Aisha Almazrooei - task 1 -2- 3- 4

Week 1.. Mathematics in the School & My Classroom.

Examine the table of contents for the math textbook used at your
Teaching Practice Placement.

o How does the content align with the CCSS for your grade level?

Examine your MSTs lesson plans. Take pictures or collect samples to

post in your portfolio.
o How does she write plans for the week? They did not write the
lesson plan they have it online from ministry of education.
o For the semester?

Observe the math classroom arrangement (desks, shelves, materials,

walls, etc.) Take pictures to post in your portfolio.

Post the typical weekly schedule for one group of students for all their
classes.

I observed math lessons for my MST she is using variety of methods for
teaching she is using PowerPoint, online games that is inside their curriculum,
flash cards, and worksheet. The students set like 3 boys in one line. Because
My MST wants to get learners attention and she can see them easily. At the
back of the class there are shelves, materials for 3 subjects since, math, and
English. The class has a lot of print rich in the walls and full of displays. The
class is colorful and they have carpet with small board that you can set with
your children and take lesson there. I dislike the setting arrangement because

Aisha Almazrooei - task 1 -2- 3- 4

they are always set in rows and the children jump on
their chair and they start misbehaver.

Aisha Almazrooei - task 1 -2- 3- 4

Aisha Almazrooei - task 1 -2- 3- 4

Aisha Almazrooei - task 1 -2- 3- 4

Week 2. Classroom Manipulatives

Identify models and manipulatives that are available to use in

a mathematics classroom that you visit.
o Did you see them being used?
o If so, what models and manipulatives were used?
The models that I sow in the class was cubes, 3D shapes,
clocks, and for each lesson they have all materials that
teacher need it in her math lesson. But when I was in these 4
weeks I didnt see my MST using them only she used (clocks,
flashcards, and shapes).

Ask your MST about how she organizes her class when she
uses manipulative.
o Does she write her lessons differently?

Yes

o Does she use more or less time for the activities?

Less time and sometimes more it depend for the lesson.
o How does she prepare the materials before the lesson?
She has all the materials at the back of the class and it
organized in shelves for each lesson. So everything is
prepared when she want them she can find them easily
in shelves.
o How does she give directions or model the use of the
manipulatives?
She put in each group leader to take things and be responsible for
the rest. Then she explains what they must do in these materials
and what the aim of it is. After they finished she evaluate their
works. Did they use it in right way and do their activity.

Aisha Almazrooei - task 1 -2- 3- 4

Week 3. Analyzing Classroom Discourse.

Observe in a classroom, keeping a record that lets you answer the

following questions. Record/write down a list of what is said for 10
minutes during the CORE part of the class:

She explains the time in the clock. And she said examples like (10:00), (9:00),
(3:00). (1; 00) then she shows them in the clock by moving the 2 hands on the
clock. With explain the two hands as long hand is minute hand, and short
hand for hour hand.
Finally she let the sts to practice with her by moving the hands and she wrote
the times on the board.

What proportion of time does the teacher talk?

o Time the class for 10 min, how many of those minutes is the
teacher talking?

She is talked 10m and the last 10m she let the students to talk. They took 20
m in the core stage.

What types of questions does the teacher ask?

o List all the exact words you hear the teacher uses when asking
questions about the math topic (not review or procedural
questions)

Starter questions:
- What happens when we......... ?
- How many different ....... can be found?
- How could you sort these.......?
2. Questions to stimulate mathematical thinking:
- Can you please explain the difference between height, length, width
and depth?
- What is the same?
- What is different?

Aisha Almazrooei - task 1 -2- 3- 4

- Can you group these ....... in some way?
- Can you see a pattern?
- How can this pattern help you find an answer?
- What do think comes next? Why?

What evidence do you see that children have learned some

mathematics?
o What are children saying or doing that shows they understand a
new topic?

They show the right answers and participating with raising their hands.
And some child shouts out the answer without raising their hands they are
confident with the answer.

How many of the children have an opportunity to talk?

Most of them
o Are children talking only when the teacher calls on them?
No, even if they did not choose them they are like talking.
o Do children talk to partners or in table groups?
Yes
o Do children raise their hands to ask questions? What are they
asking?

Yes, what is mean of this? How I can do it? And I have one child he always
said Miss did we talk about this? He is excellent one in the class.

In your opinion, is the classroom discourse about important and new

mathematics?
o Why or why not?

Aisha Almazrooei - task 1 -2- 3- 4

Week 4. Observe an Assessment

BEFORE

Before the assessment, watch and listen as the teacher distributes the
test or assignment.
o What does she say before giving out the papers?
She tells them to sit individually and if they need help raise your
hand.
o How does she hand out the papers? One by one
o What sort of directions are given?
1- Direction for cheating that is no body look at his friend paper.
2- Direction for quiz we will move step by step and you must
follow me.
o How does she ensure that all students are listening?
By facing her, and all of them are looking to her.

DURING

During the assessment (give examples):

o How does the teacher respond to students who raise their hands
with questions? She answers them until they get what they
want.
o Are students directed to reread or to thing about the meaning of
the problems? Directed
o Are the students told how to proceed? yes
o What sorts of hints are given, if any? No hint

Aisha Almazrooei - task 1 -2- 3- 4

During the assessment, If no student raise their
hands, what does the teacher do?
o Does she sit at her desk? No
o Circulate around the room? Yes
o Does she look over the students; shoulders? (If she does, ask
her later what she was looking at) yes one boy want pencil
because his pencil broken.
o During the assessment how does the teacher deal with students
who finish early? To Leave the class. Because its exam day. So
no talking during the exam.
AFTER
After the assessment, how does the teacher end the test or the class
session?
o Does she make announcements about the time remaining even
before time is up? Yes
o How are papers collected? If they finished they must give her
the paper to put it in the folder.
o What happens with students who are not yet finished? She gave
them more time and its especially for special need students.

Reflection: Do you think her actions and responses fit with

the type of assessment the students were working on?

My teacher uses the three types of assessment pre whileand after. In each type she did something different like in pre
stage she gave the instruction for the quiz and what inside it.
Students were listening and giving her their attention. So
they were clear for them what they will do.
In second stage, she gave them the quiz with answering
them if they what any help. However, she doesnt give them
any hints. But with moving between tables to see them was a
fit in the during assessment stage.

Aisha Almazrooei - task 1 -2- 3- 4

In last stage, her actions were taking care

about time and remind the students how much times will be
with collecting the paper for who is finished. And giving some
extra time for who need time. So her action fit this last stage.
So all her actions are fit with type of assessment and the
students were succeeded in the assessment.