My

MST feedback and reflections

Reflection 1
17tht of october 2016

My first reflection on my lesson with my MST

(rounding numbers nearest ten)

The lesson was about demonstrating the concept of rounding the number to the nearest ten.
As I opened my session with positive deeds such as I asked students to breathe deeply, eat

dates and then say in the name of Allah the most gracious the most merciful that to Allah
blesses our day, then gave them some simple questions that reviewed the place value of digits
that until thousands place value. From these simple actions the teacher paved and introduce
the students to start with powerful energy and also that helped to engage and warm them to
start the lesson gradually. After the warm up I used a manipulative game that included the line
number that stick on the wall as there were cards that had different numbers that between
zero to one hundred. This tool was very interactive game that gave each student an opportunity
to answer and try. The remarkable thing is that, I put a base that said we have to circle the digit
that is in tens place then underline the smaller place value digit which is in ones. Thus, I learned
that the successful math teacher has to put a basic rule for the solving math questions that to
follow the correct track. This strategy called polyas four steps to facilitate the solving of any
problem solving, which includes these steps: 1- Understand the problem, 2- Planning a strategy,
3- Carrying out the plan, 4- Check the answer, respectively. Another strength point is that I
applied activities that will be instilled on the students because I let them be a part of the question
such as I brought 3 students each one represents a place value: ones, tens, hundreds. Then I
circles the students who was stop in tens place and I put a line under ones place, then I told
students every time remember your friends and from who they took one.

I would like to improve my ability to manage the time where I can give the students assessments
to see how range of understanding they reached to. Moreover, I need to make all the students
able to participate during the session as that will be achieved if I make for example a board for
each students and let them write their answers on it, I suppose it will be effective and helpful to
make sure the students try and share.

This is the line number that I used while the lesson of rounding, as there are cards as each student
has a card and they have to around their numbers to nearest tens by using this tool:

Reflection 2
My second reflection on my lesson with my MST
(The mental subtraction)
In 24th of October 2016 I taught a math lesson for grade 3 about mental subtraction.
It was marvelous session where the students were really interested and engaged. I wrote my
objectives and remind the students with my rules and the gifts to manage them and go through

the lesson swimmingly. I was sure the students will be motivated, once I use manipulatives
games, different physical and visual activities. Because when you let them be interactive with the
activates that will be very helpful to deliver the concept for their mind smoothly. Moreover, the
technology also played an essential role to attract the students, such as I supplied the PowerPoint
to present some moving pictures and some questions that were related to their curriculum. As
also I used a lucky roulette game to choose the students randomly that to give chances to the
students as much as I could and also to avoid the noise when they are yelling with saying miss
miss miss, so that helped to keep them quiet. The beautiful thing was that, I let them explore the
idea of the lesson by themselves by using the clay, count and draw circles on the floor to grasp
the notion of subtraction mentally.

I did well as I overcome my problems which were managing the time and ask direct questions, so
I abled to verify my questions to motivate the students to think and focus. On the other hand, I
give several activities such as using coins, and money to subtract and applied real examples in
our life, for instance when you are going to the shop how can you subtract mentally and quickly.
Furthermore, I used formative assessments where each student had clay and worksheets to work
out on their problems.

Finally, I am glad that I could gave like these successful lessons where the students did
understand, love the math and ask me to do more like that questions, where they found the
enjoyment and entertainment during the work.

Clay activity to demonstrate the concept of mental subtraction:

Money activity work in groups :

My third reflection 3
(multiplication: working with multiplication as equal groups and
repeated addition)

I started with a fantastic warm up that included the admonition of rules and some reinforcement
that helped students engage with me and follow the rules smoothly. The important thing that was

occurred at the beginning of the lesson was trying to link the new idea with students prior
knowledge that to facilitate the acquisition of the new concept.

Through the core of the lesson I gave two examples that to deliver the multiplication in several
ways as that will increase the opportunities for the students to comprehend. However, I fell in a
small mistake that I had to apply the steps of the notion (formative assessment) in my core stage
to be efficient, which is let the students explore by manipulatives game and let the students try
each step that is in the lesson. For instance, rather than give a long example with massive
information that hard for students to follow them from the first time. Thus, I have to break the
steps into small parts and provide each student with materials that they can implement.

On the other hand, I applied activity that was in front of the classroom. As that to explain the
same concept in other way as I asked some students to share with me, but also I learnt that I have
to make sure each student on my line and follow me. According to that the teacher has to let the
students explore, try, create by themselves as the educator has to be as a guide.

I feel I did very well at this lesson and the most of the students were recognized the
multiplication but of course they have to practice more. I believe that the students will not
understand the idea till they try and do practice.