Weekly Centers 1
- Maryam H00237635
- Oct 23, 2015
- 5 min read
Week 2 Oct (18-22), 2015.
Center 1
On Sunday 18\October\2015
Time: 9:20 am.
Out comes: 2NAS1, 2NAS5
2NAS1: Recall addition and subtraction facts to 10 (orally)
2NAS5: Use and describe reversing with other strategies when subtracting two digit numbers.
Class 2\ F
I taught2 lower groups together.
The total students in my centre was 12 students.
Materials: the materials were number cards, peg and cubes.
Activity:
I demonstrated how they have to do the activity, I asked one student to pick up one card then I asked ( 6 take way one how many do you get?) They learnt different strategies to subtract. In my center, I taught them to use cubes to make the lesson easy for them and the same time fun. I asked all of the students to make stack from 6 cubes then I asked them to take way 3 of the cubes. After that, I asked them how many cubes do you have?
They account their cubes then answer 3 so I took the peg and put on the answer under the card.
I gave all the students cards and I asked them to use cubes to make the first number that on the card. When they did, I told them to take way the second number that in their card and they account the cubes and use peg to put in the right answer. they like the activity and in the same time understood the out come.
Center 2
On Sunday 18\October\2015
Time: 12:00 pm.
Out comes: 2NAS1, 2NAS5
2NAS1: Recall addition and subtraction facts to 10 (orally)
2NAS5: Use and describe reversing with other strategies when subtracting two digit numbers.
Class 2\ E
I taught 2 higher groups together.
The total students in my centre was 11 students.
Materials: number cards.
Activity:
I asked the students to make circle, then I put the cards on the carpet upside down. I told them we played a game and each students have turn. I asked one student to take one card and read it e.g 12 + 3= ? . I asked the student to answer first orally he said 15, I asked him to pick up one card and it has to be the answer (15) if he picks up the answer he will keep the two card with him until his turn comes again but if he doesn't pick up the answer he will return the card and I will mix it and the same for all students.The students really liked the activity and they wanted to play it more. It was benefit, some of them had used mental strategy to answer and other had used fingers to account.
Center 3
On Monday 19\October\2015
Time: 9:20 am.
Out comes: 2NAS1, 2NAS4
2NAS1: Recall addition and subtraction facts to 10 (orally)
2NAS4: Use and describe partitioning to add and subtract two digit number (focus-subtraction)
Class 2\ F
I taught2 lower groups together.
The total students in my centre was 13 students.
Materials are a small board, marker, value blocks.
Activity:
I gave each students a board and marker. I explained them how they can split the number to ones and tens. I used value blocks to demonstrate tense value and ones value, then I added the two number to get the same number that I had. I told them we get the same number when we split the number then add them.I wrote to each students different number, I asked them to split the number and add them by using blocksThey liked the activity and did well in it. I noticed that they liked to write on the board much so they focused on the lesson for using the small board.
Center 4
On Tuesday 20\October\2015
Time: 9:20 am.
Out comes: 2NAS1, 2NAS4
2NAS1: Recall addition and subtraction facts to 10 (orally)
2NAS4: Use and describe partitioning to add and subtract two digit number (focus-subtraction)
Class 2\ E
I taught2 higher groups together.
The total students in my centre was 13 students.
Materials are numbers bottle slider, white small board, markers.
Activity:
Part 1
I taught them the same Monday outcome, but with different materials. I gave each pair students numbers bottle slider, white board and marker. First, I modeled the activity, I slide the slider to make two digit numbers then I asked them to read the number, I wrote the number on the board and split it to ones and tens value then add them.I asked them work as pair and one use the number slider and read the number and other write then split the number then swap the role.
Part2:
I asked two students read the number that they made. I wrote the number vertically to make the subtraction easy. I told them they have to start from right top corner than left. We did the subtraction together and I gave them some more examples. I gave them worksheets to do about the subtraction and most of them really liked it and did it correctly.
Center 5
On Tuesday 20\October\2015
Time: 12:20 pm.
Out comes: 2NAS1, 2NAS4
2NAS1: Recall addition and subtraction facts to 10 (orally)
2NAS4: Use and describe partitioning to add and subtract two digit number (focus-subtraction)
Class 2\ E
I taught2 higher groups together.
The total students in my centre was 12 students.
Materials are peas, cup, white small board, markers.
Part 1
I used a big board to show them the two place value (ones and tens) I drew a line one the board to get two places, I wrote ones in the right side and tens in the left side. I put 8 peas in the once place and I asked them how many peas we have? They answered 8 after accounting them, I put 2 extra peas to the 8 peas and I asked them how many peas we have now? They said 10 and I said we can’t keep the 10 peas in the ones place so we have to put it in the cup and move to tens place. One cup mean 10 peas. I put 2 peas in the ones place and I asked them, now how may peas we have in the ones place they said 2, how many cup we have in tens place, they said one but in the cup we have 10 peas. So we have 10 in the tens place and 2 in the ones place.I put another cup in the tens place and inside it 10 peas, and 4 peas in the ones place, then I asked how many ones we have? they said 4, I asked how many tens we have, they said 2. They understood the lesson more than 2 F. Each students have a board and marker. I gave them several examples and I asked them to write how many ones we have, and how many tens? I showed them how they have to write the number and split them then add the number to get the same number that they have.
Part2:
I asked two students read the number that they made. I wrote the number vertically to make the subtraction easy. I told them they have to start from right top corner than left. We did the subtraction together and I gave them some more examples. I gave them worksheets to do the subtraction and most of them really like it and did it correctly.
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