One of the sloppier parts of my lesson plan was the transition from Circle Time into our lesson. I had actually noticed these issues prior to this, when I was transitioning from story time, into Ms. Amy's lessons before. Transitions help ensure that lessons move smoothly, and help to organize the class, and maintain a schedule for the day.
Prior to even starting the lesson, one of the first things I need to do is organize the supplies effectively. I placed our the unifix cubes, and the part/part/whole plates, however, I had forgotten to lay out the white boards, dry erase markers, and the erasers for the class. It was only after the class had returned to their seats did I tell them to take their whiteboards, and place them on the table. I was caught up in the prior activity (the How To performances), and I had started setting up for the math lesson after the third or fourth pairing, so I was rushing to set up. Using that time as prep time would have made things much easier, and would have helped with a smoother transition.
In my lesson I had also planned on using the white board easel to write down the parts, and the wholes for each word problem. The easel was across from where, by the other side of the main white board. I planned on modeling the activity for them on it by writing down the wholes, and parts to show the missing part on there, before using the cubes to identify the missing part. Unfortunately, I blanked out part way through, and forgot to move to the other chair completely, so I instead stayed in one spot.
Lets say the word problem is, "A dog walker has 8 dogs. 3 are small. The rest are large. How many dogs are large?". I would repeat the question again, before saying, "If I were to write down this problem, I would have to figure out what is my part, and what is my whole. Now the whole is the total number of objects. So, how many dogs are being walked total?". After getting the answer 8, I'd write it down on the board, before asking for the part we know (3). I will then write the equation "3 and ___ make 8" out, before introducing the unifix cubes, and having someone take away the part (3) from the whole (8) on the cubes. I would do this again with a new example, and new numbers twice more, before we transition into the active lesson. This is something I would repeat using a smaller whiteboard for the class as well during the transition into desks.
In addition to this, on the circle time rug, I modeled how unifix cubes could be used for subtraction. That being said, the way I was seated in front of the class, there were numerous students towards the back that had an obstructed view. Ms Amy usually has math lessons in a circle around the rug, particularly when it comes to objects that can be manipulated. Circling up gives everyone a clear view, particularly when smaller manipulatives like infix cubes are in use. For the word problem, it would allow other students to see what the specific wholes are, and the different strategies used to solve the problem.
Prior to even starting the lesson, one of the first things I need to do is organize the supplies effectively. I placed our the unifix cubes, and the part/part/whole plates, however, I had forgotten to lay out the white boards, dry erase markers, and the erasers for the class. It was only after the class had returned to their seats did I tell them to take their whiteboards, and place them on the table. I was caught up in the prior activity (the How To performances), and I had started setting up for the math lesson after the third or fourth pairing, so I was rushing to set up. Using that time as prep time would have made things much easier, and would have helped with a smoother transition.
In my lesson I had also planned on using the white board easel to write down the parts, and the wholes for each word problem. The easel was across from where, by the other side of the main white board. I planned on modeling the activity for them on it by writing down the wholes, and parts to show the missing part on there, before using the cubes to identify the missing part. Unfortunately, I blanked out part way through, and forgot to move to the other chair completely, so I instead stayed in one spot.
Lets say the word problem is, "A dog walker has 8 dogs. 3 are small. The rest are large. How many dogs are large?". I would repeat the question again, before saying, "If I were to write down this problem, I would have to figure out what is my part, and what is my whole. Now the whole is the total number of objects. So, how many dogs are being walked total?". After getting the answer 8, I'd write it down on the board, before asking for the part we know (3). I will then write the equation "3 and ___ make 8" out, before introducing the unifix cubes, and having someone take away the part (3) from the whole (8) on the cubes. I would do this again with a new example, and new numbers twice more, before we transition into the active lesson. This is something I would repeat using a smaller whiteboard for the class as well during the transition into desks.
In addition to this, on the circle time rug, I modeled how unifix cubes could be used for subtraction. That being said, the way I was seated in front of the class, there were numerous students towards the back that had an obstructed view. Ms Amy usually has math lessons in a circle around the rug, particularly when it comes to objects that can be manipulated. Circling up gives everyone a clear view, particularly when smaller manipulatives like infix cubes are in use. For the word problem, it would allow other students to see what the specific wholes are, and the different strategies used to solve the problem.
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