Aisha Ahmed

Observation # 2

November 2, 2016

Name of Lesson: Discovering ways of multiplication.

Strengths

Needs improvement

When having sts work in groups, jobs were

assigned.
A lot of effort was put into this lesson.
When an activity was not working well, the tr
stopped it even though it was planned to be a
rotation exercise.

Even though the lesson started off with

activities, they did not have a clear focus
and the first part of the lesson felt
confused, there were cards on the board
and things projected onto the same screen
and writing on the board, the tr kept
jumping back and forth between the 3.
A lot of false starts: start reading the
problem from the book, then transfer to a
vocabulary card, then to the board.
Tr used realia, but it did not mean much to
sts because it was the tr holding them, at
times all the sts could even see was the
bottom side of plates that had cupcakes
on them.
Dont assume that the sts kow how to
divide themselves into groups of 3 from
groups of 6.
Do not ever try to guilt trip sts saying: this
is the last time I will do activities with you,
I worked hard on these activities.
Sts should not be allowed to shout out that
they have finished, and competition
should not be encouraged.
In the groups, not all sts were working.
There was no awareness of time.

Competency

Observations

Professionalism
:

The tr was prepared and in her class before the start of the lesson.

Planning for
learning:

A lesson plan had been prepared and presented.

Implementing
and managing
learning:

The lesson contained activities, but TTT was high.

Monitoring and
assessment:

The lesson started out with what seemed to be a n introduction to vocabulary, but that did not
develop, then it seemed to be about arrays, but that also did not develop. Then a page was
projected on the board, a problem was solved and then sts opened their books and copied. The
tr was explaining, frontal and teacher centered.

 Suggested lesson sequence:

- Introduce vocabulary words, do not define, place them on the side of the board after
reading.
- Use manipulatives and work mats to have sts practice determining numbers of groups and
numbers of parts in groups.
- Clarify the relationship between repeated adding and multiplication.
- Using small whiteboards, have sts practice multiplication problems, with availability of
manipulatives.
Lessons like this require a large number of manipulatives. It is better to have small tangible
manipulatives in large numbers and high repetition of practices than to have large
manipulatives in small numbers with limited practice times.