State Test Review

CT’s Signature:
Name: Gaby De Jesus Cooperating Teacher: Mr. Durand
Date: April 3rd, 2018 Time: 9:41 to 10:31am Subject/Class/Period: Math 8, Period 3
SPECIFIC OBJECTIVES TO MEET GOALS:
Students will be able to collaborate with peers.
Students will be able to solve questions regarding number sense, expressions and equations,
geometry, functions, and statistics and probability.
Students will be able to review for the state test.
COMMON CORE STANDARD (General Objectives):
All Common Core mathematics standards for grade 8.
MOTIVATIONAL TECHNIQUES:
Use of Jeopardy game.
MATERIALS NEEDED:
Jeopardy game, projector and smartboard, cups for buzzers, white boards and markers,
calculators, scratch paper, writing utensils
PROCEDURE FOR THE LESSON:
 Students will be pre-placed in groups prior to walking in the room
o Group 1: Klayton, Megan, Tremendous, Emma B., and Chase
o Group 2: Zane, Jeremy, Aliyah, and Hannah
o Group 3: Landon, Abby, Noah, and Emma V.
o Group 4: James, Ryley, Josh, and Jasmine
o Group 5: Hayley, Coleman, Jason, and Paige
 Tell students overview for the period and tell them their groups (2 min)
 Students move desks into pods with their groups (2 min)
 While students are setting up and getting supplies, turn projector on and set up board
 Go over Jeopardy rules with them (2 min)
 Play Jeopardy (about 35 min)
 Clean up and put desks back in rows (3 min)
ACADEMIC LANGUAGE:
Function, integer, irrational, decimal, scientific notation, expression, equivalent, slope,
distributive property, domain, quadrilateral, isosceles triangle, cylinder, volume, y-intercept,
transformation, line of best fit, correlation, scatterplot
ASSESSMENT METHODS:
Students will answer practice state test questions used in the Jeopardy powerpoint.
EVALUATION OF FIELD EXPERIENCE STUDENT’S PERFORMANCE:
This lesson went well, and it gave me, as well as my cooperating teacher, a good idea of the
concepts that need to be further reviewed before the students take the state test. Prior to this
lesson, only a few concepts had been reviewed in class, and because of this a good amount of the
jeopardy questions unanswered. Also, the fact that students did not pick questions from the
number sense and probability and statistics categories until the end indicated that those concepts
are ones students don’t particularly like or don’t feel confident in. While concept and content of
the lesson were good, execution of the lesson did not go as well. I was unable to get through all
of the questions and the final jeopardy, and in general, it was challenging to keep every student
engaged the whole entire time. Students who were on teams who didn’t have high scores seemed
to want to shut down. Next time, I will change the location of the pods of desks in the room so
that it will be easier for me to watch the whole class while still focusing on the particular student
who is answering the question. Depending on the length of the period, I will cut down on the
number of questions so that the whole game can be completed during class. Also, I will teach
this lesson later on in the year when more concepts have been reviewed. That way students will
be able to answer more questions correctly and feel more confident going into the test rather than
discouraged at the information they have a hard time remembering. Overall, the lesson was
successful, and I would definitely use it again.