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2.reflection Observation
2.reflection Observation
Introduction: I chose the outcome K1NS3: count sets of up to 10 concrete objects using one
to one correspondence accurately without under or over counting, because it’s necessary
that the student understand how many objects it need for each number not only count and
write the number, they need to recognize the number of objects and match it with correct
number.
I started my lesson by following the routine, I let one of student to come and count the
number of students is here. After that I play a song of number to motivate them to start the
lesson, then I asked them who remember what the theme in this week (fruit) is. I keep
asking them what fruit they liked to eat then I asked them is fruit healthy or non-healthy
they answered correctly.
I started teaching them the outcome, there was 5 boxes in front of the class I asked them to
count each box and to say what is the number on the card. Then I take one fruit and put it in
box number 1 I explained to them why I put only one fruits, because we have number 1 in the
card. I keep instruct them and explaining to them the outcome while I put the fruit in the
box, I count the number of fruits in each box. After that I call one of student to participate
the activity, I let the child to say what is the number on the card then to put fruits and count
it while put it in the box. This activity went well, because it was simple activity for KG1 to
identify the number of fruits and match it with number of cards. I would share the successful
resources style I used it in my lesson with other teachers, because it is wonderful to use
objects during the lesson and let the student touch the objects and count it which is useful
for them, the students like it and they feel fun when they are counting the fruits and put it in
box.
Before I let them to go to different centers, I reminded them of classroom rules “Ears
listening, eyes looking, be quite, good sitting” then I call each group and let them to go to
their centers I explained to them what did they have to do in the center. This also went well
because they follow the rules and did as I told to them.
In focus group, first I instructed the students by taking the dice I told to them this is dice, I
throwed the dice then I count the dots in the dice with students I asked them how many
dots in the dice? Then I make the number with playdough after that I take cotton from box
and put it beside the number. For example, when I throwed the dice I count with student
the number of dots, 5 dots then I make number 5 after that I take 5 cottons and put it beside
number 5, I let the students to count the dots again and touch playdough to recognize how
to make number 5 then they count the number of cottons, I explained to them why I made
number 5 with playdough it’s because there are 5 dots. The student did as I did, they
throwed the dice and count the dots then they make the number and count the cotton and
put it beside the number that they make it. This activity went well they like to make the
number with playdough and throw the dice all of this was fun.
The problem in this activity was some of students didn’t know how to make the number
with playdough, but the other student did it. It’s occurred because I didn’t put any numbers
to show to them how to make the number with playdough, I think some of them get
confused. In the next time I will put card of numbers in front of them then they will put the
playdough on the number, so they will recognize how to make the number easier. The
strategies I used it in this activity I let developing and master student make numbers from 1-
6 and emerging student did from 1 to 3 with playdough.
In conclusion, I let the student to clean up I make sure that all of them are listening and look
at me. I showed them watermelon in card, I let them to say what is this fruit and color of
fruit, then I started the activity. I said I want one of student to come and count the number
of seeds in watermelon and take clothespin then put it in the card, I asked one of student
who is sitting nicely to come and count the number of seeds then take clothespin and put it
in the card while the student put clothespin in the card, he has to count. If there are 3 seeds
in watermelon so they put 3 clothespin I asked the student why she/he puts 3, it’s because
we have 3 seeds. This activity went well, they like it and I make sure that they understand
the concept. After that I know that I achieved the learning objectives.
Theory
Jean Piaget, Logico-mathematical
• Knowledge is constructed by the child from within through reasoning and the
interaction with the environment, rather than internalized from the environment
(1951; 1971). (Cherry, 2019)
According to Piaget, I let the student to count the number of students in the classroom and
the number of students is absent, so they learned how to count through the environment.
Zoltan P. Dienes believes that Learning mathematics does not have to be perceived as a
difficult task, it’s should be introduced to students, especially to young children, through fun
and exciting games. (Dienes, 1973)
I followed Zoltan P. Dienes theory in my lesson, first in introduction I bring the boxes
and let the student to put the fruits on it. It was fun activity and the kids enjoy on it
when they are counting the fruits.
In main activity I used dice and playdough to count the number of dots in the dice,
then make the number with playdough after that they put cottons beside playdough.
Also, in conclusion I used a card of watermelon and clothespin they count the
number of seeds and put clothespin in the card depends of the number of seeds in
the watermelon.
Centers
Focus group: First Instructed from the teacher. Art center, yellow group: They follow the steps I
1. The student throwed the dice, count the dots. put it for them.
2. Make the number with playdough. 1. Make tree by glue the stick with leaf
3. Take cottons and count it while put it beside (green paper) to make tree.
the number. 2. Draw apples in tree.
4. Emerging student did 1-3 number, Developing 3. Count how many apples.
and master can make number from 1-6 (The 4. Write the number.
school concentrate teaching numbers from 1 to 5. Emerging student make tree, draw apples
5). 1-5 and count it.
6. Developing, master student make tree
draw apples 1-10 and write the number.
Building center, Pink group:
Building supermarket for fruits.
1.Emerging student will take the
fruits and count it from 1-5.
2. Developing, master student
will count the fruits 1-10.
30 Minutes
I am working on: I will work on classroom management and incorporating different strategies
to use in
the classroom.
Lesson Focus
Lesson Outcomes
K1NS3: count sets of up to 10 concrete objects using one to one correspondence accurately
without under or over counting.
Resources/equipment needed
10 boxes- with numbers on it, fruits “in box” (banana and apple), dice, playdough, cotton, card
of photo of watermelon, clothespin.
TASKS/ACTIVITIES
Resources
Introduction
& Time
One of student will come in front and Teacher will pick one of student to come
count the number of kids in the and count the number of students in the
10-15 classroom and the other student will classroom. Teacher will ask: How many
Minutes. count as well. students is here? How many students is
absent? - Bloom’s taxonomy,
One of student will write the number remembering the numbers.
of students is absent in the board.
Bloom’s taxonomy, applying: Teacher will
Students will say what is the theme in write the number of students is here in the
this week. Our theme is fruit. board and will let one of student to write
the number of students is absent.
Student will say their favorite fruits.
Teacher will say: Who remember what is
Student will say fruit is healthy food. our theme? Our theme is fruit, did you like
to eat fruit? what is your favorite fruit?
Student will sing the song of numbers Teacher will say do you think fruit is
from 1 to 10. healthy or non-healthy food?
Student will say the number in the Teacher will play song of numbers; teacher
box, then they will think how many will sing with students the numbers from 1
fruits the teacher should to put in to 10.
each box.
There is will be 10 boxes in front of the
Student will count with teacher while classroom in each box there is will be a
she puts the fruits in the boxes. number on it “boxt1, boxt2, box3” until
box 10. Beside the teacher there is will be
a fruit in a box (this box without number)
Student will say the name of fruit
(banana/apple) when teacher ask Teacher will take box 1, teacher will say:
them, and they will say the color of What is this number? So now I will take
the fruit. only one fruit and put it in box1 because
this is box number 1, we have here number
1 so I put one fruit. Let’s try another box, I
will take this box what is the number in
this box? Box 2, so how many fruits do we
need to put it in box 2? let’s count with
each other. Before teacher will put the
fruits in the box, teacher will ask the
student: what is this fruit? What is the
color of this fruit? After that teacher will
put the fruits in box 2 and count with
student while she puts the fruits in the
box.
Teacher will repeat doing this putting the
fruits in the boxes depends in the number
on it from box1 until box 10. Student can
join the teacher while putting the fruits in
the boxes.
Resources
Plenary/Conclusion
& Time
5 minutes Student will sit in the carpet. Teacher will play song cleanup and hold
the sticker to manage the student to clean
Student will take a card of watermelon and sit in their places.
then will count the number of seeds in
the watermelon, after that student will Teacher will say: Cleanup, who is will clean
put the clips on the watermelon and sit nicely I will give him/her a sticker.
depends of the seeds in the
watermelon.
Bloom’s taxonomy, evaluating: Teacher
Student will count while they are will have card of watermelon and
putting the clips in the watermelon. clothespin. Teacher will take the card of
watermelon then teacher will ask the
Student will write the number in the student how many seeds in this
card. watermelon? Student will count the
number of seeds on the watermelon. Now
One student from each group will let’s think how many clips you need to put
come in front and say what did they it in the watermelon?
did when they were in the center, then
student will say what did she/he Teacher will pick names of students
learned. randomly from the box. Then one of
student will come in front and take one
Student will sing the song of colors and card of watermelon. After that student
numbers. will count the number of seeds in the
watermelon. Teacher will say: Now how
many clips do you need to put it in this
watermelon?
For example: if the student has 3 seeds,
then the student will take 3 clips and put it
in the watermelon card. When the student
will put 3 clips teacher will say: why did
you put 3 clips? Because there are three
seeds in the watermelon. Teacher will give
the student a sticker.