Observation Task 3: Observing a teacher during a Maths

Lesson
Objective
To observe Maths teaching in action and begin to understand effective strategies
for Math teaching and learning in groups.

Procedure

You will need a copy of the Observation Table:

Before the Observation

Arrange to observe a lesson that focuses on Maths and discuss the lesson
with the teacher beforehand so you can know the Objectives and the
lesson development.
Ask the teacher what strategies she will use to help her deliver the lesson.

Objective:
In the end students will be able to recognize that this question is logical
question or not, by having desiccation
In the end students will be able to answer logical and analogical question by
doing the 4 steps that are require for it () () () ()
Strategies:
She is using songs for delivering the lesson
She is using fun ways to start the activity.
She is using cooperative strategy for the activity

During the Observation

Complete the Table and make notes in the appropriate column on:

How the teacher engages students:-Teacher engage the students,

in several ways , for example , by having song , or asking them
questions .
How the concept is presented :- By sing with them a song of steps
that are in the lesson , also she did with them a simple question that
are similar to their new lesson .
How much of the lesson is teacher talking time :- During the
teaching teacher cover the lesson by her talk around 85%.
How much group work is used:- they are doing group work , but not
that much, so the percentage of using the group work is 5%
What manipulatives were used and their purpose: - she did not
use any manipulatives

Title of Math Lesson : Problem-solving survey

Grade: 3
Objective(s): In the end students will be able to recognize that this question is logical question or not,
by doing 4 steps.

Template For Task 3 Observing a Maths Lesson

Activity

Time

Interaction

Teacher (activity

Student (activity

and actual

and actual

language used)

language used)

Manipulative

Purpose / objective of the

activity

The activity was as an

For each

All students

Teacher was

While the students

They did not used

The purpose of this activity

assessment were the

case she

were involved

telling them the

reserved the cases

manipulative in this

was that, the students can

teacher was saying

gives 2

and they were

sentences, and

form the teachers

activity.

differentiate between logical

sentences and students

mints and

having a quick

was reserving

they have to discuss

question and analogical

have to discuss in a

they have to

discussion

the answers by

with their group

question.

groups that if this cases is

give the

together and

group and group.

students that if this

logical or not, for

answer.

giving.

example,

the language
that was used in
the activity ,
Arabic
language .

cases is logical cases

or not.

The activity
was that ,
teacher
come up with
several
questions in
the paper,
which means
that each
question will
be in a small
paper, and
they will be
mixed in a
boxes and
each students
will take a
question , and
answer the
question by
haves the 4
steps .

10 mints

Not students

Teacher was

Students were

were involve

giving to the

solving the problem

did not use

was, that students will be

in the activity,

students

that they get , by

manipulative.

able to answer the problem-

because there

questions, and

having 4 steps in

solving survey questions m in

are some

making a quick

their answers

long form which mean by

deficit

monitoring, but

questions

before letting

there, and

students do the

some students

activity, she did

hitch on some

with them a

stages, and

question.

they did not

complete the
task.

The language
that teacher was
using with them
was, Arabic.

* Students were
working individually.

In this activity she

The purpose of this activity

having 4 steps in the answer.

.

After the Observation:

1. What was the objective of the lesson? In the students will be able to answer the logical
questions, also in the end students will be able to differentiate between the question that it is
logical or not.
2. Was the objective achieved? Yes they achieve it, and the teacher did with them some
questions and they answer together, and they also they answered two questions by them self
so the teacher can be sured that they understand.
3. How was the concept introduced? First she did with them a quick activity which was
about the addition with two digits number, after that she introduced to them the words that
are important in the lesson and make for them the meaning of the words clear, and then
begin with them with simple questions of the lesson.
4. How much teaching was done in L1? The full lesson was in their first language which is

Arabic .
5. Why do you think the teachers used L1? Because the curriculum of the math subject is in
fist language, but the numbers are in the L2 .
6. Did the teacher use manipulative? What was the purpose of these? Yes she did, she used
cubes for countering, and tens and hundred square, when she has to add and subtract.
7. Were there any other resources/materials used to deliver the lesson? Yes cubes of tens
and hundred when they have to add,
8. What strategies/method did she use to teach the concept?
9. Did teacher do whole-class teaching or group work? Most of the time she is doing whole
class, because, she is saying that group work with small students takes more time from the
lesson, but she is also doing group work if the lesson is repeated, and its did not taking
more time , because the students they have , a good back ground about the lesson , and they
can do the activity by them self .
When did she work with the whole class? Why? When she gives them a new lesson,
and when she did with them an activity on the book or out of the book , and its related to the
new lesson , and when she is doing that she is using the modining strategy , so the reason
that she is do the work with them is that , make the rule or the concept more easer to them ,
also its provide to the teacher an occasion to know in which level of understanding the
students are .

10.

11. How much of the lesson were the students using the book? Students are using their books
when the teacher done with the teaching the concept, so they are doing the activity in their
books.