Amy Judy

Math 333
April 12, 2015

Reflection on 10 Minute Math Activity

Broken Calculator

1. What were the big mathematical ideas of the lesson?

In my activity, broken calculator, the big mathematical ideas were that students were to
find other ways to solve problems in the event that the most common way to find the
solution is not available. For example, students were to display the number 35 on their
calculators, however the 3 and 5 digits were broken. Students found a variety of ways
to display 35, such as 29+6, 40-5, and 7*5. Instead of just pushing the digits 3 and 5 on
their calculators, students had to think about what numbers and what operation would
allow them to display 35.
2. Do you think that students grasped them?
Yes, I believe that students were able to grasp the concept of finding other ways to find a
solution to a problem, it just required them to do a bit more thinking rather than just
pushing numbers on a calculator to figure out the answer.
3. What surprised you while doing the lesson?
While doing this lesson, I was surprised by how nervous I became when initially taking
lead of the classroom. I admit that I had one of the easier activities, however I felt
overwhelmed because ten minutes isnt a lot of time and I wanted to make sure that each
student had the opportunity to participate. While I was writing out the actual plan, I did
not take into consideration the short amount of time allotted, thusly I spent too much time
with students with regard to the first point of the lesson which was how to make the
number 35 when the 3 and 5 digits on the calculator were broken and didnt get to spend
enough time with students on finding specific numbers when select operation keys were
broken.
4. What changes would you make the next time you teach the lesson?
The next time that I teach this lesson, I want to make sure that every student participates
in the activity within the allotted time for the lesson. Therefore, I will have each students
name written on a popsicle stick so that I may call on students at random to ensure all get
a chance to come up to the Smart Board to demonstrate their answer for the class. I also

would not spend so much time on the first point of the lesson so that all points of the
lesson could be covered.
5. Do you think your lesson was an effective one?
Yes, I think the lesson was effective in the fact that I was able to allow students to see that
there is more than one way to solve a problem. I also believe that it is important for
students to play an active role in their learning and with this activity not only were
students able to demonstrate their work on the Smart Board, they were also able to agree
with a thumbs up, or disagree with a thumbs down with their classmates answer and
given a chance to explain. I also felt that I prompted students to think about the problem
in question by not simply giving the answers.
6. Could it have been more effective?
Yes, I always think that there could be room for improvement. For instance, I shouldnt
have spent so much of the activity time on the first point of the lesson so that I didnt feel
so rushed to make sure that all points of the lesson were covered. I also think that for the
lesson to be more effective that I should have all students names on popsicle sticks to
ensure that I dont call on one student more than others and all get the opportunity to
participate.
7. Were you comfortable asking questions?
Initially, I was not comfortable asking questions as my nerves got the best of me. I have
struggled all semester with writing lesson plans and didnt feel confident that I had
written an effective plan for this activity. However, as I got into the lesson, I began to feel
more comfortable asking students questions and having them come up to the board to
demonstrate their answers. I also think that presenting this activity to my peers played a
considerable role in my nervousness, I certainly didnt want them to think that my
activity was ineffective.
8. Could you have done this lesson without prior planning?
No, I could not have done this lesson without prior planning. With this activity being only
ten minutes, every one of those minutes count. Without planning and having materials
ready to go, it is certainly possible that I could have lost the interest of the entire class. As
a teacher, I want to know what I am doing before I do it to keep students on task and
engaged in learning and without prior planning, that would never be possible.