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The teacher used various tools like a data show, number line, measuring tape, ruler, and food scale to teach math concepts through hands-on activities. Students measured objects to learn about length and weight. They also solved subtraction problems using a number line on a whiteboard. The lessons followed the PYP curriculum's focus on providing new information daily through inquiry-based learning. This involved 6 steps of engaging students in activities, exploration, and reflection to build their understanding. The teacher prepared materials in advance and scaffolded instruction to support students of varying abilities.

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46 views

Tasks 2 Done

The teacher used various tools like a data show, number line, measuring tape, ruler, and food scale to teach math concepts through hands-on activities. Students measured objects to learn about length and weight. They also solved subtraction problems using a number line on a whiteboard. The lessons followed the PYP curriculum's focus on providing new information daily through inquiry-based learning. This involved 6 steps of engaging students in activities, exploration, and reflection to build their understanding. The teacher prepared materials in advance and scaffolded instruction to support students of varying abilities.

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api-270659709
Copyright
© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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Tasks 2 : class room manipulatively

The class was provided with different mathematical tools , which could help students
. with solving math problems
As I observed in the first week , which was about "numbers", the teacher used
different tools to explain the lesson. In general, she used Data Show to explain the
lesson. During transferring information step, she teacher asked the students to solve
the subtraction problems by drawing number line by using white boards . The teacher
explained the lesson by using drawing strategy. The teacher showed them on the
.board how to subtract by using number line
Second week was about "measurement " ,which focused on length of different things
around us. My MST asked her students to use measuring tape and ruler to measure
the length of different materials as standard unit .On the other hand, for non-standard
units my MST asked the students to search as hand ,paper clips, cups,
pen,glue,books,pencils,rule,and any other material around us . Students requested to
. measure small pieces of paper ,stick it to gather, then to find out the total
.See appendix 2
For measuring the weight of things, we using food scale ,and the teacher asked
students to provide fruit to be measured to record how much does it weight? See
appendix 3
The teacher is planning and writing the lessons on each day differently. Because each
PYP Curriculum focused on passing the student new information every day. In
addition, each day needs different materials, tools, plan and strategy. The main focus
is inquiry, so the teacher is focus more on activities, the main time of the lesson
focusing on how can I put the information from the kid and encourage him/her to
think, experience, explore, buildup , then reflect . The class moved in 6 steps ( see
appendix 4 )

.. Taking in : sharing what they know and inquire to find out more
Finding out: they will inquire and investigate to add their understanding .
.. Sorting out: students make sense of their finding

Going further: students plan and prepare for action , making sense of their new
. knowledge
Making conclusions: students in this stage built up knowledge and they need to put
. their ideas together
..Taking action: students will use all of their understanding to take action
My MST used to prepare the materials of the lesson one day before re the lesson
. depends on student's needs, students levels of ability, and the PYP weekly objective
The teacher used to move in steps to pass the lesson
.Introducing the concept :1.Working and Finding out :2.Reflection :3The instruction always given before they start with the activities and after explaining
the concept/ the objective of the lesson. The teacher gives her instructions of how to
use the activity, then she let them explore and experience it by themselves. For low
ability students teacher provide them more assists and for some classes she gave them
.other work
Because inquiry is the basic core of PYP curriculum , I noticed when I was in
Education in 2014 that inquire basic is an important theory and one of the most
important ways in math to pass the information , which included different three
models. In the following lines I would like to share my previous experience with
mathematics class used inquiry Basic see appendix
As I saw teacher used many ways of scaffolding the lesson to engage students to the
lesson. Also, she varied the rewarding strategy, such as: smiley face stamp,
chocolate and points "10 points" . Also , I like teacher limiting the time of solving
.problems within 1minute to encourage them working quickly
I like the way ,how she is explaining about each mental, she is giving them some
.time to think about the mental and try to guess features and consists
Teacher after explaining , she is giving them time to think about
.the answer, then they have to exchange books to evaluate answers
I like the way of collect materials , the leader of each group, is responsible about that.

. Plus to that, to be sure that everything is clear and clear there is the helper
About rewarding after each challenge, there is helper 2 , collecting the rewards for
the group . Teacher finished the lesson by answering questions, then she gave them
.homework, that's will help students to think about information fir themselves
The similarities and differences from the inquiry approach discussed in our collage *
.class and tis lesson
:The collage class is similar to this class because
At collage we discussed the important of using (5Es), and during this class, teacher
.used the (5Es) with her students
At collage we take care of plant ,that needs long time to see the results. While in this
.lesson, we so the results after the experiment
?Why do you think the teacher used the format that she did
The teacher used this strategy (playing Video) ,to encourage visual and auditory
students . About the kinesthetic students they can help in other things as : irrigation
.plants, cleaning up the class and rewarding groups
? What some benefits of inquiry -based learning*
As I saw, teacher used in her class inquiry -based by asking students questions ,which
helps ,encourage them to think. According to Jaworski,2004, that using inquiry
practice, and involving inquiry as a too can increase the developing inquiry as a way
of existence. (Jaworski,2004)
Also it is encourage students to think, and find out the information and evaluate
it .Novak (1977),believed in the importance of inquiry too, as a child behavior, which
consist skills and activity, his theory build from an idea that teacher or learner must
leave learner to build his knowledge from his own understanding. And he add, that
educator must focus on updating and adding new and extra information and
.knowledge to the previous
? What are some problems of inquiry based
Teachers must vary the ways of explaining (visual, auditory, kinesthetic) to help students understand by the appropriate way, students are gaining information by
.different way
Teachers must vary the way of engaging students ,that varieties can help them to
.understand and follow with the teacher from beginning of the lesson

Appendix 1

Appendix 2

Appendix 3

.Appendix 4- 3 of the 6 steps

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