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Ten More Ten Less 14

The lesson was for grade 3 students and focused on adding and subtracting by 10. The learning outcome was for students to be able to do ten more and ten less than given numbers. During the lesson, the teacher introduced the learning outcome and had students sequence numbers, explain vocabulary, and identify numbers ten more and ten less than given numbers. Students then completed independent and assessment activities. While most students were engaged, 3 out of 4 struggled on the assessment, showing there was still room for improvement. The teacher plans to enhance visual directions and use checklists for future lessons.

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Fatima Obaid
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67 views1 page

Ten More Ten Less 14

The lesson was for grade 3 students and focused on adding and subtracting by 10. The learning outcome was for students to be able to do ten more and ten less than given numbers. During the lesson, the teacher introduced the learning outcome and had students sequence numbers, explain vocabulary, and identify numbers ten more and ten less than given numbers. Students then completed independent and assessment activities. While most students were engaged, 3 out of 4 struggled on the assessment, showing there was still room for improvement. The teacher plans to enhance visual directions and use checklists for future lessons.

Uploaded by

Fatima Obaid
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Math Lesson Reflection

The lesson was for grade 1, It took place in the lesson take place in online Math session for
Grade3. The learning outcome was “Students will be able to do ten more and ten less”. This is
was linking to the student’s prior knowledge, before they were able to count numbers forward
and backward and adding tens and ones. And in my lesson, they had to add by 10 and
subtract by 10.I was trying to achieve my goal which is working in differentiate between the
student’s levels and activities, dividing the lesson equally and work on all parts I planned for,
to use the time wisely and work equally in each part. When I stated my lesson, I introduced
the date, learning outcome. Based on what I have observed, it’s very important to introduce
that you will be suing ClassDojo, because it did encourage the students to behave. Each part
took time as I planned. The student responded the way that I taught because the lesson was
step by step. First, students were sequencing the numbers from 10-100 and then they counted
them forward and backward. Then I explained what dose each vocabulary means “more, less,
vertical, and horizontal, After that, we had an active engagement activity “students had to
identify what is ten less than any numbers and ten more than any numbers” Second, they had
activities, , but once they follow the printed direction, they were able to finish it. Third, we
had an assessment, students had a game, they were circling the correct answer. There are
some strategies I have used, and it worked well. Praising the good students. Use this strategy
tr “class,class,class”, ss” yes yes yes”. Using ClassDojo. Using different level of voices.
Using timing.my lesson meets my teaching goals, because As I noticed 3 from 4 students
were unable to complete the assessment, and this is means 75% of the learning have been
delivered. Most of the students were engaged and motivated and they did their activity well,
however. In my next lesson there are something I will fix it. I Will use classdojo, I will print
out the direction visually, I will use the checklist while the assessment part(closing)

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