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Lesson Reflection on Fraction Understanding

The lesson aimed to teach students about fractions, including identifying fractions, the parts of a fraction, how fractions are formed, and reading fractions correctly. Some students learned the concepts quickly while others needed visual aids and more time to understand. The teacher provided additional support to students struggling with the concepts. However, the lesson did not fully meet its goals because some students were late due to a previous class assignment and the teacher realized she did not fully explain some concepts. Going forward, the teacher plans to use a Present-Practice-Produce strategy to enhance student learning by presenting the material, having students practice, and then doing activities to produce their understanding.

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226 views1 page

Lesson Reflection on Fraction Understanding

The lesson aimed to teach students about fractions, including identifying fractions, the parts of a fraction, how fractions are formed, and reading fractions correctly. Some students learned the concepts quickly while others needed visual aids and more time to understand. The teacher provided additional support to students struggling with the concepts. However, the lesson did not fully meet its goals because some students were late due to a previous class assignment and the teacher realized she did not fully explain some concepts. Going forward, the teacher plans to use a Present-Practice-Produce strategy to enhance student learning by presenting the material, having students practice, and then doing activities to produce their understanding.

Uploaded by

api-338371784
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Lesson Reflection

Select (S):
Identify a lesson and what standards are you addressing

The lesson was about operations and numbers the learning outcomes were focusing on Identify
fractions, the parts of a fraction, how a fraction is formed, and how to read a fraction correctly.

Describe (D):
What were you trying to achieve in your lesson?
What did the students do?
I was trying to achieve in this lesson is students understand the fraction. Some of the students learn
it quickly without using a model, but some they took time to understand the concept. They students
do the activity in solve the words problem and using picture to get the fraction.

Analyze (A):
Why do you think the students responded the way that they did?
How well did your teaching relate to the students’ prior understanding?
How well did you engage the students?
Some of the students did not understand the activity and do it in the wrong way. I keep a visual
support sheet with me, and who has a hard understanding the concept I give her and give her
chance to think of the answer before I give it to her.

Appraise (A):
Did your lesson meet your teaching goals?
No, I had this class after the break, so they came on time, but this week the Arabic teacher gave
them a long paragraph to write it as a punishment, so they were late. And there is some concept I
didn’t explain it.

Transform (T):
How might you enhance student learning of this lesson in the future?
What are the implications for your professional practice?
I will use the PPP presentation practice production strategy as my MST do. First, I present the
lesson, then I do some practice with them, finally, product while doing the activity.

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