Lesson Plan Reflection

A. Success Chart



Gets it Gets it Has some good
ideas, but
Has some good
ideas, but
Does not get
it
Does not get
it
Student A Student B Student C Student D Student E Student F
a. Understands

Patterns,
how to
determine
the number
of blocks in
simple
growing
patters for a
specific
figure
Patterns,
how to
create a
formula
based on
what is
happening
in the
pattern,
determined
nx2-1
The difference
between
repeating and
growing
patterns. Can
determine how
to figure out the
number of
blocks in the
growing pattern
Patterns,
growing
patterns vs.
repeating
patterns, what
is happening in
a simple
growing
pattern, how to
mathematically
determine how
many blocks are
in a specific
figure of a
pattern
The
differences
between
repeating
and growing
patterns,
how to build
what is
happening in
a pattern,
how to build
the figures
How to
determine
the 5
th
figure
of the
pattern,
difference
between
growing and
repeating
patterns,
understands
patterns,
understands
what to do in
this specific
pattern, how
to build the
figures
b. Confused
about.
n/a n/a Had trouble
figuring out how
to determine
the number of
blocks in the
20th figure. He
told me he was
confused, and I
asked questions
like how did you
figure out the
number of
blocks in the
10
th
figure, had
trouble
connecting the
math to figure
out how many
blocks were in
the 20
th
pattern,
but could build
Creating a
formula to
represent what
is happening in
a pattern, the
directions. He
did not
understand how
to fill the chart
out. I had to
thoroughly
explain it to
student.
How to figure
out what is
going on in
the pattern.
Can see what
is happening
and
reproduce it
by building it,
but cannot
state in
words or
mathematica
l sentences/
functions/
formulas on
what is
happening in
the pattern.
Confused on
how many
Cannot
explain how
to determine
the number
of blocks in a
specific
figure of the
pattern
it. blocks were
in the 20
th

figure
c. Questions to
ask to clarify
what I
know
How did you
determine
the number
of blocks in
the 20
th

pattern?
How did you
come up
with the
formula
nx2-1?
I would ask the
student to
explain how
figured out how
many blocks
were in the 10
th

figure? I had to
ask him what
could he do to
10 to create 19?
What times 10
gets you close
to 19? What do
you have to do
to 20 to get to
19? Had to ask
leading
questions.
Based on
students
answer, I would
ask him, so now,
how would you
figure out the
number of
blocks in the
20
th
figure.
Where did you
add 2 blocks to?
Based on what
you determined
(times by 2 and
subtract 1), how
many blocks are
in the 20
th

figure? How did
you determine
to times it by 2
and subtract 1?
What do you
notice about
the numbers
in the chart?
You added 2
blocks each
time. What is
the
relationship
between the
figure it is in
the pattern
to the
number of
blocks in the
pattern?
How did you
determine
the number
of blocks that
were in the
6
th
, 7
th
, 8
th
,
9
th
, and 10
th

figure? Did
you
randomly
add 2 blocks
to the ends?
How did you
know to do
that?
d. Ideas to work
on next
More
patters,
would like to
see what
student
would get if
she worked
alone on
another
pattern.
More
complicated
patterns,
creating
formulas,
foundations
of Algebra.
Would be
interested
to see
students
work on
another
pattern
problem
alone.
The student
needs more
practice with
similar growing
patterns. It
would be
helpful for him
to fill out a chart
similar to that of
the one for this
pattern. Needs
practice on
relating what
was done to the
pattern and
how to
mathematically
figure out how
Work on
following
directions and
answering
questions
completely,
relating the
steps to
determining
what is going on
in a particular
pattern to
variables and
formulas,
building on the
foundations of
algebra.
Still needs
work on
what
happens in
patterns and
how to
determine
what is
happening in
a specific
pattern
through
words or
formulas.
Practice
more
growing
patterns and
finding ways
to determine
how many
blocks are in
a given figure
without
having to
build them
many blocks
would be in a
certain figure of
the pattern by
using a
mathematical
function.


B. How did your actual lesson differ from your plans? Describe the changes you made
and explain why you made them. Be thorough and specific in your description.


C. Based on this experience, what changes would you make if you were to present this
activity again? Why? Cite at least one way you could incorporate developmentally
appropriate practice in a better or more thorough way.

D. What did you learn from this experience about children, teaching and yourself?

a. Identify 2 things you learned about children as a result of planning and
conducting this activity. Relate this knowledge to principles of child development
or appropriate curriculum from ELED courses.
b. Identify 2 things you learned about teaching as a result of planning and
conducting this activity. Describe how you will apply this new knowledge to
upcoming opportunities for developing learning experiences for children.
c. Identify one thing you learned about yourself as a result of planning and
conducting this activity.