Reflection: Lesson Planning Estimation - an introduction - Section 2: Teaching the Lesson

 

As I was teaching the lesson and planning to introduce the game I realized that there was a step missing in the lesson. I stopped in mid sentence (pretty much) and changed from the game to a little practice first. I still gave the students the number lines, but instead of introducing the game right away, I just told students that I would say a number and they would find the closest smiley face number on their number lines. We did this for about 5 minutes until I felt that students were secure with the skill, then I introduced the game.

Teachers have to be able to think on their feet. It is important to keep thinking about what is going on with your students as you think. Your lesson plan may be the best in the world, but you still may need to adapt it based on the needs of your students. Don't let the plan force you to keep going even when students aren't with you. Be willing to throw out the lesson, even midstream, if you realize it isn't working.

More than once I have said to students, "you know what, we are going to put this away for now and do something else, even though we are not done." At other times, like today, I have changed the lesson midstream. Someone once said that teachers make about 1,000 decisions in a normal school day. I never counted, but I am sure that we do make an awful lot of decisions, and many are directed towards a lesson midstream.

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  Lesson Planning: SLOW DOWN
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Estimation - an introduction

Unit 17: Getting Better at Addition and Subtraction
Lesson 3 of 12

Objective: SWBAT use models to estimate an answer when adding 2, two-digit numbers.

Big Idea: Estimation allows students to reflect on the accuracy of their own solutions. It provides a perspective for critiquing the chosen strategies and outcomes when solving problems.

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Subject(s):
Math, Number Sense and Operations, estimate, addition, Operations
  50 minutes
100 0749
 
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