Maths lesson on Doubles

The lesson began with going through the doubles of numbers 1-6. The teacher
allowed calling out, yelling and speaking on top of one another as the students
went through the doubles and attempted to work them out. At first this mayhem
looked as though it would not calm down however the teacher then used
effective classroom management and got the students to settle down by playing
the Doubles Song on youtube, and as a result the students not only quieted
down but listened carefully to the number pattern and sang along quietly if they
understood. This lesson introduction alone allowed for maximum participation as
the students enjoyed being able to yell out the answers and then sing along to a
song that reinforced the mathematical principle of doubles. Continuing on, the
students engaged in a few games of bingo where they had to write in their game
card (made of six boxes) the doubles of numbers one to six, before utilising the
smartboard dice and rolling to allow counters to be placed on their numbers and
students had to get 3 in a row to achieve bingo. This continued student
participation as they are a very competitive bunch and were able to utilise their
knowledge of doubles to write in their game cards. I think that playing maths
games as introductions to maths lessons is so valuable as it is important to
create positive connotations towards mathematics in the classroom from a young
age, apparent in the students enjoyment of their game of bingo. When first
observing this part of the lesson I struggled to see the value of this part of the
doubles lesson as they were simply placing counters on numbers, not
strengthening their own knowledge, however I recognise upon analysis that this
part of the lesson was as crucial as the rote learning through stencils, as well as
the yelling and screaming at the beginning. I recognise that all these elements
make up to create a valuable learning experience for the students. The class
went onto complete different stencils allowing them to reinforce their knowledge
of doubles and they had three worksheets to complete, and they needed to
complete them in a specific order as they ranged in difficulty. This saw continued
engagement by students as those who are quick to understand mathematical
concepts were able to complete the first sheets with ease before moving onto
the challenging third sheet also allowing those who struggled to work slowly
through the first sheets, to reinforce their understanding. By utilising different
mediums and formats throughout the one lesson, the students were all
encouraged to participate through the 50-minute lesson and had the opportunity
to stretch their knowledge or work on thorough understanding of the basic
nature of doubles.

B Standard Four raises the importance of creating as well as maintaining a

supportive and safe learning environment for students and this is evident via this
classroom observation as the teacher has used multiple learning strategies and
activities to engage all students in the classroom, not just those who excel in
maths. This lesson not only supports the students wellbeing mentally (4.4
maintain student safety) by encouraging mathematical thinking for all levels
of academic understanding, but it clearly highlights the strategies the teacher
has undergone in this lesson to implement student participation. (4.1 support
student participation). As well to this, this resource highlights the teachers
ability to organise classroom activities thoroughly and maintain organisation

through clear direction as multiple activities could lead to a chaotic lesson (4.2)
but this allowed maximum interaction and a thorough learning experience as
well.