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Reflection: (CITATION Rim20 /L 1033)

The teacher taught a lesson on adding two-digit numbers by regrouping ones as tens. During the lesson, the teacher used PowerPoint and models to explain the concept. Students then played a tens and ones game to practice adding equations. To assess understanding, students solved practice problems independently and presented their work. The teacher was able to manage time well and finish all planned activities. Student engagement and understanding of the concept improved from applying the skills from this lesson and prior knowledge.

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Mariam Alkaabi
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38 views

Reflection: (CITATION Rim20 /L 1033)

The teacher taught a lesson on adding two-digit numbers by regrouping ones as tens. During the lesson, the teacher used PowerPoint and models to explain the concept. Students then played a tens and ones game to practice adding equations. To assess understanding, students solved practice problems independently and presented their work. The teacher was able to manage time well and finish all planned activities. Student engagement and understanding of the concept improved from applying the skills from this lesson and prior knowledge.

Uploaded by

Mariam Alkaabi
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Reflection

Learning outcomes: Students will be able to understand how to add two -digit numbers by
taking 10 apart.
Theme: Regroup ones as tens

- Describe:

On Tuesday 13 October 2020, I taught Regroup ones as tens. The outcome was Students will
understand how to add two-digit numbers by taking 10 apart.
In the lesson that I did, I was trying to manage my timer so I used a timer for each centre to
finish on time and do all centres. “The student is likely to trust her teacher more, show more
engagement in learning, behave better in class and achieve at higher levels academically
“[ CITATION Rim20 \l 1033 ]. So my relationship with the students improved so I got used to the
students. First, I posed questions about what they had taken in the previous review lesson
“Prior knowledge.

- Introduction:

During the lesson I used PowerPoint, I model the meaning of ones and tens and how it shows
by putting a picture.
I showed them how to solve the 19 + 3 equation by regrouping the ten ones as a one ten, then
I solve with them 27 + 5 =, after that I solve with them 3 equations by asking the students to
solve with me.
- Active engagement:

I put for them a game “tens and ones” that include equations, and I asked them to solve and
take a picture of the score that they got it and put it in teams.

- Formative assessment / closing:

I solve the first “problem solving”, and let the students solve the other one on their own after
that ask one student to present how he/she solve the equation. Then I display for them an exit
ticket that include 2 questions. exit ticket it's important for the students because "Exit Tickets
help you assess if students have “caught what you taught” and plan for the next lesson or unit
of instruction."[ CITATION Exi20 \l 1033 ]

- Analyze:

The lesson they took on Tuesday was related to the previous lesson; in the previous lesson it
was about “the easier way to add by using 0”. This lesson was linked to the lesson that they
took before. I began my lesson by presenting 1 question about the lesson that they took last
class and I was selected the students randomly to answer.
While explaining the lesson, the students were randomly selected. Sometimes if the student
does not know how to solve the equation, I ask students for help, so many students volunteer,
but I choose one student.

I think the students responded in the way they did, because the lesson was easy and because I
was choosing the students randomly. It was easy for the student because they know what the
meaning of ones and tens.

In the future, in closing centre I will try to solve some equations from the book.
- Appraise:

I achieved my teaching goal of time management, I put a timer and I finished on time. “With
time management, it helps you get more things done in less time. Once you map out your
tasks and time, you can figure out how much time you can put into the task. Also, it can help
you map out other fun activities in class!”[ CITATION Vok151 \l 1033 ]

References
Exit Ticket. (n.d.). Retrieved Nov 18, 2020, from theteachertoolkit:
https://www.theteachertoolkit.com/index.php/tool/exit-ticket#:~:text=Exit%20Tickets
%20help%20you%20assess,lesson%20or%20unit%20of%20instruction.

Rimm-Kaufman, S., & Sandilos, L. (n.d.). Improving Students' Relationships with Teachers to Provide
Essential Supports for Learning. Retrieved Nov 18, 2020, from American psychological
association: https://www.apa.org/education/k12/relationships#:~:text=Improving
%20students%27%20relationships%20with%20teachers%20has%20important%2C
%20positive%20and%20long,students%27%20academic%20and%20social
%20development.&text=The%20student%20is%20likely%20to,achie

Voki. (2015, Feb 3). The Importance of Time Management in Class. Retrieved Nov 4, 2020, from
blog.voki: https://blog.voki.com/2015/02/03/the-importance-of-time-management-in-class/

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