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Abstract
The following written reflection analyzes a mathematics lesson given to a small group of
students within a Kindergarten class. The lesson was on counting by ones. To facilitate
discourse, implement essential questions, I utilized the Four-Phase Process, introduced by
instructor Molly Johnson in my MIAA 320: Mathematical Discourse class.
Common mistakes included omitting the + sign and writing 14 = 3, writing numbers
backward, miscounting the cubes, and grouping the cubes together instead of separating them in
conjunction with the written equations.
By the end of the second day and second lesson, all students were able to correctly
verbalize and write equations from 1+1 through 1+10. They were also able to correctly use the
linking cubes and understand the concept of adding them to form answers to given equations. I
definitely believe that the implementation of the cubes is what expedited the learning process and
assisted with the students ability to visualize and comprehend 1-1 correspondence between the
number and object.