TNTX 1300/1200 Teach TWO Analysis and Reflection1) What is something that you personally were more successful about in Teach 2 than Teach1? Did this happen by accident or is it something you worked on? Elaborate.Our engage portion was a lot smoother and more effective. My partner and I planned that and we discussed how long our video would be, as well as what we would be doing during the video and after. We used the engage time to pass out materials and such.2) In your opinion, what about Teach 2 went exceptionally well? What factors contributed to this success? As said above, our engage went exceptionally well, because we planned it a lot better. We distributed our roles and that helped organize things a lot.3) In your opinion, what about Teach 2 did not go well? How would you change the lesson toaddress this area? Our explore did not go well. I definitely believe that is was simply the organization ofthe lesson. I think that if my partner and I planned a little more for the explore, we would have done it a lot better.4) Choose 2 direct quotes from the strength area of either of your Teach 2 observations forms and cite them here. Why are you proud of these comment? “Monitored groups well - going around to each group and leading students without giving answers.” I’m proud of this comment because we were told that we could do this better from our teach 1, so it’s cool to see we did better in that aspect.“2nd class - called on Emma to summarize directions. Great Job.” I’m proud of this quote because it was a reflection of what our master teachers do with us, so to see that it was effective in a classroom was cool.5) Choose 2 direct quotes from the improvement section of your observations and cite them here. Explain specific steps that you will take to work on these areas of improvement. “Be precise in language - there is a difference between a quadratic formula and a quadratic equation”. I have to remember how precise I have to be when teaching, because students catch everything. To improve, I’ll plan and practice specifically what I’ll say in class to make it habit.“Needed resolution to the original problems - perhaps a powerpoint slide with each answer - more importantly with each equation and solving method.” I need to prepare and practice more. I also need to think in the mind of the student to best getan accurate depiction on how I need to construct my lesson.6) Complete the chart below. In the student results comment give the number of correct answers over the total number of students. Then add a few summary sentences below the table analyzing how well the students’ mastered the objectives of the lesson.Objective Evaluation Question Student resultsI will solve real world problems using the quadratic formula. Bob made a quilt that is 4 ft x 5 ft. He has 10 sq. ft. offabric to create a border around the quilt. How wide shouldhe make the border to use all the fabric? (The border mustbe the same thickness around.) (SKETCH IT)This was one of the questions that the students struggled on. The hardest part that I noticed was just setting up an equation. Once they did that, they found the answer.I will solve real world problems by factoring. If Joe launches a ball which has a trajectory represented by y= –x^2 +9x+10, at what point does the ball hit the ground? How high is he off the ground? Sketch the situation to check your answer. This was definitely the easiest problem to the students. They all either solved by factoring orjust sketched it and saw what made sense to them.I will solve a real A bakery makes buns that cost C dollars to make, where C=0.2b^2 -10b +650.Even though theworld problem bycompletingthe square.b is the number of buns made. To have the lowest cost, how many buns should they make?way we intended for them to solve was by completing the square,most of thestudents noticed through thesketch that the answer was equal to the axis of