Course Code: EPC 4406 CRN: 17780

Trainee Name & ID: Mariam M. H00292379 School: Al Tomooh – Grade 2C/D (Math)
MCT/MST Name: Mrs. Kesha / Mrs. Nashika Date: October 27, 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 solving
subtraction problems with regrouping – I want to see you label and model each step for the
next lesson observation.
2. Ensure that you teach students how to recognize whether or not a subtraction problem
requires regrouping through poems
3. Rewrite the subtraction problems vertically to ensure students reinforcement of place value
Assessment F D C B A
Comments: Ensure that all provided activities can be assessed formatively
Reflection on Practice F D C- B A
Comments: Adequate reflection but needs further analysis and explanation using theory
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.
 Excellent job of randomly calling upon students to answer the questions posed to them 

She then reviewed yesterday’s lesson on subtracting two-digit numbers using groups of ten (54
– 13=?). Mariam called on a student to help her solve the problem. Student had difficulty
breaking the problem down and Mariam called upon another student to assist. appropriately by
stating that 13 will be broken down by 10 and 3, which then becomes 54- 10 = 44 and then 44 -
3 = 41.
Next she stated: “Today we will learn about subtracting using regrouping” and modelled how to
subtract using regrouping for 31-4=? The modelled equation was done quickly; students
struggled understanding the steps involved to solve the regrouping problem.
Question to consider: (1) What strategies can be implemented to ensure that students
understand each step of subtracting with regrouping? Think about placing each step on a
different slide and also reformatting the equation vertically. (2) Also, think about teaching the
students to identify whether or not a subtraction problem needs to be regrouped by teaching
them this poem “More on the floor, we go next door.” For example 35-8=?
Step 1: Rewrite the problem vertically

a. 35
- 8

b. Identify if we need to regroup, with a poem

a. More on the floor, we go next door

c. 2 (15)
- 8

d. Subtract & Solve

27
She then told the students to do the regrouping activity link found in the chat box. Students
struggled with solving subtracting problems using regrouping and expressed this during the
lesson to Mariam, stating “Ms. I don’t understand, or I don’t know how to solve with numbers.”
Once student time was up for the completion of the activity, Mariam reviewed with students
how to subtract using regrouping for 35-7=?.

Question to consider: What is the purpose of formative assessment? Were you able to
formatively assess the students as they were engaged in the regrouping activity link? If not,
what can be done to ensure that students are formatively assessed throughout the lesson?
Next, students were instructed to solve the two exit ticket problems 65-3=? and 28-6=? And
submit it in the chat box.

Action Plan:
Managing and Implementing Learning:
 Ensure that you utilize implicit teaching strategies by modelling the exact process for solving
subtraction problems with regrouping
 Ensure that you teach students how to recognize whether or not a subtraction problem
requires regrouping through poems
 Rewrite the subtraction problems vertically to ensure students reinforcement of place value

Assessment:
 Ensure that all provided activities can be assessed formatively