Phase II

Instructional Decisions/ Teaching:
Our lesson was geared towards second graders and in order to guarantee that each individual could do all the activities we aligned our centers with Arizona state standards for mathematics. Our centers included the following: Candy Fractions, Find the Rule, Big Foot Activity, and Pattern Jewelry. For the Candy Fractions, students had to look at a Hershey bar and then grab four pre-cut pieces of construction paper and label the fractions like the Hershey bar. For the Find the Rule, the students had to play the game online. Big Foot Activity, they had to trace their foot and measure using a variety of materials (ruler stick, pennies, paper clips, base ten blocks). For the Pattern Jewelry center, students had to create a pattern necklace or bracelet using different colored beads and explain their pattern. Prior to these activities, the students have already learned the math concepts involved (fractions, find the rule, measurement, and patterns). All of these centers had instructions at them for students to follow and materials ready. Also, we allowed ten minutes for each center to make sure that all students would finish each center. We felt that all of our centers were grade appropriate and had them engaged at all times. Our objective for this lesson was that students will be able to formulate their own questions generated from the math content including fractions, find the rule, measurement and patterns. To achieve our goal/objective we had a review game at the end where students were split up into groups and had to formulate a question regarding each center, so they should have a total of four questions to ask when their group was chosen on the wheel of fortune game.


Assessment of Learning

Each center in our lesson was designed to produce a student product to assess.
Students divided and labeled a mock Hershey bar made from construction paper during their time at candy fractions. Students labeled several pieces of construction paper with various fractions. Upon completion of the center teachers collected the Hershey bars to assess the student’s understanding of the content presented in the center. By looking at the Hershey bars we were able to determine if students correctly divided the sections of the Hershey bar and if they were able to correctly label the sections with factions.

As students participated in the find the rule game they received a game generated score. We recorded the student’s score. If students did not receive a hundred percent we encouraged them to repeat the game. By utilizing these ideals from mastery learning we were able to encourage students to further their understanding.

The center making sense of jewelry provided a unique opportunity to have students verbalize their understanding of patterns. Students verbally explained to us the pattern they created with colored beads. By using an excel spread sheet we were able to check off each student after their explanation.

To assess students learning at the big foot center we used a traditional worksheet format. Students were asked to record measurements onto a worksheet. We collected the worksheet to verify student participation at the center.

Our final assessment of student learning was a wheel of fortune game. To engage higher levels of comprehension we asked the students to derive their own questions from the mathematical concepts presented in the centers. Student generated questions were then used in a whole class activity.


Our lesson was very successful. The lesson was well organized which optimized our teaching experience. Activities at the centers were engaging. Having a variety of student activities allowed the classroom to become student centered and we were able to embody the role of facilitators. By teaching the lesson we were able to identify areas that could be improved.