Video 2 Reflection

This video started right in with the lesson. I was in the same position as the students because I didn't know what direction the video would take. The first video grouping had a meeting when teachers went over what the lesson would be about and how she would go about teaching the students. I liked how she was trying to get the student to use the term grouping when explaining the work regarding multiplication and division. I also liked how the teacher gave the students to share their ideas with their neighbor. I think these students need a lesson on mathematics terms and vocabulary. When listening to the students' ideas, you could tell some students really didn't know what some terms meant and in other times they would use the wrong word in replace of another term.

I liked how the teacher tied in "A picture is worth a thousand words" into the lesson for drawing a picture to explain their math, however she never explained what the quote really meant to those who didn't understand it. I liked seeing the engagement of the students during the lesson. They were able to drawn their own pictures and then had to explain how the picture related to the story problem. I also liked Charlie's way. I think the diagram could have been written in a clearer way so that the students could better understand what each of the boxes represented. Maybe next time the boxes could have labels such as Maria's money with her boxes, Wayne's money with his boxes, and then the words total money and a box to represent all of their money. The brackets in the initial diagram would have really confused me if I were a 4th grader. I like how in the debrief other teachers commented on the lack of a vocabulary foundation, the engagement during the lesson, and how some of the diagrams got the right answer, but the diagram did not explain what the math story was. If I were to teach this lesson, I would really emphasize the importance of pictures when doing math problems. I would also emphasize the importance of their connection to the math problem. The picture does no good if it doesn't show what is happening in the problem.