Course Code: EPC 4406 CRN: 17780

Trainee Name & ID: Mariam M. H00292379 School: Al Tomooh – Grade 2D (Math)
MCT/MST Name: Mrs. Kesha / Mrs. Nashika Date: October 15, 2020

Commitment to the Profession F D C B A

Comments: MST (Mrs. Nashika) stated that Mariam is punctual and well prepared for lessons. For
future lessons, she would like Mariam to create her own interactive engaging lessons
Planning for Learning F D C B A
Comments: Lesson plans are submitted on time
Managing Learning F D C B A
Comments: Students are aware of classroom routines and expectations
Implementing Learning F D C- B A
Comments:
1. Ensure that you utilize implicit teaching strategies by modelling the exact process for adding
two-digit numbers using counting up strategy or manipulatives
2. Identifying strategies to determine if word problem is addition or subtraction (Context clues)
3. Reinforce two-digit addition steps prior to student independent work
Assessment F D C B A
Comments: Ensure that you use formative assessment strategies that can be monitored
Reflection on Practice F D C B+ A
Comments: Adequate reflection that included theory and examples. Remember that formative
assessment happens DURING the lesson.

Overview of the lesson:

Mariam began the math lesson by reviewing the virtual classroom rules and the morning
calendar routines were the students had to identify the days of the week, months of the year,
attendance. Students were randomly called upon to answer the question.
She then reviewed yesterday’s lesson on adding using place value (37 + 8). Mariam called on a
student to help her solve the problem. Next she stated: Today we learn about adding two digit
numbers. She then showed the students an equation 35 + 29 and explained how to solve it. This
process was repeated 3 times with randomly called upon students to solve the equation.
 Excellent job of randomly calling upon students to answer the questions posed to them 
Question to consider: What strategies can be implemented to ensure that students learn the
exact process for adding two-digit numbers? Think about implicit teaching and using the
Gradual Release Model, using manipulatives or counting up strategy.
Next, she asked the students to solve a word problem: 30 + 31 = 61.

Question to consider: (1) What strategies can be implemented to ensure that students can
determine whether a word problem is an addition or subtraction problem. Think about using
the context clues (How many, In all).
Students were then instructed to use the link provided in MS Teams to play the two-digit
addition game. As students worked independently, Mariam monitored asking if students
needed help.

Question to consider: (1) How does it benefit students to remember to use their two-digit
addition steps when completing the problems? Think about reinforcing the ideas before they
engage in independent work, (2) What is the purpose of formative assessment? Did this game
allow you to formatively assess the students during the lesson?
After the game, students were randomly called upon to continue their practice of solving two-
digit addition problems using the steps with Mariam. This process was repeated twice.

Next, students were instructed to self-assess their learning by placing a thumbs up or down in
the chat box to determine lesson understanding. Mariam then instructed the students to
complete pages 183 and 184 for homework.
Action Plan:
Managing and Implementing Learning:
 Ensure that students learn the exact process for adding two-digit numbers by using
implicit teaching, Gradual Release Model, manipulatives or counting up strategy.
 Implement strategies (looking for context clues) that assist students to identify
whether a word problem is addition or subtraction
 Reinforce two-digit addition steps prior to independent work

Assessment:
 Ensure that you use formative assessment strategies that can be monitored