Grammar, structures, vocabulary,
Language skills

Lesson observation
The assistant may attend this first lesson and simply observe what the students and the teacher are doing in a normal day.
At the end of the lesson he and the teacher may
introduce some vocabulary in English related to the present topic:
- Using the blackboard and asking the students to repeat.
Giving easy and simple definitions of some of the words or some facts related to them (e.g. Ordinal numbers are those that we use to rank things, name streets, give a position to something).


- Write several numbers on the blackboard
- tell students a math operation that they have to do.
- They have to find the number.

Reviewing vocabulary

The teacher went over some exercises in the beginning of the class. Later, assistant began with basic vocabulary review in English of maths terminology such as plus, minus, divided by, and times.
listening, writing, speaking, vocabulary
The teacher went over the answers to the homework. Afterwards, the assistant introduced some new material the students were going to be working with during the week. This material included selected sections of the divisibility rule such as how to figure out if a number is divisible by 2, 3, 4, etc.
listening, writing, speaking, vocabulary
The class was broken into four groups to play a solutions game. Each game begins with a review of the English vocabulary the students are going to be using. After the groups were created, the rules were explained. The assistant would read various maths equations out loud in English and the students would have to write down what they hear and work together to find the solution. The group that figured out the answer first would raise their hands and then have to say the answer out loud so the assistant could listen to the pronunciation. For each correct answer the team would get a point and if they were wrong, it would go to the group who put their hands up second, and so on. For the group that won the game, each member was given an extra point on their next exam.

The assistant started the class by explaining a little about American football. He explained how there are 100 yards on the field and when you score, it is called a touchdown and it is worth 7 points. The class was broken into four groups. This time each group would go one at a time while the assistant read the equations. If the group got the answer wrong, it would go to the next group. Each correct answer would be positive 10 yards. A football field was drawn on the blackboard broken into 10 sections. The groups names were plus, minus, divided by, and times and the symbols of each were used to show each teams position on the football field. The team with the most touchdowns won and each member got an extra point on their next exam.

This week´s class was in the computer lab. The assistant prepared a series of Internet games dealing with fractions. In the beginning of the class, the vocabulary the students would be using for the games was explained. Then the assistant chose the games in a selected order for each pair of students to play. The first games that were selected were easier so the students could warm up and later came the more competative games. The website for the games is:

For this game, a tail had to be cut out of a piece of paper and then a piece of tape was put on the back so it could be stuck to the blackboard. The assistant held up the tail that was created to ask the class what they thought it was(the students had to use their English vocabulary to guess). It was explained that it was a tail and the word "tail" was written on the board and the definition was explained to the students. The assistant then, on the blackboard, drew a picture of a donkey where the viewpoint was from the rear and the students had to guess what the drawing was. The assistant then said it was a donkey and explained what donkey meant (all the new vocabulary the students learned, they had to repeat after the assistant). The class was then broke into five groups, given group names, and the rules were read. The team names for this week were colors in English. For the game, the assistant would pick one group at a time and read an equation. The equations were seperated into different groups to review a wide range of operations (ie: simply the fractions, adding fractions, subtracting fractions, etc.) The group was given a certain amount of time to answer the equation. If the group got it wrong, the next group in line had a chance to solve it. When a group got the answer correct, one member of the group had to come up to the blackboard(every time it had to be a different group member). The student was then given the tail and blindfolded. The donkey´s bottom was divided into five sections by five rings, like a dart board. The bull´s eye was worth five-fifths(1 point) and next was four-fifths, all the way to one-fifth. After the student was blindfolded, they were then spun in a circle three times and then lined up to the blackboard. They then had to try to pin the tail on the donkey to get the highest amount of points. After the student got their points, they had to put the score with their group and as the game progressed, they had to add the fractions as their score accumulated. The assistant would read the equations and the students to write them down in their notebooks and work with their team members to find the answer.
English comprehension, mathematics skills, teamwork
The same game was used as last week´s to continue to review fractions. This week´s game was modified to make the equations more difficult. The same rules were used and five groups were created. The theme for the team names this week were animals and the assistant explained the meaning of each name and the students had to repeat.

It was Thanksgiving Day so American football was used again but the game was modified. Another brief explanation of Thanksgiving was given and how football is very important to watch on this day. Thanksgiving vocabulary was used for each team name (ie: the Pilgrims, the Mayflowers, the Gobblers, the Feasts, and the Natives.) Small pictures of each team name were downloaded and cut out to be placed on the football field drawn on the blackboard to show each team´s progress. The football field was drawn but broken into into half to represent fractions. This time, the sport was explained in more detail. The assistant explained that after a touchdown, each team gets six points and then they have to kick a field goal for one more point. Each correct answer the teams could move half the length of the field so every correct answer would be a touchdown. Then, one member of the team had to come to the front desk to "kick a field goal". A paper football was created and the students had to flick it with their finger through the uprights. The uprights are the y shaped posts on the football field and they were drawn below the football field on the board.

The focus of this week was decimals so various computer games were selected to help introduce the material to the students. The teacher and the assistant reviewed the vocabulary the students were going to need for the activities. The games that were selected were two-player so the students could compete against one another. Out of each pair, the students with the most points were given an extra point on their next exam. The website is

For this week, a handout was given to the class regarding decimals. The assistant reviewed the handout in English with the class and did some exercises on the board.

The class was broken into five new groups with new group members. The theme for the group names this week was animals. For this game, categories are needed, so five categories were selected pertaining to the material in that week´s unit. This time, the categories used were "Place Markers", "Multiplying by Powers of 10", "Dividing by Powers of 10", "Put Them in Order", and "Great Than or Less Than". The assistant created a series of different of equations and problems, each with different point values. Since the unit was about decimals, the points were in decimals (0.1 up to 0.5). When the equations were worth more points, the problems were more difficult. Five cards for each category were created. On one side would be the point value and on the other side would be the equation. The categories and the rules were then explained to the class. To play the game, each group would go one at a time. When it was their turn, the group would go up to the board and select a card with the specific point value from the section. The assistant would then read the equation the group picked. If they got the answer correct, the team was given the point value of the card. If they got it wrong, the equation would go to the next group and they then had a chance to solve it. If none of the teams got it right, the equation would be explained and illustrated on the black board for the whole class. Whoever got the most points won and got an extra point on their next exam.

This was the last week for decimals so the assistant let the class choose the game and they chose pin the tale on the donkey. The assistant then modified Decimals Jeopardy to adapt it to this game because many of the equations from the previous week had not been used. The class was broken into its groups and the game was prepared. The theme for the group names this week was numbers in English. The same categories were used but this time the assistant selected the problems from the categories for each group. The point values were in decimals and all the other rules for the game were the same as always.

This week´s lesson was to review a handout, in English, of ratios and proportions. Various examples were done on the board to help the class understand the material.

Keeping with the unit´s theme of ratios and proportions, a basketball game was created for this material. The class was dividing into two teams, one team in the front of the class and another in the back. Within each group section, a shooting area was created. Half of the students in each team were at there desks solving the problems while the other half was in the shooting area. On the desks near the students doing the equations were numerous flash cards, one side was the answer and on the back was a ratio. In the shooting area, each team had two boxes so two team members were shooting at the same time. Ping pong balls were used to shoot into the boxes. The rules were explained next. Equations would be read dealing with various topics. These topics included, direct proportions, inverse proportions, and word problems. The assistant would read the equations to the students, and the team members at their desks would work together to find the solutions. Next, they had to find the same number from the solution in the flash card pile. After they found the number, they would bring the flash card over to the shooting area. The cards were given to their teammates and the students shooting then had to create the ratios that were on the back of the flash cards. Since there were two boxes for each group and two students shooting at the same time, the first student would represent the first number of the ratio and the other student was the second number. So if the ratio was 1 to 2, the first student had to shoot one ping pong ball in the box and the other student had to shoot two. Once the ratio was created, the students stop shooting and raised their hands. The first group to successfully perform all tasks and raise their hands won the round. If the answer was correct, it was worth two points. If the first team to raise their hands had the correct ratio portrayed, they were awarded an extra two points. So even if the other group did not shoot the balls in the boxes first, if they had the correct answer, they still received two points. If the answer was wrong, no points were given. Also for this game, if the students were talking in Spanish, they would lose one point. The students who were in the shooting group had to rotate positions every time and after three equations, the shooting group would sit down to do the equations and the group at their desks would go to shoot the balls. To make the game fair, the ratios on the back of the cards were similar in both groups. This way, each group had to shoot the same number of balls, just in different sequences.

To continue with proportions, P-BALL was used again. However, this time, the focus was on word problems. The last time the game was played, word problems were only used a few times and they were more difficult for the students. So to help strengthen that area, word problems were used again. All of the rules were the same, and the students were broken into two groups, but with different group members. NBA basketball team names were used for the students´ group names.

At the end of this week, the students were going to be having a exam on Units 1-5. So for this week´s game, the focus was to review for the exam. To do this, Jeopardy and P-Ball were combined. This way, all of the material on the exam could be covered in the different categories. The class was broken into five groups. A grid was drawn on the blackboard. There were seven different categories with their different point values below each category. The categories selected were, square roots, powers, equations with powers, equations with whole numbers, equations with fractions, equations with decimals, and word problems. All the examples used were the type the students were going to see on their exam the next day. To play, one group would go at a time. They would select a category and a point value. The points went from one to six. The assistant would then read the equation. If they got the answer right, they would then shoot baskets to see how many points their team got. If they chose an equation worth five, and got it right, they were then given five ping pong balls to shoot. Using tape, three lines were marked on the floor. The closest was worth one point, behind it was worth two, and the last one was worth three points. The students could pick any of the three spots to shoot from and then their points were added up and put next to their team name on the board. Every time different team members had to come up to shoot and when there was a lot of balls to shoot, the students had to share them with their team members. The team with the most points won.

The students enjoyed playing Pin the Tale on the Donkey a lot so a variation was created. This time, one of the students was selected from the classroom and a likeness of that student was drawn on the blackboard. Then, a nose was cut out of a notecard and tape was put on the back to stick it to the board. The points were written on the face in terms of 1x, 2x, etc. because the theme for the unit was Algebra. The value of x was written on the board and the game began. The class was broken into five groups and the kids had to choose a name for their group in English. The assistant read various algebraic equations and when the team got the answer correct, one team member was blindfolded and had to try to stick the nose on the face.

For this game, the bowling pins were created by cutting out small blocks of paper and rolling up the paper and taping it to make small cylinders. Ten were created and for the bowling ball, a ping pong ball was used. The class was broken into five groups. Each group had to solve the Algebra equations and when they got the answer correct, two team members would go up to the front of the class to roll the balls. Each team member got one chance and they had to roll the balls to see how many bowling pins they could collectively knock down. The students would then write down their score on the blackboard depending on the number of pins knocked down.

Continuing with the theme of Algebra, a variation of the previously played football game was created. A football field was drawn on the blackboard. Five squares were cut out with the number one through five written on them. Tape was put on the back of these cards and stuck to the football field to show the position of each team. The class when then broken into the five groups. Four boxes were used for this version of the game. They were put together on the floor, as to form one big square, in front of a desk. Inside each box was various cards with point values written on the back of them. The same style football was used from before. It was a piece of paper folded down into a triangle. After the algebraic expression was read, and the team got the answer right, one member would go up to the desk in front of the boxes. The student had two chances to flick the football into one of the boxes on the floor. When they got the football in a box, the assitant then took out all the cards in that box and they had to choose one of them (they could not see the numbers on the back). The student would then pick a card and what ever number they got, this represented the football yards so they would put them team marker on the correct spot on the football field. So if they were in the endzone, the start position, and they got a 30, they would put their team card on the 30 yard line. The goal was to go 100 yards for a touchdown. Some cards said "TD!" which represented an automatic touchdown. After each touchdown, whether it was the 100 yards or the TD! card, the team would get seven points. As the game progressed, some students were having difficulties getting the ball in the boxes so 10 yards were given to each team if they didn´t get a box after the two tries.

For this game, the class was split into two groups. For the team names, Boston Red Sox and Toronto Blue Jays were selected. Two cards were created, one red and the other blue, to represent each team. A baseball diamond was drawn on the blackboard and three boxes were put on the floor in front of the room. The assistant would read the algebraic expressions and each team had to try to solve them first. The first group would raise there hands and then they would say the answer. If the answer was wrong, the other team would have a chance to solve it. If they got it right, one member would come up to the front of the class to bat. An oragami paper water balloon was created to be used as a baseball. The students had to try to hit the ball into one of the boxes. For this, they had to slap the ball with their had. The box closest to them was a "double" and this was worth two bases. The box in the middle was a "triple" and this was worth three bases. The last box was a "home run" and this signified an automatic one point, or one "run". If the student did get the ball in any boxes and it hit the floor, it was a "single" and it was worth one base. The colored cards would be moved each time the students hit the ball and got a base. The team to go around all four bases the most times received the most "runs" and won the game.

For this activity, the smart board was used. The class was split in half into two teams. Four or five members would go up to the board at a time. The object of the activity was to find geometrical shapes in the video. The group would watch the video and then choose when they wanted to pause it. They would then be given a short period of time to outline as many shapes as possible. The shapes would be worth points. The majority of the shapes found were the more commons ones, like squares and triangles, so when the groups found more unique shapes and designs, they were given more points. The team with the most points won the game.


Grammar, structures, vocabulary,
Language skills vvvvvvvvvvvvvvvvvvvvvvvvvvvvvvv

The object of this game was to working on measuring and timing speed using a stop watch. The class was broken into groups and was brought to the gymnasium. First, they were lined up on a line and one of the members walked a certain distance away from their group. When the teacher said go, the members had to run to their partner and using a measuring tape, they had to measure the distance the group member was from the group. The data was recorded in their notebooks and when they had the information, the members had to all run to their group and raise their hands. The fastest group would win the round. Later, different tasks were given. Some times they had to measure a group member, an object, or a different distance. Later on during the race, the members had to begin to time themselves with a stop watch while they were doing their measurements.

ACTIVITY: 19/1/10 Computer Lab activity-Intro. To Algebra
Students were taken to the computer lab to introduce Algebra. Selected games were chosen that dealt with the subject matter at hand. The class was broken into groups of three. One of the games, Rags to Riches, was a game were the two students competed against each other. They had to see who could get the most equations correct and win the most money. With the other game, Algebra Scale, the students had to work together to solve the equations.

Using selected material, the questions were read out loud to every group. They were given a few minuntes to work together to solve problems. They had to write the answers on a piece of paper and show work. If the answer was correct, they received a red piece of paper. This was done until every group's answers were checked. With all the groups that received a red slip of paper, one member could come up to the Jenga game. They had to pull out one block and place it on the top of the stack without knocking the whole stack down. If they did this successfully, their group was awarded one point. The continued until one group knocked over the blocks. The team with the most points won.



A Jeopardy Review game was created for the upcoming test. The categories were all seperate parts of the exam. The class was broken into 4 groups. The members of the group chose the category and for how many points. The main group had the chance of getting the full points but the other groups were allowed to participate but for less points. So if one group picked Graphs for 500 points, every other group could get 100 points if they got it correct. This way the whole class was participating at the same time. When a point value was chosen, the number was crossed off. After every group had answered, the next group was allowed to pick a category and point value. This time, near the end of the class, a Double Jeopardy round was played. Blank sheets of paper were passed out to each group. They had to write their group number and Double Jeopardy on one side of the paper. First, each group had to choose how many points they wanted to wager. They couldn't exceed the amount of points their group had earned during the game. So, at the end of the game, if Group 3 had 800 points, the highest number they could wager was 800. Or, if they weren't sure, they could wager 0 so they didn't lose any points. After the points were chosen, the teacher chose the question and they had 5 minutes to solve the equation and write it down on the Double Jeopardy paper. When the group finished, they had to hand in the paper to the teacher and the results were read and what the correct answer was. If a group wagered all their points and got the answer correct, their scored was doubled. If they were wrong, they lost all their points. The group with the most points won.