Observation 23/5/16

Observation- Jess to observe Donna (Maths lesson)

19/5/2016

Purpose- Looking at how Donna uses encouragement and questioning to make the lesson student driven.

T has problem for students- she recaps what we do if we know the answer. Show our thumbs

“Roscoes cat had 5 kittens then his other cat had 3 kittens. How many kittens did Roscoes cats have altogether?”

T gets students to try to work it out using their counters.

T writes down all the students answers. 9, 6, 7

T writes equation in modeling book

5+3=

Wati how did you work it out? You have 5 in one group and how many in the next 3? How many have you got all together? Students states 8. T asks if he wants to change his answer from 9 to 8 but he replies no and keeps 9.

This was interesting that the student stuck with the original answer 9 even after they found the right answer 8.

T lets get 5 in a group then we get 3

Now what are we going to do?

Students say count them all

T gives good questioning- giving students lots of time to add up the groups of counters and writing down every answer right and wrong.

What have we been learning to do? Students reply counting from the biggest number.

T has new problem.

T puts 1 counter on top of a paper that has 5 counters underneath.

She writes problem

5+1=

T uses lots of good prompting, and states to them that we are now going to try and figure out this very hard problem.

Roscoes cat had 5 kittens then 3 more.

5+3= all students said 8

5+4= students show their thumbs all said 9

T models counting on to check if they got it right, T puts 10 under the paper then 2 on top

10+2=

T gives each students the chance to share their answer first so that she is getting an idea who is getting it right.

Feedback:

Awesome lesson, was very energetic and teacher made maths very fun.

Was good to see a quick lesson that kept the students engaged and progressing.

Well done Donna loved this lesson and how you progressed through the different problems.