Teaching Observation One

This morning I observed another teacher with a junior mathematics class (Year 9). Notes below:

Warm Up:

Consisted of 10 questions including multiplication, addition, and subtraction where the students need to use knowledge of integers.

There were also 4 bonus questions that were a bit harder - giving the quick workers/more able students the chance to excel themselves.

During the warm up - Ella wondered around the room, helping students who needed additional help.

After 10 minutes the class offered answers for the questions for marking.

Main Activity:

Introducing improper fractions - "what does 'proper' mean", draws an improper fraction on the board, "why might this not be a 'proper' fraction?"

Today they are looking at converting improper fractions to mixed fractions

7/2 - 3 1/2 uses pizza to describe the fractions

17/5 - 3 2/5 uses cake

Your Turn - 11/3 "I want you to use a chocolate bar" - gave the students 1 minute to try

Now I want you to not have to use chocolate bars to work it out

11/3 if I know that 3/3 is a whole how many threes go into 11? - Whats the biggest I can do? 3 lots of 3 so we have 9 with 2 left over so 3 2/3

Second example: 21/5 - how many 5's go into 21? 4 lots of 5 with 1 left over so 4 1/5

Your Turn - 18/4

Why are these called mixed fraction? Because it has a whole and a fraction in it.

Copy notes into book and complete questions on the board:

IF 4/3 20/3 9/2 17/2 15/4 15/4 13/4 13/5 18/10 21/4 13/6

MF

And "really tricky" question too:

IF 198/10 216/5 145/5

MF -3 1/7 19 1/2 5

Wrote students initials above each question and students had to come up and put in the answers themselves

Team quiz: 2-3 students in a group, 20 quick questions

Reflection

• Things I want to avoid

• Things I want to utilise

#PTC1 #PTC4 #Observations