EPC 3403

Practicum 3a

HIGHER COLLEGES OF TECHNOLOGY

RAS AL KHAIMAH WOMENS COLLEGE
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EPC 3403
Practicum 3a

Task 3
Name: Aamna Abdullah Ali
ID: H00271724
Section: H01
Date: 19-3-2016
Teacher name: Alya Alzaabi

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Practicum 3a

If the class is for 10 minutes, the teacher will talk for 9 minutes and she will keep one minute for
the students. She will explain a problem or a question from the new topic. I observed a lesson
when the teacher explained the place value, specially hundreds. They took the units, tens but in
this class, they will take a new place value, the hundreds. My MST used a basic tool which is the
cubes for explaining the lesson. And after that she showed the difference between each cube, she
presented a number and presented it by using the cubes. After that, the teacher asked one student
from each group to come and take the baskets that include the units, the tens, and the hundreds
and a card to use the cubes and make the number (appendix 1).

After that, all the groups finish, she sticks the cards on the board and she asked them to read the
cards together and present their cubes (appendix 2). So, the students in the class responsible
about applying the instructions and the work not talking, such as the teacher who lead the class.
When she was asking questions and this lesson, she said: Who can read the number on the
board (532)? Who can count how many digits that make the number? Who can say what the
correct place value of the digit 2? Who can say what the correct place value of the digit 3? Who
can say what the correct place value of the digit 5? After you select these place values and I
know that you can distinguish between them, who can use the cubes and present the number that
shown?

The students show that they understand a new topic from their interaction with the teacher, from
their work and from their applying of the activities. When the teacher asked them to apply the
group activity I observed that all of the groups get the correct answer. When the teacher asks the
students to open their practice books, they were following the steps (appendix 3).
2

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At the end of the lesson the students were able to select where is the hundreds, the units and the
tens. And this is a good evidence that the students understood the lesson well. In addition, the
students that were solving the practice book in a good way, are the students who were focused
during the lesson. All of the students that interaction with the teacher and raise their hands to
practice their skills and share answers, understand the lesson more and remember it more
(appendix 4). And this show that if the students practice more, he\she will know how to solve
any math problem in a correct way.

The students in Ms. Mariam class have the opportunity to talk, if they want to add something, if
they want to correct something or if they want to give their opinion in something that related to
the lesson. Even that the teacher allows the children to talk, she asked them to stop talking when
she notices that they talk about something thats not related to the lesson or if she want to apply
an activity that the students should listen carefully to the instructions and if they are talking they
will never understand the lesson.

I noticed that my mentor asked the students to raise their hands if they want to ask any question
about the lesson or if they have difficulties in following some instructions. This strategy of
raising the hands will teach them how to be responsible by respecting others and ask in turn.

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Practicum 3a

This class discourse about important and new mathematics because it includes different kind of
basic tools that used for teaching math and arriving the concept of the lesson in a good way
(appendix 5).

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Practicum 3a

Appendix 1

Appendix 2

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Practicum 3a

Appendix 3

Appendix 4

Appendix 5

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