MCT/MST Lesson Observation

Student teacher’s name: Maitha Grade Level:4

Unit/Lesson: Math Date: 2/27/2018

Competency Area E G S M U
Please tick the boxes using the OVERALL ASSESSMENT LEVEL
DESCRIPTORS attached at end of document

(E = Excellent, G = Good, S = Satisfactory, M = Marginal, U = Unsatisfactory)

Professionalism X
Planning for learning X
(Includes knowledge & understanding of content)
Implementing and Managing Learning X
(Includes behavior management, language and delivery)
Assessment X
Reflection on Practice X
Overview of the lesson:

9:08- Maitha began the lesson by telling the students good morning. “Today we will learn how to
convert units of measurement in length. Now I will give each group ruler.” Maitha handed each
group a ruler. “Now I want you all to think, all group, what measurement do we have on the ruler.”
Students discussed in their groups what measurement they see on the ruler.
“I want this group to tell me what unit they have on the ruler.” Maitha went from group to group and
asked students to give their group answers. “Today we will talk about cm, mm, and m. If I want to
measure mu pencil, I will measure it with the ruler. This pencil is 16 cm. If I wanted to measure from
Al Ain to Dubai how many would I measure?” ( you should make sure you fully explain the
vocabulary words.)
Maitha then explained how to measure big objects by using a meter. She then picked up another
object and showed students how to measure it with a ruler in cm. “What can I measure in mm? If
this pencil I can measure in cm, mm is way smaller. I can measure this pencil in cm and then convert
it into mm. Raise the ruler and point to one centimeter.” Students raised their rulers and Maitha
checked each group. She then explained that 10 mm equals 1 cm and mm is used to measure small
objects. Maitha then explained how to write the abbreviations for the units of measure. Students
then repeated the units of measurement after Maitha. Maitha gave positive praise for students that
answered the questions correctly.
Maitha then held up a leaf and asked how she could measure it. Students responded in cm and in
mm. (it would have been better if you would have projected the leaf so all could see it at the same
time.) Maitha then explained what the word convert means. She had a diagram drawn on the board
so that students could see how they either add or subtract depending on how what they are
converting. She then gave students a question about conversion and let them talk in their groups.
She called on a student and asked for the answer. The student answered the question and she asked
her how she converted it (students would have been able to do it better if you let them do the
math on a paper and not in their heads).
She called on a student to come to the board and show their work. “If you think she got it right,
thumbs up, if not thumbs down. Why do you think she got it right?” She asked students to explain
their answers. “ We know that cm is bigger than mm. Does mm smaller than cm or bigger? Is mm
smaller than cm or bigger?” Students said smaller (reinforce this by having them look at the ruler).
“ Now I want to measure the door.” Maitha picked up a ruler and modeled trying to measure with a
ruler. The students told her no she needed to use meters to measure. Maitha then pulled out a tape
measure and showed the difference between a meter and a centimeter. (students couldn’t all see
your comparison.)
Maitha then brought all students to the door to help her measure the door. “Hands up! Sit down all.”
“Now we said the door is 2 meters. How we will change it? How we will convert it? What do we want
to convert it to. Let’s see. Think with your group. If I have meter and I want to convert it to cm I will
multiply by what? Think, think in your group. Raise your hand when you finish and I will call you.”
Maitha called on a student and asked them which number to multiply by. Maitha called a student to
the board and asked the to show her work. Maitha then called a student to the front to explain what
the work of the prior student. “Now we will measure another thing. What do you want to do.” She
let the students pick it and used the tape measure to measure the board. She then asked students to
measure another item in the room.
9:34- “Now I will give each group things to measure.” Maitha went to each group and handed out
materials and white boards. Students measured in their groups and then wrote the conversions on
the white boards that she provided. She went from table to table to check on student progress ( how
did you keep track of student learning? Your lesson plan mentioned a check list but I did not see
one when you were going from group to group.)

9:42: “Time’s up. Sit down!” Maitha then went over each groups work. She asked them to tell their
answers. During this time most of the other groups were not listening and were talking.

Strengths:
- Professionalism
- Planning
- Understanding the content
- Providing concrete items for students
- Modeling the skill of measurement
Areas for development:

- Allow students to write down math problems. Not all students can do mental math.
- Language, specifically grammar when teaching.
- Make sure to use objects big enough for the students to see it.
- Use sticks to call on students
- Classroom management: keep students on task and in the lesson
- Student monitoring

Focus for next lesson:

Implementing learning: Make sure that if you are showing how to

measure/objects, you are projecting it or making it big enough so that students
can see it.
- Use sticks/random name selection to call on students to make sure they
are all following the lesson.
- When you went table by table, it left many tables not able to see and
with nothing to do.
- Use a classroom management strategy to get students to stop
talking/listen to you.
- Try positive reinforcement
- Time management

Assessment: How did you keep track of student progress? Your lesson plan
mentioned a check-list, but I did not see one in use when you went from group
to group.
- No evidence of assessment because of time management