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Teacher starts the lesson checking on students’ readiness. (Builds a routine of care and prepares students for lesson)

Children are very excited about the lesson and it shows good rapport the teacher has with her students.

Even though the students are in P1, the teacher’s tone is respectful. Teacher is patient and addresses students’ questions accordingly.

The learning environment is safe and students are spontaneous to respond to teacher’s questions.

Classroom seating arrangement allows for collaboration and still have ample floor space for students and teacher movement.

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Teacher’s main mode of assessing students’ understanding is through questioning.

The first activity made the students realised that it is difficult to count when everyone is moving. Teacher leads students to understand that that there is a challenge and making connection for the students on how picture graphs can help to make the task easy through categorising.
Teacher’s question: “What is the challenge that you encounter”

Teacher also effectively showed the students visual calculation skill.

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When students are having their own side conversation while someone else is speaking, a common lingo that can be used to remind the students is “one voice”.

Teacher can also ask the students to suggest solutions to how they could help make the counting of sea creatures easier before guiding them to the picture graph.

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Some students wrote the number in the graph instead of drawing squares.

Some kids who checked their friend’s work noticed that their friend’s calculation was wrong and got their friend to correct it.

A few groups did not notice to put the title.

Some thought the square given is a blank instead of a square representation.

Suggestion: To show the class the teacher demo picture graph during their group work. The example was covered up by the screen to show the timer.

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Shirlyn makes connection for the students. The learning makes sense as students can relate.

The review of good and bad example at the end of the lesson was a great consolidation.

The class activity requires everyone to be involved and that no one is left out. I thought that was wonderful planning!

The scaffolding activity was also engaging for the students.

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I was pleasantly surprised by the scaffolding activity and that the idea behind it was to make get the students to experience how picture graph helps make a challenging task easy. The activities were also pitched very well to the students’ level making the learning rich and meaningful.

Thank you, Shirlyn for opening your classroom. I have learnt so much from you. Your patience and respectful tone, your genuine care and effective teaching serves as an inspiration to me. Thank you again! - Hwee Min

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Thank you for coming to my open classroom and the invaluable feedback shared with me. As this is my first year teaching P1 Math, I opened the classroom with the objective of sharing what I do with my P1 class and to get suggestions on how I could do better. During the lesson, the progression did not go as planned but that is the reality of a classroom teaching - sometimes things dont go as planned and what's crucial then would be how we think on our feet and adapt the lesson to better meet the needs of the students. Am glad to see that the students could learn why organising data is important with them being the 'manipulatives' themselves. One thing I could do better would be the group work that required them to present the coloured cubes as data on the picture graph. As there were 3 in the group, perhaps what I could have done was to assign each child in charge of presenting each of the 3 different coloured cubes. That way, all the children in the group would have a chance to be engaged in the activity.