On Sunday morning during the second period in grade 3, the students were having a math

lesson. The lesson was about fraction. This lesson from Fractions and Decimals strand. I
taught the lesson in the class at the student’s tables. In this lesson, I was trying to teach the
students how to represent equal parts of the fraction on the rectangle and write the fraction of
the rectangle model. First I activate the student's prior knowledge by reminded them about
half, second, third, and fourth. At the beginning of the lesson, the students were counting the
whole pieces of chocolate bar, then I shared 2 pieces with two girls. I introduced the
numerator and denominator numbers for the students and showed them the position of that
numbers on the fraction. The students were participating and engage when I explained the
fraction lesson on a chocolate bar. Every time we have to explain the lesson of something that
interesting for the students to keep them engaged. Next, I showed the students some
examples of fraction and picture for each one. The students were listening and try to
understand the concept of the lesson. Later on, I gave each three students in each group board
to practice how to write the fraction of the model rectangle and the opposite. They take one
minute to write the answer on the board and then hold up and show me their answers. The
students were working hard together to write the answer on the board and most of the groups
got it right. Then, I explained a piece of paper for the students to do to engage while I explain
the activities for each centre. This strategy keeps the students working and engage with
something about the lesson rather than doing nothing. Next, I went around the groups and
explain each activity for each level then I distribute their activities to start work on them. The
students were listening carefully to my explanation to be able to do it on their own. Then, I
ring the bill to ask the students to clean up their tables and be ready for the closing. This
strategy helps the teacher to keep the students organize and ask what she needs them to do.
Finally, the students worked as three students to hold up the cards that match with the picture
model on the board. The students were working and discussing together to find the matching
card with the model. This strategy helps the teacher to check the students understanding of
the lesson. To engage the students in the lesson I used tangible materials such as chocolate
bar and hands-on activities in their centres like a puzzle, cards dice. And every time I make
sure to give positive phrases for the students to motivate them to participate with me. This
strategy links to Skinner theory which is positive reinforcement. I shocked when I saw the
student’s perspective, it’s seemed like they already learned this lesson before because at the
end of the lesson most of the students got their answers correct, so that a proof that I meet my
teaching goal which is students be able to write the fraction of the fraction model picture and
do the opposite. To enhance the lesson in the future I could give the students a model picture
of the fraction and then make the students to make the fraction by using their self. For
example, the teacher will put a big fraction line on the floor and if the model picture is four
equal parts and there is one coloured part. One student will be the numerator and four
students will be the denominator.