For this observation, My CT allowed me to choose what part of the lesson in which i would like to teach, the notes section or the activity section. I choose to do the activity. I created an activity based off a book activity, but changed it to apply to the culture of the students. The activity was of an E-statement of a bank account and the activity of one month. When I had the students do the first calculation, instead of doing the long way of subtraction numbers, they grab their calculators right away. Right away I need this activity was not going to be hard for students if they understood how the table was set up. If I teach this activity again, I would allow blanks in the statement in which they are allowed to put what they send their money on or how much money is given to them. This will allow a vary of answers and for the students who understand will (hopefully) choose some interesting numbers. I would also add a couple more deep thinking questions. If the students understand the process, they can get a deeper connection to the real-life application.
When Jon came in, I asked him to write down the questions that I asked my students during the activity. When I looked back at the questions I asked, I was trying to understand how each student was thinking. As a first year teacher, I still am unsure of how the students think. Asking the simple question of "how did you get that answer?" or "can you explain yourself?". I hope I keep using these questions more and become aware of my students thinking.