what materials they needed to measure the angle. I was also able to

see how understanding the level in which student is at is extremely important. During the whole lesson, I also noticed how Ms.

Calhoun used mathematical terms with the fourth graders. I was able to gain insight to what should and should not be done in the

class.