Teaching PracticeTask 5: Guided Math

Program link: This task is associated to the guidelines of all the content courses in Year 3 Primary
(EPC 3403 - EPR 3203 – EPR 3003). It is also associated to the requirements of the portfolio.

Objective: You will:

1. record the planning for the guided math groups that you taught and the learning
outcomes you covered (including the level of learning outcome: emerging,
developing or mastered).
2. Evaluate the learning – all got it, most got it, some got it, I need to reteach this again. How
do you know? What did the students do to show that they understood?
3. Add pictures of the center activity/students’ work to your e-portfolio (include the LO and
name of the center).

Lesson Plan Activity Description

(Describe how you will teach the guided All got it! Most Some I need
math) got it! got it! to
Ready for reteach
the next
level up

Lesson 1: * I remained them about today outcome.

24-2-1019
LO 2NWN6 Term 2
identify the place value of
numbers with up to 3
digits, use place value
models and solve place
value problems (E/D/M):
* And I provide for them all materials for
the activity and I tell them what you expect
the activity will be?.
* Give students time to share of what they
think. And when they finish they will
explain it for me.
* Then I modelling the activity for them
because most of them they understand the
activity when I showing them example. For
example, students will work individual and
they will have A3 paper and place value
house, dices and board pen. And tell
students first you should to rolling the dice
and then write the three digit numbers first
number in ones Colum and second number
in tens Colum and last number in hundred
Colum then they should add the numbers
to get the answers.
Lesson 2: *Give students chance to think what the
activity will be.
3-3-2019
* I ask them what you notice for this
LO (E/D/M): 2NAS4 activity. Students they answered they will
Term 2 Students will be use magnetic numbers and number line.
able to subtract single
* And one of the student he tell me exactly
digit numbers. what they should to do. While this students
tell me, the other students they understand
the activity.
* So I let this students to modelling for the
group. He say first take any numbers to
subtract, then jump in the number line to
find the answer.

Lesson 3: 6-3-2019 * I sit with emerging group and we count to

gather until 100, to remembering.
2NAS4 Term 2 Students
will be able to: subtract * then I show students cards that have
two digit number subtracting equation with numbers and
LO (E/D/M): they will have dominos to help them
count.

*also I tell them when you subtract you

should to use a number line that is in
the floor.
* I showed them A4 papers with the
answer that we stick it in the window.

*So I explain for them by modeling

three times.
By subtract using a dominos to help
them to get the answer than they
should to move to go to the window to
stick the cards that have equation in the
answers that is in the window.
Lesson 4: [11-3-2019] * I ask students what the outcome today?.
LO (E/D/M): * I give each student the activities.
2NWN7 Term 2 Students * I ask students how we play think this
will be able to: compare activity.
numbers using more then, * I give them time to think.
less than and equal sign
* I let one student modelling for us.
* Then I explain and model for them by
doing for them more than, less than an
equal by using blocks.

Lesson 5: [14-3-2019] * I sit with developing group and I give

them chance to look at the activity and try
LO (E/D/M):
to say what it will be.
2NAS1
* the students say will take dominos and
Term 2 count the objects count to make tally marks.
using tally marks.
*Then I Saied you should to take domains
and counts then take a wooden sticks.
* Then I model for them by using dominos
and take wooden sticks and make tally
marks and the 5s’ you should to make
across line using wooden sticks.
* Students works and I monitor them if
they do it correctly, I notice that students
work and they understand the activity.

Lesson 6: [18-3-2019] * I sit with the emerging group because

they level in math are low.
LO (E/D/M):
* I give each students worksheet with
(Picture graph)
seizers and glow. And I read first for them
2MDD2 Term 2 the instruction in English then I translate
complete picture graphs for them in Arabic.
accurately within the * So I give students 2 minutes to share what
statistical inquiry cycle. they understand, then I ask them what you
should to do, then they tell me.
* I tell students first we should to cut
pictures of fish then read the instruction
how many fish we pot in the first graph, so
 I cut 4 red fish and I stick in the graph.
* I monitor students as they work and I
help them I they have mistake.

Lesson 7: [20-3-2019] * * I remained them about today outcome

and I ask them what you learn today.
LO (E/D/M):
* And I provide for them all materials for
(Bar graph)
the activity and I tell them what you expect
2MDD2 Term 2 the activity will be?.
Complete bar graphs * Give students time to share of what they
accurately within the think. And when they finish they will
statistical inquiry cycle. explain it for me.
* Then I modelling the activity for them
because most of them they understand the
activity when I showing them example. For
example, each students have 4 survey and a
bar graph with numbers you should to read
the survey and take the information and
put it in the graph by colouring the graph.
* so I read the first survey and I model for
them how we should to color.
* S: complete reading and they take the
information and put it in the graph.
* I see them how they start reading and
take the information and I go with them
step by step, And they all understand while
I monitor them.