Teacher: Ms. Sarah Abdallah
Room Number: 306
Class Period(s): 2
Grade Level: KG2-B
Course Tile: Math
Unit Topic: Addition and Subtraction
Lesson Topic: Adding and Subtracting Using the Number Line
General objective: students will be able to write addition and
subtraction sentences/operations using the time line
Physical objectives:
·
Students will enhance their gross motor skills
using the movement through jumping on the number line when adding or
subtracting.
·
Students will also enhance their fine motor
skills through writing the additional or subtraction sentence on the white
board and on the paper when working on the task.
Cognitive objective:
·
Students will be able to calculate and master
the concept of addition and subtraction
Social objective:
·
To participate and help each other through
working in pairs during the activity on the white board and on the number line
2. Procedure
Introductory activities (10 mins)
·
Students will sit on the carpet to get introduced to today's
lesson and to refresh their memory on the addition and subtraction concepts
·
Students will watch a video of a song called The Adding and
Subtracting Song Adding and Subtracting Song https://www.youtube.com/watch?v=feRV7t5djwY
Developmental activities (15 mins)
·
Students will be jumping on the number line to
add and subtract
·
Then writing the same mathematical sentence on
the white board
·
The rest of the students will be filling the
columns of the activity on paper
3. Instructional Material
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White board
-
Number line
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Paper and pencil
-
Overhead projector – video/song
Sarah’s Microteaching
ReplyDeleteSarah did a good job in her almost twenty minute instruction. Her objectives were embedded and she used the indirect method of teaching. She engaged her students, checked their comprehension, and varied her activities according to their needs. She had confidence and good body language. There was a lot of interaction between her and her young students and allocated some responsibilities to some of them. They were encouraged by giving them tampons and stickers. She used authentic material and was creative and keen in providing a genuine KG classroom. But the most significant drawback is her inability to follow her lesson plan as she forgot to show a video to her class. I think her introductory activity was way beyond the level of KG learners, and she could have been fine without. I do not think that at such a young age KGs can read the days of the week and the words “addition” and “subtraction”. I believe that she was not enthusiastic enough and her voice was a bit low. Sarah’s instruction looks somehow professional and would get better with time.
Thank you Ruba for all the positive feedback .. I agree with you on relying on the indirect method of teaching. And of course, the fact that I did not play the video that I had planned in my lesson. However, I do not agree with you on KG2 students not being able to read days of the week. They learn how to build words and form sentences and read paragraphs at a KG2 to be prepared for grade 1.
DeleteSarah’s class was good. She was professional in the way she encouraged her students. She was able to guide a class with different abilities. The way she sat her students was convenient; students were actively engaged. The idea of using a game to introduce addition and subtraction was also helpful and motivating for students; all students were able to cooperate and to participate. I preferred if she didn’t link the calendar to what she was teaching I think it is a little bit confusing for students of kG.
ReplyDeleteRoula, thank you for the positive chuck there, it was refreshing to read your comment. However, the reason behind linking the calendar to the addition and subtraction concept was to give a glance of relation to reality. Another reason was, students who liked to be challenged would keep thinking and trying to apply that, especially that reading the calendar is a daily routine during circle time
DeleteTo start with, Sarah's lesson plan has clear measurable objectives that are social, physical, and educational. All the necessary parts are included (I'd rather you have included patterns of student interaction.) Her Number line was an excellent strategy to allow her students to grab the concept of addition and subtraction. A good deal of interaction went on in class. Students took roles as helpers which added liveliness to class. Sarah's chart which she drew on the board served as controlled practice of the target material still using the timeline. The tone of voice was a little monotonous but I guess this is because of the nature of Sarah as a calm person. Eye contact was established as well. Time wasn't one of her strongest point since I assume she was supposed to watch a video. Finally Sarah's lesson plan was colorful, creative, informative, lively, and a good example of indirect instruction. Good job friend :)
ReplyDeleteGhady Ghady Ghady.. that was a very rich comment. Thank you for highlighting the main reasons behind my strategies and I have to mention how impressed with how you were able to relate my personality to my performance.
DeleteSarah used authentic material to teach addition and sub traction to KGs’ kids which is impressive. She tried to make the kids correlate numbers with the “number line”. She used light colors which children like orange and green and she allowed the kids to choose the color they want to answer their question. By doing this, I think she is helping in building their personalities. When a small kid is given the freedom to choose, to take decisions and be responsible for executing them, then this kid will be able to analyze and use critical thinking later on through his life. Sarah was aware of her kids’ cognitive abilities and psychometric needs when planning her lesson. She passed responsibilities for every kid and she tried to create a KGs’ classroom setting as she founded corners for drawing centers, reading centers… and seating arrangement. Kids sit on carpets “on line” and in semi circles and circles in these classes. She tried to assign activities for diverse learner and hyper active students to engage them in the lesson but I didn’t figure out how she managed to do that. For Kids’ date of birth is crucial for cognitive and psychometric skills. Her lesson plan activity missed the video part.
ReplyDeleteI enjoyed your lesson.
I appreciate all the details you’ve noticed May about my presentation, even the tiniest ones. Although, I think you meant the calendar instead of date of birth as part of my lesson. However, that would be a good idea for my next number line lesson; it will be another example of relating subject to reality. Maybe I can make the students come up with their birth dates and then ask them to sort them form younger to older on a line through just using their month of birth not the year of course. As you know, by the age of five, they are well aware of the months of the year. Thank again!
ReplyDelete