These objectives are pulled from portions of the 8th-grade mathematics Common core standards: Students will apply knowledge of sequencing rotations and translations Students will create tessellations to demonstrate the use of rotations and translations We took the students advice, which is why our second lesson was based more on art than in math since it is more creative and is more hands-on. Many of them said that it was not fun because they felt like they were in class all over again. We asked the students to answer some questions for a reflection, to see their understanding of the lesson and if they enjoyed it. That being said, based on our first lesson the students did not enjoy it. There is nothing wrong with having fun, but already knowing that after 4:15 pm you are going to play games is a struggle that I and my partner face while creating a curriculum. Technically, that shows that the program is not doing what is supposed to, rather the real context of our classroom setting is more about having a place to get tutoring and then the rest is playing games and having fun. When I and Rafael were setting up and talking to students, I noticed that when it was going to hit 4:10 pm, our placement teacher pulled out UNO cards and Jenga. The other half they work on “STEM-related projects or courses.” Yet, this is not the case. At the beginning of class, the students work on their homework with Trinity Mentors from 3:30 pm to 4:15 pm. Our students are eighth grade and the program is concentrated to help students within STEM.
Our classroom setting, again, is in an afterschool program.
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