3EMA 300 (2025)
Teaching Practice Observation Assignment Template
Foundation Phase Mathematics Lesson
Student Details
Surname & Initials: MNGUNI T.N
Student Number: 202398739
School Name: Buhlebuzovama Primary School
Section A: Lesson Details (Remembering & Understanding)
Grade: 1
Date: 13 AUGUST 2025
Duration: 30 Minutes
Lesson Topic: Place value (tens and ones)
Learning Outcomes: (a) identify tens and ones in numbers 0-50.
(b) represent numbers using concrete materials (24=2tens
+ 4ones).
(c) explain the value of digits in two digit numbers.
Resources (LTSMs) : (1)base ten blocks
(2) place value mat
(3) number cards (0-50)
(4) place value song video
(5) reward stickers
1
Section B: Observation Focus Areas (Applying & Analyzing)
B1: Teaching Strategies (a) what teaching methods did the teacher use? e.g. direct
instruction, group work, use of manipulatives (b) were the methods learner centred?
Provide examples.
(a)The Teacher used:
1.Direct instructions (clear explanations of place value concepts)
2.Hands on manipulatives (base ten blocks for building numbers)
3.Collaborative learning (pair work with number cards)
4.multisensory techniques (place value song with movement)
(b) Yes, the methods were learner centered because students physically grouped
blocks into tens and one and created numbers based on their own choices. For
example, there was a time were the teacher said the learners should show her their
age using blocks.
B2: Learner Engagement (a) how did the teacher keep the learners engaged? (b)
did all learners participate? (c) how did the teacher encourage participation?
(a) The teacher kept the learners engaged using these strategies:” tens and ones”
song with clapping rhythms,” mystery number” which is a guessing game using
place value clues, kinesthetic building challenge (were learners had to build
using blocks).
(b) 28/30 learners participated actively, 2 reluctant learners were supported
through 1:1 scaffolding.
(c) The teacher used positive reinforcement (excellent grouping, Sam!) and
prompts (can you help us build 37?”) which encouraged participation.
2
B3: Use of Resources (LTSMs) (a) list the resources or technology used (b) comment
on their effectiveness in supporting teaching and learning
(a) Resources used: base ten blocks, place value mat, number cards,
interactive whiteboard video, place value worksheet.
(b) The LTSMs were very effective because the blocks made abstract concepts
tangible. Video reinforced learning through rhythm. Worksheet provided
individual practice.
B4: Classroom Management (a) how was the learning environment managed? (b)
were there any challenges and how were they handled?
(a) The teacher managed the class using clear routines, she used signals like:
“block down, hands up!”. Transition protocols like: “count your blocks before
moving”.
(b) Yes, there were some challenges because one group argued over blocks, this
challenge was resolved through role assignment, learners who were involved
in the argument were each given names (collector, builder, checker etc.) and
positive team points.
B5: Assessment (a) how did the teacher assess learners’ understanding during the
lesson? (b) was any immediate feedback provided?
(a) The teacher assessed learner understanding through observational
assessment during activities, think- pair- share responses, worksheet check.
(b) The teacher did provide immediate feedback because the teacher corrected
misconception on the spot. She would say “lets recount these tens together” if
ever a learner miscalculated an answer.
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Section C: Reflection (Evaluation and Creating)
Write a 200–300-word reflection that addresses the following:
(a) What did you learn from observing this lesson?
(b) How will this observation influence your future teaching practice?
(c) What would you keep, adapt, or improve if you were teaching this lesson?
(a) This observation highlighted how concrete experiences transform number
understanding. Watching learners physically bundle straws into” tens” made
the concept click, especially for those struggling with abstraction. The
teacher’s strategic scaffolding (starting with 0-20 before progressing to 50)
prevented overwhelm while building confidence.
(b) From this observation in my future teaching practice l will implement 3 key
strategies:1. structured manipulatives use with clear protocols (first build, then
draw). 2. Embedded movement (like the place value dance) for memory
retention and to boost engagement. 3.progressive challenges like (can you
make 35 with only 11 blocks?) to deepen thinking.
(c) If l am to teach this lesson, I will keep the block to number card matching
station because it solidifies connections. Adapt the number line for visual
comparison between quantities (is 27 closer to 20 or 30), create tiered
worksheets with number bonds to 20 with guides or examples, to develop l
would ask them this question: (why can’t 3 tens +15 ones be 315?).
Section D: Mentor’s Details
Surname & Initials:
Signature: Date:
4
School Stamp
Assessment Criteria Marks Student’s marks
Accurate lesson description 20
Detailed Observation 35
Depth of Reflection 30
Presentation and Coherence 15
Total 100
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