Charlotte worked with four fifth grade students who were struggling with multiplication. She designed pre- and post-tests to assess their skills. Over four lessons, she taught different methods for solving multiplication problems using pictures, boxes, breaking numbers apart, and algorithms. Based on analyzing the pre- and post-test results, the students' skills generally improved, though some still needed work on specific methods like estimation. Charlotte identified ways she can strengthen her teaching, such as using technology more effectively and improving assessment questions. She also noted challenges like limited time and student focus. Overall, the experience helped improve both the students' math skills and Charlotte's teaching abilities.

1. Charlotte May
10/15/2012
Math Interaction Reflection Paper
Interacting with students in a close setting has been extremely helpful to the development
of my teaching skills. I was given the opportunity to work with four fifth grade students. The
student’s math instructor asked that I focus on multiplication and the different methods used to
solve two digit problems. The students that I worked with were all struggling in this area so it
was important for me to make this time useful. I designed a pretest for the students that would
help me to assess their skills. I asked them questions that would assess which methods they were
familiar with and how they thought when solving problems.
I took the information that I learned from the pretest and planned four lessons that I
thought would help them to improve their skills. The first lesson focused on drawing pictures to
help represent multiplication problems; by doing this I was able to explain the commutative
property. During the next lesson we discussed the Box and Break Apart methods. I was trying to
show the students that both of the methods were essentially the same except that they were in a
different format. The next lesson focused on the algorithm method of multiplication. I tried to
help them visualize why we were multiplying in this way. The last lesson was the lesson that I
chose to use technology. The website that the students were directed to explained how estimation
can help solve problems as well. Next I gave the students a post-test to assess what the students
learned from our time together and what they still needed to work on. By looking at the students’
pre and posttests l learned a lot about what worked and did not work.
The following chart shows the students’ scores:
Student Number of Sessions Drawing Pictures Post Test

2. Charlotte May
10/15/2012
Lexa 4 62 100
Ashley 4 69 88
Ashlin 4 75 88
Diego 4 62 88
On the pretest Lexa drew a picture that was messy and confusing. She used the Box and
the Algorithm method for solving, although the algorithm method was incorrect. This showed
me that she needs to work on using different methods to multiply and that she need to learn to
draw pictures in a more effective way. On her posttest Lexa had a perfect score; she used four
different methods to solve the multiplication problems. This showed me that she improved and
that our work together had been effective. I believe that she has met the standard for learning
multiplication and she can start to work on multiplying with more digits. When working with her
I noticed that she understood best when she was able to work out problems with my help first
and then work on them on her own. She needs examples and modeling to be successful. Also
when I gave her verbal reinforcement her confidence was lifted and she was more motivated to
perform.
Ashley used the Box and Break Apart method for solving during her pretest. She did not
solve correctly when she used the Break Apart method on the second problem. She began to
draw a picture that was long and unnecessary until I gave her a hint that there was an easier way
to do this. On her post-test she used the Estimation, Break Apart, Box, and Algorithm, although
she did not do the algorithm method correctly. Her pictures were drawn quickly and neatly. This
showed me that she improved during our time together but she still needs to work on using the
algorithm. Ashley would benefit from more example problems and more one on one instruction.

3. Charlotte May
10/15/2012
She learned the best when the learning was more hands on and we used manipulatives. She is
very smart but I think that she needs to learn math through doing instead of seeing.
Ashlin used the Box and the Break Apart method on her pretest. She drew her pictures in
a nice and neat way and they represented the problem well. She started to draw the picture the
long way until I gave her a hint. On her post-test she used three methods for solving, she did not
use estimation. Her pictures were neat and effective. Ashlin’s multiplication skills improved but
she needs more instruction using the estimation method. I believe that Ashlin understands
multiplication and she is ready to move on to multiplying using more digits. Ashlin did not
perform well using estimation and I think there are a few reasons for this. If Ashlin had a little
more instruction I think she would quickly begin to understand. She should be able to move on to
multiplying with more than two digits very soon.
Diego used the Box method and Addition method on his pretest. When he used the
Addition method he did not arrive at the correct answer. His pictures were not drawn effectively
and they did not make any sense. On Diego’s post-test he used the Box, Break Apart, and
Algorithm method. He was only successfulone time when he used the Break Apart method and
he did not use estimation at all. His pictures were simple and effective. This showed me that
Diego learned how to draw pictures effectively and he needs to work on the Break Apart and
Estimation method for multiplication. I believe that Diego is beginning to completely understand
multiplication but he needs to improve a little more before moving on to harder multiplication
problems. I observed that he performed better when I was sitting next to him watching his steps.
I think that he would benefit from more guided instruction. He also needs to build his confidence
in math, he was reluctant to work out problems and when solving he worked extremely fast. I felt
like he was just trying to get it over with so that he could think about other things. Because of his

4. Charlotte May
10/15/2012
haste Diego had very messy handwriting. There were a few instances that I noticed he would
have gotten an answer correct if he would have just slowed down enough to read his own
writing.
As for my own evaluation I noticed several things that I can do to improve my teaching
in the future. I think that I could have used technology in a more effective way. Out of all of the
methods we worked on the students did not seem to understand using estimation in
multiplication. I think that this was partly because the website that I used would have been more
effective had I explained the concepts more beforehand. I think I should have used the website
more for review and practice. Although I learned a lot from my pre and posttests I should have
worded the questions a little differently. I think that this was another reason that I did not get the
desired results for the estimation method. Overall I feel like I was able to help the students to
better understand and solve multiplication problems. There are several other variables that could
have helped me to be more effective during this process.
When carrying out this interaction project process there were several challenges that I
found to be frustrating. The teacher had a hard time finding time for me to work with her
students. Because of this I was only allotted a short amount of time for each of my sessions. This
was also a problem because our sessions were so spread out, I found myself stressed to get the
project finished and worried the students would not remember what I taught them during our
previous sessions. Another challenge of this assignment was the students’ lack of focus when we
were meeting. The students wanted to talk with me or chat with each other. The last thing that
they wanted to talk about was math. I also had a difficult time finding a spot to carry out the
sessions. There was one session that I had to carry out while the students were standing, this did
not help with gaining the students focus.

5. Charlotte May
10/15/2012
Overall I feel like I was successful in my efforts. The students gained more understanding
of multiplication and I gained more understanding of them. The students’ math teacher said that
she even noticed a difference in their multiplication skills. Also, I am now more aware of the
challenges that I will face as a teacher. Next time I am faced with these challenges I will be more
prepared to overcome them. I really enjoyed watching the students learn while interacting with
them in each of the sessions.