Reflection

Learning outcomes: how to Regroup a Ten as Ones by subtract two-digit numbers.

Theme: Regroup a Ten as Ones.

- Describe:

On Tuesday, 27 October 2020, I taught to Regroup a Ten as Ones. The outcome was how to
Regroup a Ten as Ones by subtracting two-digit numbers. In the lesson that I was working in
my Implementing Learning that I try to teach the students how to solve the problem step by
step. My relationship with the students improved so I got used to the students. First, I asked
the students. I first posed a question about what they had taken in the previous review lesson.
According to Philips, he mentioned that "Constructivism's central idea is that human learning
is constructed, that learners build new knowledge upon the foundation of previous learning."
(McLeod, 2019). It means that the teacher should remember the students what they learn
before to continue the new lesson.

- Introduction:

During the introduction time, I related my teaching to the students’ prior knowledge that I put
an equation which is (54 – 13 =) and I chose a student to solve the equation, the student
didn’t know how to solve it so I ask another student to help. After that, I started to introduce
the new lesson which is Regroup a Ten as Ones (today we will learn about Regroup a Ten as
Ones) and I told them the vocabulary that we will use in this lesson (tens, ones, regroup).
After that, I displayed 3 equations about the new lesson and I model for them how to solve
these equations in steps. And I asked some students to help me to solve.
 - Active engagement:

I put a link for the students in the chat box, it includes equations. The students need to open
the link and try to solve the equation by doing the steps to regrouping.
  

- Formative assessment:

After finished the activity, I put an equation to review what I taught them, and I asked one
student randomly to answer.

- Closing:

In the end, I present an exit ticket that includes 2 equations to solve and I gave them 7 to 8
minutes.
 - Analyze:

The lesson they took today was related to the previous lesson; in the previous lesson it was
about “take apart tents to subtract”. This lesson was linked to the lesson that they took before.
I began my lesson by presenting a question about the lesson that they took yesterday and I
gave them 1 minute to think about how to solve the equation. After that, I chose students
randomly to answer.

While explaining the lesson, the students were randomly selected. Sometimes if the student
does not know how to solve the equation, I ask students for help, so many students volunteer,
but I choose one student. The students were persevering during the lesson and they were
answering the activity’s question in the chat box.

I think the students responded in the way they did, because they understood the lesson and
because I was choosing the students randomly, so the students were focused on the lesson.
Some disturbances occurred during the lesson. Also, my MCT motioned that “Ensure that
you utilize implicit teaching strategies by modeling the exact process for solving subtraction
problems with regrouping”. I was teaching students the steps that were included in the book
and they have to draw the tens and ones to solve, they didn’t learn how to take a ten from the
tens number “what you mentioned” 😊
2 (15)
- 8
In the book:
 - Appraise:

I think I achieved my teaching goal of teaching the students how to solve by steps, and the
students were understood how to solve them.

- Transform:
In the future, I will do a small online quiz for the students to solve. Also, to know who
understood the lesson and who’s not.

References
McLeod, S. (2019, July 17). Constructivism as a theory for teaching and learning. Retrieved Oct 15,
2020, from simplypsychology:
https://www.simplypsychology.org/constructivism.html#:~:text=Constructivism%27s
%20central%20idea%20is%20that,experiences%20(Phillips%2C%201995)