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reading skills to get the correct answers. I learned from the previous lesson that if I give students the
choice to participate, they may not participate. Calling students names asking them for predictions and
their answers to questions are what makes participation 100%. This lesson was not active and I did not
use technology, but student participation was higher than the other lessons. I will try to use more
technology in future lessons.
out was by walking around monitoring the game. If I were to teach this in the future, to promote better
student learning, I could make sure I call on all students who may not be participating to make sure they
get what is being taught; or I could wait until the independent work time and sit with them one-on-one
to go over what they may not understand about the content. There were 4 students present for the
showcase. 2 of them did very well with understanding the rules of adding and subtracting, 2 of them
understood the rules but performed on an average level while mixing up some of the math, and no
students were low performing. All four needed more assistance. I attended to their assistance by having
their partner explain rules to them as well as using repetition from what Mrs. Jaeger taught at the
beginning. Overall this lesson was a success and I will definitely use elements and accommodations from
this lesson for future lessons.