Reflection on a Lesson Plan Taught
Virginia Teachers for Tomorrow
Intern Name: Allison Beale
Lesson Title (Subject/Topic): Decimal and Fraction Conversions
Date of Lesson Taught: 3/25
Cooperating Teacher & School: Mrs. Reed at John B Dey Elementary
Grade: 4th
Time of Day: 11:00
1. What steps did you go through to create this lesson? With whom did you talk, discuss, or
edit your lesson?
a. I communicated with my cooperating teacher, Mrs. Reed, to decide on what topic
I should teach. For the first two weeks of my internship, I worked individually with
the students to practice decimals. Mrs. Reed informed me that they have only
reviewed fourths and fifths fractions once and that they could use some extra
practice with them. I combined those fractions with tenths, hundredths, and
thousandths fractions from my bingo game.
2. How did the SOLs and Objectives help focus your instruction?
a. It helped me focus my instruction by fully understanding what they must know for
the SOL test. It geared the lesson to what they are expected to know when they
finish fourth grade. By building a strong comprehension of fractions and decimals,
the students will be set up for success for the SOL and higher-level math courses.
3. What parts of the instructional plan worked as you anticipated?
a. The introduction to the lesson and the lesson itself worked very well, in my
option. My introduction was geared more towards picking the students' brains to
remember their first lesson with this topic than something entertaining. The
students were still engaged and participated in all of my questions. Observing
their engagement made me even more excited to give my lesson and have them
play my game! The students were responsive and engaged for the anchor chart I
created and followed along attentively. Even after the review of fourth and fifths
fractions, they were able to show comprehension, and some even used the anchor
chart for reference.
4. What, if any, adjustments needed to be made once you began?
a. Once I started the bingo, I had to make adjustments. With the assistance of Mrs.
Reed, we decided to forgo the categories I made and just call out a
fraction/decimal and specify what type of conversion I was looking for. This
increased the comprehension of the students and allowed the game to move
much faster.
5. How well did you anticipate the materials needed?
a. Other than the bingo circles the student used to mark off their squares, I feel the
materials I brought were sufficient for the activities. I brought all of the paper
they would need for the exit ticket and bingo boards. I also had everything to
make the anchor chart, and Mrs Reed supplied the chart herself.
6. How effective was the assessment you chose to use? (If no assessment was used, what will
the future assessment be and how will you gauge its effectiveness?)
a. I believe that the assessment I chose gauges the student’s learning very well. It
was four questions and primarily was based around fourths and fifths questions,
like the lesson. As I graded the assessment, the majority of kids got a perfect
score and the remainder got about one question incorrect.
7. To what degree do you feel that this lesson was a success? What evidence do you have for
the success of the lesson? (Hint: Student learning is the key to a lesson’s success!)
a. I believe that the lesson was a success because of the children’s engagement and
performance on the assessment. Throughout the lesson, the children who
participated were actively participating and answering the questions correctly, if
not very close to the correct answer.
8. How did the time spent preparing for your lesson contribute to its success?
a. I believe the time I spent making the anchor chart and making the exit ticket
contributed to its success greatly. By making a well thought out anchor chart,
students could fully understand and see the relationship of the fractions and
decimals. I avoided room for error by mapping out what the anchor chart was
going to look like. The bright colors and big font contributed to the students'
engagement as well.
9. If you could do this lesson again with the same students, would you do anything differently?
If so, what?
a. I would ungroup the numbers and have the entire board be possible answers. I
would also not go through the powerpoint to give the students their numbers for
the bingo squares. I also believe that I gave too many number options. If I were
to give this lesson again, I would print out sheets with the numbers at random or
put the numbers up on the board. This way time is not wasted and bingo can be
achieved faster.
10. Any last comments/reflections about your lesson?
a. Despite the minor hiccups, I cannot wait to deliver another lesson and continue to
get my foot in the door in the world of education. I loved teaching my lesson and
look forward to my next one.
