Fatima Ali

Observation #1

October 25, 2016

Fatima Al Zahra School

Grade 1

28 sts

Odd and even numbers

Strengths

Needs improvement

Spent only 3 minutes talking and demonstrating

before having sts do an activity.
Materials are prepared and set out on tables.
Breaks up 2 minute talking with activities.
In second activity ( double digit) the tr had
prepared materials for more than one group per
table, so the 7 sts were broken into 2 groups.

The activity was interactive and st

centered. Tr then made it tr centered
again by having sts go to the front and
explain even though they all seemed to
understand the concept.
Groups are huge -7 sts. In one group
activity the end girl did not even try to
participate.
The double digit activity went on for way
too long and was not being understood.

Competency

Observations

Professionalism
:

Teacher was in the class and prepared ahead of time.

Planning for
learning:

Lesson plan was prepared but was not even in the room. Another st went
to fetch it from the trs room.

Implementing
and managing
learning:

Tr uses activities and manipulatives.

Monitoring and
assessment:

Teacher monitors sts, no documentation seen.

12 minutes into the lesson the tr has already explained, demonstrated and completed an
activity . Sts all seem to be understanding this level of the lesson . This shows that there is no
need for repetition that takes up a whole class.
The second concept introduced was classifying a two digit number. There was a brief
explanation and then sts were given cards and asked to decide if it was an odd or even number
on the card. They had manipulatives on the table ( interlocking cubes) but none of the sts
seemed to be able to complete the activity. The tr was going around and trying to explain one
by one. She needed to take a quick look, assess how MANY were not understanding, then take it
back to a whole class activity.
Tr used a 2 digit number and was talking about tens and ones. When did the sts learn that? ( In
another school they were still learning the number 10 last week in first grade. )
With the two digit numbers the tr was using the method of counting by 2s to have the sts
decide if the number was odd or even. It would have been easier to use a heuristic, telling the
sts that all they have to worry about is the number in the ones place. If they had numbers
larger than 20, they would not have been able to count up to it by 2s, so have them use the
skip counting method just up to 10.
At the end of the lesson, sts really did not seem to understand and were not completing the
activities correctly. The teacher needed to focus more on the dividing out aspect of the lesson,
maybe using workmats that had 2 circles to represent 2 groups.