For my first lesson in the classroom I taught the concept of adding using a ten frame with a small group that were having a difficult time grasping this concept. Some aspects of my lesson that did not go exactly as planned are the focus students had while working and the instructions I needed to give the students at the beginning of my lesson. I expected the students to be more focused on the work we were doing because we were in a small group and had less distractions than when working in a whole group but one student in the group gets distracted really easily which caused the other students to get distracted as well. When I started the lesson I thought I wouldn’t have to give instructions in great detail because the students worked on this concept the whole week. So seeing where the students were I started with them just filling their ten frames first then moving on to addition problems that are more than ten and then using two ten frames to solve the addition problems. If I was going to teach this group again I would have problems developed already because when making up the problems as we went I felt like I was giving them problems that were too complicated but I had one student that get them by his self with little assistance. I would work with this students at the similar pace because when they have more time and explanation one on one with the teacher the students understand and giving them the opportunity to learn the material better. The most surprising thing that happened during this lesson is that one student could get so distracted about random things that we weren’t talking about at all. An instance this took place was when “JR” (pseudonym) started talking about fish while we were trying to solve our math problem it was perplexing because we in a small group working on math so there was no reason to bring up fish and that her mind wandered off so far even for that short period of time. Students later that week and the following week worked on this skill doing subtraction and teaches the students how to build ten and then add the leftovers. My teaching methods we effective because modeling what the students should do, then working together to solve the problems, and then finally releasing them to do problems on their own which is the “I do, We do, You do” method that keeps the children engaged and have many opportunities to see what they should be doing. I know they were effective because the students understood the purpose of what is being taught. The activity were effective because the activity went hand and hand with the lesson and didn’t have and anything they were not already exposed to. The instructions I gave the student were effective because they know exactly what I wanted them to do and if they needed more clarification it was provided for the whole group. Working at a slower pace affected what was being taught and how deep in the content we went which we did not. “JR” had the most difficulties during this lesson because her distractions by working in a smaller group having the limited distractions and giving her that one on one attention she needs to keep her focused. “UM” (pseudonym) got the material very well he picked up the material quickly, I could have given him more difficult problems that he probably could have solve with little or no help from and instructor. The next steps that should be taken with these students are to allow them to take what they have learned and try to work amongst the whole class. And the students should use the techniques. Using the same techniques but with the whole class students were taught how to subtract/ take away using the ten frames. Using the information I know what type of activities work well with the students.