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This reflection summarizes Mahra Al Qassimi's math lesson on numbers 61-70 for a KG2B class. The goals of the lesson were for students to recognize and identify numbers up to 70 and add numbers up to 15. Activities included spelling out numbers, ordering flashcards, and a skip counting puzzle with missing numbers. While some students were able to complete tasks independently, others struggled. In the future, Mahra plans to make activities more group-focused and include more hands-on elements like puzzles and painting. Time management presented a challenge, as the lesson schedule changed and there was less time than planned.

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60 views4 pages

Ref 7

This reflection summarizes Mahra Al Qassimi's math lesson on numbers 61-70 for a KG2B class. The goals of the lesson were for students to recognize and identify numbers up to 70 and add numbers up to 15. Activities included spelling out numbers, ordering flashcards, and a skip counting puzzle with missing numbers. While some students were able to complete tasks independently, others struggled. In the future, Mahra plans to make activities more group-focused and include more hands-on elements like puzzles and painting. Time management presented a challenge, as the lesson schedule changed and there was less time than planned.

Uploaded by

api-296126471
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Reflection 7

Name: Mahra Al Qassimi


Student ID: H00330597
Course: EPC 3903 – Practicum 3b
Instructor: Robin Ogdol

(Technology, 2017)
Lesson Math – Numbers 61-70 Student Mahra Al Qassimi
unit/page teacher
MST Ms. Roopa Ganatra School Sharjah International Private School

Class KG2B Date March 11, 2018

Overall aim and context of the lesson

- Students will be able to recognize numbers 61-70.

- Students will be able to identify the missing numbers.

- Addition up to 15.

My Math lesson took place in Sharjah International Private School in Ms. Roopa’s KG2B

classroom. My overall aim of the lesson was to have the students recognize and identify

numbers up to 70 and be able to add numbers up to 15. I began the lesson by asking a few

students to come up and solve an equation of Addition up to 15. I would use the strategy that

Ms. Roopa taught them when counting, they begin by spotting the bigger number and keeping it

in their mind, then find the smaller number and lift their fingers and count forward from the

number that they have in their mind and they will get the total of the equation.

Then I put up numbers 61-70 on the board and with every number we would spelling it out as a

whole class. Each table will then receive whiteboards and will write down the number name

“sixty”. After the introduction, I handed out flashcards of numbers between 61-70 and asked

students to work together to order the numbers from least to greatest. For the independent

activity, I prepared a skip counting puzzle that required the students to put the numbers in order

and write the missing numbers. I handed out 6 zip lock bags that consisted different puzzles for

each student at the table.


At my previous MCT feedback, Mr. Robin asked me to plan more challenging activities, so I

decided that instead of having them fill only 1 missing number I had them do 3. Some students

were able to order the numbers independently without my help, whereas others hesitated and

spent a lot of time on it. Despite the students being high-levelled, they would have to work on

similar activities at least a couple of time before finally grasping the concept. Ms. Roopa

informed me that they had a hard time because they were not used to these types of activities. I

believe that I engaged the students during the introduction more than the independent activity. I

realized that the students enjoy being grouped with one another and working towards one goal

rather than working independently. In addition, I asked them HOTS questions like: “How do

you know that 62 is less than 65?” and “How did you get that answer?” giving the students an

opportunity to stop and think deeply before answering either a directed or whole class question.

To be frank, my lesson didn’t completely meet my teaching goals due to time-management. During the

last couple of weeks that we spent at Sharjah International Private School, they held events such as Health

Day and Sports day, the Ministry of Education paid us a visit, as well as changing their schedule. On the

day that I taught this lesson I found out that I won’t only be teaching the last period but also the schedule

has changed and the class was 35 minutes long. I prepared an activity where I would have each table

work on spotting the number 60 in the picture and ask them to finger paint on the number.
A few ways that I could enhance this lesson in the future is by making it a group work instead of

individual, begin by working on the hands-on activities, have more puzzle games and paint used in the

classroom. Time management is a very important skill to have as a teacher. Without it, you won’t be

able to finish that daily to-do list that you had planned. Time-management is essential because it helps

you keep your priorities straightened out, you would know which task is more important than the other

and just how long it’ll take.

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