Reflection 3

The lesson was about written expression and the strand of this lesson is addition, subtraction,
multiplication and division. The students were read the expression and write it as symbols
and numbers. The lesson was for grade three and it was in the classroom at their tables. In
this lesson, I was trying to teach the students how to realize the difference between addition,
subtraction, multiplication, and division expression. At the beginning of the lesson, I activate
the student’s prior knowledge by using the students as a model to add one student to three
students together and shows them how they use this expression for the addition operation.
The students were participating with me when I used them as a model for the hook of the
lesson, so they loved these kinds of activates when I used them as a part of the lesson. Then, I
model the lesson by showed them expressions for every 4 operations and explain it for them.
The students were bored a little bit because they were listening to my explanation without
doing nothing, so next time I will ask the students to act these concepts. I have to practice the
concept before they do their activities by providing some examples and practice it with me
while I showing them step by step and do what I do. Next, the students were doing their
activities in their centres. I have to explain the activity step by step for them and make sure to
provide some example on the board to ask the students to do it while I’m explaining the
activities for the other groups. But, the students were engaged and do their activities very
well because they understood what to do but, only a few students need some help from me.
Finally, I recap the lesson with the students and asks them what they have learned today. I
have to make sure that I recap the lesson briefly and ask the students to write the meaning of
each expression as numbers and symbols. Then I display some examples to solve them on
their board and shows me after I count from five to one. The students were participating and
try their best to solve it and finish early. Then I showed the right answer for the students who
missed up. To keep the students, engage while I’m explaining the activities for each centre I
have to put some examples on the board and ask the students to solve it, groups. for the other
students to engage the students through this lesson was by letting them be a part of the lesson
and put them as an example of the addition and subtraction equations. But the students face a
problem with some expressions that had a similar meaning to each other. For example, the
students get mixed up with the word group and all together. By the end of the lesson, I met
my teaching goal by sawing the students how to realize the different expression for each
operation in the last four questions in the closing. To improve the way, I teach the concept of
this lesson while the students doing their activities at their tables I will stick the expression on
the tables for each centre. If I will teach this lesson in the future I will teach it outside of the
classroom and stack a written expression on the floor and asks the students to make it by
using their self as an equation. The implications for my professional practice of this lesson is
making the students whenever they see any expression they will identify immediately.