Werklund School of Education

University of Calgary | Undergraduate Programs in Education

FIELD EXPERIENCE INSTRUCTOR: C. OPPENHEIM, PhD

Lesson Overview

Dates 2025-12-03 Subject Math (Spanish Bilingual)
Grade Level 4/5 Blended Length 60 Minutes
Unit Multiplication / Measurement Lesson # 7
Teacher Lucas Johnson

Identify Desired Results

Learner Outcomes (AB Program of Studies)

  • Measurement (Gr 4): Measure area with non-standard units by tiling.
  • Measurement (Gr 4): Determine the area of a rectangle, using multiplication.
  • Measurement (Gr 5): Solve problems involving area of rectangles.
  • Number (Gr 4/5): Solve problems, using multiplication and division.

Objective (Student-Friendly)

  1. I can explain why measurement units must "tile" (no gaps) to measure area.
  2. I can calculate the area of a rectangle by multiplying length times width (using non-standard units).

Assessment Strategies

Formative:

  • Participation in Math Talk strategies ("Estoy pensando...", "Estoy de acuerdo").
  • Whiteboard responses during the "Ventanas" and "Screen" discussion.
  • Observation of group work during the "Find the Area" activity.

Differentiated Learning & Resources

Resources

  • Smartboard & YouTube Video
  • Whiteboards & Manipulatives
  • Math Talk Prompt Cards

Personalization

  • Universal: Visual arrays and physical modeling.
  • Targeted: Multiplication tables for calculation support.
  • Visuals: Grid-line sketching to reinforce structure.
Health & Well-being: Math talks encourage respectful validation of strategies, while active movement during measurement tasks supports physical engagement.

Lesson Sequence

1. Introduction and Hook (15 min)

  • Math Talks: Routine prompts to prime students for collaborative thinking.
  • The Window Problem ("Ventanas"): Real-world observation of classroom windows to compare repeated addition vs. multiplication strategies.

2. Learning/Activity Sequence

Teacher Activities Student Engagement Time
Direct Instruction (Area): Defining space inside a figure using the "Screen Problem" and "pencil-squares" (lapices cuadrados). Counting rows/columns and visualizing the grid. 10m
Concept Discussion (Tiling): Explaining why balls don't work for area due to gaps. Critical thinking: "No, porque deja un espacio." 10m
Activity (Medición): Group work measuring rectangular objects (tables, rugs). Applying multiplication to find area without gaps. 10m
Lego Game: Challenge to build rectangles with specific areas (e.g., 24 studs). Experimenting with different dimensions for the same area. 15m

Reflection & Feedback

Self-Reflection

The lesson effectively bridged the gap between additive and multiplicative thinking. Students were highly engaged by the transition from visuals (Windows) to concrete manipulatives (Legos).

Refinements: Transition management needs to be smoother. Next time, I will more explicitly model "non-examples" (like the ball gap) to prevent confusion during the independent phase. I also aim to distribute coaching time more equitably among all groups.

Field Instructor Observations (Observation 2)

  • Strong relationship with students.
  • Consistent use of target language (Spanish).
  • Excellent use of whiteboard visuals.
  • Unobtrusive redirection of students.
  • Varied and effective tone of voice.
  • Activity-based lesson approach.
  • Well-planned with clear objectives.
  • Effective use of countdowns.
Theoretical Lens: This lesson was built on a Constructivist foundation, utilizing scaffolding to help students discover the logic of "square units" through physical placement and realization.