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Reflection: Learning Outcomes: How To Add Two-Digit Numbers. Theme: Add Two-Digit Numbers

The document summarizes a lesson on adding two-digit numbers. The teacher introduced the topic by relating it to prior lessons on addition. Students then actively solved example equations through random selection and games. Formative assessment involved students demonstrating understanding by solving more examples. The teacher achieved the goal of time management and sees the need to use exit tickets for better assessment in the future.

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Mariam Alkaabi
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38 views

Reflection: Learning Outcomes: How To Add Two-Digit Numbers. Theme: Add Two-Digit Numbers

The document summarizes a lesson on adding two-digit numbers. The teacher introduced the topic by relating it to prior lessons on addition. Students then actively solved example equations through random selection and games. Formative assessment involved students demonstrating understanding by solving more examples. The teacher achieved the goal of time management and sees the need to use exit tickets for better assessment in the future.

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: how to add two-digit numbers. 


Theme: add two-digit numbers. 

- Describe:

On Thursday, 15 October 2020, I taught to add two-digit numbers. The outcome was how to
add two-digit numbers. In the lesson that I did, I was trying to manage my time so, used a
timer on my phone to finish each center on time. My relationship with the students improved
so I got used to the students. First, I asked the students. I first posed a question about what
they had taken in the previous review lesson. According to Philips, he mentioned that
"Constructivism's central idea is that human learning is constructed, that learners build new
knowledge upon the foundation of previous learning." (McLeod, 2019). It means that the
teacher should remember the students what they learn before to continue the new lesson. 

- Introduction:

During the introduction time, I related my teaching to the students’ prior knowledge that I put
an equation which is (37 + 8 =) and I chose a student to solve the equation. After that, I
started to introduce the new lesson which is adding two-digit numbers (today we will learn
about add two-digit numbers) and I told them the vocabulary that we will use in this lesson
(add, tens, ones, carry up). After that, I displayed 2 equations about the new lesson and I
model for them how to solve these equations in steps.
- Active engagement:

I presented 3 equations and I was calling the student's name randomly to help me to solve
these equations. Then I solved “problem-solving”, first, I was reading the question and solve
it without the students help. After that, I asked some students randomly to help me to solve
the 2 questions, I was reading the question and put a line under the numbers and the
important things such as, “how many chairs are there in all?” and I told them that means to
add. After we finish solving the questions, I put for them a game that has questions about the
lesson “add two-digit numbers” and they have to think and solve quickly to win in the race.
  

- Formative assessment:

after finishing the activity, I presented for the 2 equations from the game and I chose students
randomly to solve the equations.

- Closing:

In the end, I asked the students to put “thumbs up” if they understand the lesson, and “thumbs
down” if they didn’t understand the lesson in the chat box.
Then, I told them about the homework, after that I said good bye and the class is finish.
- Analyze:

The lesson they took today was related to the previous lesson; in the previous lesson it was
about “add one-digit number to two-digit numbers by regrouping”. This lesson was linked to
the lesson that they took before. I began my lesson by presenting a question about the lesson
that they took yesterday and asked them 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. The students were persevering during the lesson and also during the
activity, they finished the activity very quickly.
I think the students responded in the way they did, because the lesson was easy and because I
was choosing the students randomly, so the students were focused on the lesson.
Some disturbances occurred during the lesson. At the time of the activity, the students
finished solving the activity very quickly. Also, my MCT motioned that “Ensure that you use
formative assessment strategies that can be monitored” so next time I will use “exit ticket” or
I will give all the students question to solve and I will ask them to upload it on Teams to
check. 
- Appraise:

I achieved my teaching goal of time management, and I finished on time. This is an example
that the students understood the LO, they entered and played the game that I explained during
the lesson.

- Transform:
In the future, I will use an "exit ticket" and make sure the students upload their answers into
Teams so I can get you on it.

References
McLeod, S. (2019, July 17). Constructivism as a theory for teaching and learning. Retrieved Oct 15,
2020, from simplypsychology:
https://www.simplypsychology.org/constructivism.html#:~:text=Constructivism%27s
%20central%20idea%20is%20that,experiences%20(Phillips%2C%201995)

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