Class : 4 ( Maths ) June & July
1. Let's Recall
THB Model reflections (P 39)
| Period | Activity | TLM |
|---|---|---|
| 1.1 | Explain about digits | Number cards |
| 1.2 | Solved WS -1 | WB |
| 1.3 | Explain about place values | Place values chart |
| 1.4 | Solved WS -1 | WB |
| 1.5 | Spike abacus explained | Spike abacus |
| 1.6 | Solved WS -2 | WB |
| 1.7 | Group activity | Number cards |
| 1.8 | Solved WS -3 | WB |
| 1.9 | Explain sums | Green board |
| 1.1 | Solved WS -4 | WB |
| 1.11 | Activity on number line | Number cards |
| 1.12 | Solved WS -5 | WB |
| 1.13 | Explain with abacus | Abacus |
| 1.14 | Solved WS -6 | WB |
| 1.15 | Explain problem on GB | Green board |
| 1.16 | Solved WS -6 | WB |
| 1.17 | Explain word problems on GB | Green board |
| 1.18 | Solved WS -6 | WB |
| 1.19 | Group activity | stones & buttons |
| 1.2 | Solved WS -7 | WB |
| 1.21 | Activity with beeds | Green board |
| 1.22 | Solved WS -8 | WB |
| 1.23 | Explain problems on GB | Green board |
| 1.24 | Solved WS -9 | WB |
| 1.25 | Explain problems on GB | Green board |
| 1.26 | Solved WS -10 | WB |
| 1.27 | Do activity using weighing machine | weighing machine |
| 1.28 | Solved WS -11 | WB |
| 1.29 | Explain lengths | scale, tape |
| 1.3 | Solved WS -12 | WB |
| 1.31 | Group activity | Water bottles |
| 1.32 | Solved WS -13 | WB |
| 1.33 | Activity using clock | Clock |
| 1.34 | Solved WS -14,15 | WB |
| 1.35 | Explain 2D, 3D shapes | Chart and schools things |
| 1.36 | Solved WS -16 | WB |
| 1.37 | Group activity | Charts |
| 1.38 | Solved WS -17,18 | WB |
| 1.39 | Group activity | Colour papers |
| 1.4 | Solved WS -18 | WB |
| 1.41 - 1.50 | Revision | Green board |
1. What were some of the
specific strategies that I used to encourage participation? How effective
were they? What will I do
differently next time?
Considering reflecting strategies that encourage
participants in large group improving participation.
2. Were there any concepts or
activities that students found particularly difficult? How will I adapt my
approach to address these difficulties in the next lesson?
Identify activities
on contexts participation plan adjustments for further lesson to mitigate the
difficulties.
3. What additional resources or modifications could improve
the effectiveness of this lesson in
future implementations?
Methods of practicing number of combinations. Discus to get
number and number names for effectiveness.
4. How well did I adjust my teaching based on student
reactions or unforeseen challenges?
I consider adjustment
based on reactions to fulfil the lesson concept.
Teacher Notes:
- Use of concept numbers 4 and 5 digits
- Recognising and recall the numbers
- Place values, Largest and smallest numbers
- Ascending and descending order
