Reflection

Learning outcomes: Students will know how to I add two-digit numbers

Theme: Vertical Addition of Two-digit Numbers.

- Describe:

On Tuesday, 20 October 2020, I taught vertical addition of two-digit numbers.. The outcome
was how to I add two-digit numbers. In the lesson that I did, I was trying to manage my time
so, used a timer on my phone to finish each center on time. My relationship with the students
improved so I got used to the students. First, I posed a question about what they had taken in
the previous review lesson. “Prior knowledge. Constructivists believe that prior knowledge
impacts the learning process. In trying to solve novel problems, perceptual or conceptual
similarities between existing knowledge and a new problem can remind people of what they
already know.”[CITATION McL19 \l 1033 ] . The similarities between the previous and the
new lesson can remind students of what they already know.

- Introduction:

During the introduction time, I related my teaching to the students’ prior knowledge that I
display an equation which is (25+55=) and I gave them 1 minute to think and remember, after
that, I chose a student to solve the equation. Then, I started to introduce the new lesson which
is vertical addition of two-digit numbers (today we will learn about Problem-solving) and I
told them the vocabulary that we will use in this lesson (Add, Clue words, Addition, More, In
all, Sum, Total, Both, Plus, Altogether). After that, I displayed 3 equations about the new
lesson and I model for them how to solve these equations in steps.
 - Active engagement:

I presented 6 equations from the book and I was calling the student's name randomly to help
me to solve these equations. And to figure out the clue words to help them to solve.
  

- Formative assessment / closing:

after finishing the activity, I sent for them a quiz link to solve. I gave them 10 minutes to
solve. The quiz includes a problem solving that they have to know the clue words and the
important numbers and help them. After that, they have to write the equation that they have to
use to solve the question. And I asked the students (did you understand the lesson?) in the
quiz which they have to click on thumbs up or down to help me if they didn’t understand.

- Analyze:
The lesson they took on Tuesday was related to the previous lesson; in the previous lesson it
was about “add two-digit numbers”. 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 last class
and asked them to have 1 minute to think and remember then 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 also during the
activity, they finished the activity very quickly.

I think the students responded in the way they did, because the lesson was easy and because I
was choosing the students randomly. Some disturbances occurred during the lesson, because
the students were focused on the lesson. But the students were confused about the lesson and
some of them understand how to figure out the clue words to solve and some of them not.

In the future, I will write the steps under each question which is, Identify the clue words:
more, sum, total, in all, identify the numbers in the problem, solve the equation to help the
students and to know that they have to solve the equation in steps.

- Appraise:

I don’t think that I achieved my teaching goal of time management, and I finished on time.
Because while the activity I let the students read the question so they took too much time.

- Transform:

In the future, I will make sure that I will teach the lesson perfectly in steps, and I will write
the steps to make it easy for the students and me to know that they have to solve it in steps
not to give me the answer only.

References
Learning TheoryLearning Theory. (n.d.). Retrieved Oct 21, 2020, from education.stateuniversity:
https://education.stateuniversity.com/pages/2174/Learning-Theory-CONSTRUCTIVIST-
APPROACH.html