Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: Math

Trainee: Bashayer Topic or Theme: numbers from (11-19)

abdulaziz

Class: 1/A Date & Duration: 3th march 2019 (third period 9:45-10:30)

Trainee Personal Goals

I am working on

• Differentiate between the student’s levels and activities.

• Divide the lesson equally and work on all parts I planned for.
• Use the time wisely and work equally in each part.
• Student’s behaviours by using class dojo, positive reinforcement.

Lesson Focus

• To identify numbers from 11-19, names.

• To construct number 10 frame and use it correctly.

Lesson Outcomes

• Students identify the numbers from 11-19 and use ten frame to represent it.

Links to Prior Learning

Student was able to understand numbers from 1-10 (number name, represent it using manipulate.

21st Century Skills

• Collaboration and leadership :

- Students will be working in groups and share their answers together.

- Each group will have a leader; they are responsible for making everyone behave well, and they
must be fully participating.

• Communication:
-teacher will be questioning the students in the model part and the students will be responding
 to her.
-Students will be communicating with their group members while doing the activity.

• Social skills: students will come to the board and participate with the teacher in front of the
whole class.

Key vocabulary

• Eleven
• Twelve
• Thirteen
• Fourteen
• Fifteen
• Sixteen
• Seventeen
• Eighteen
• Nineteen

Possible problems for learners Solutions to possible problems

• Students may found difficulty in • Let the students use the number line to see the
counting numbers tell 19. numbers while counting.
• Students may not understand how • Teacher help and model to students, how they
use could 10 frames.
could use 10 frames.

Resources/equipment needed

• 10 frame.
• Number line from 1 to 20.
• X2 dices
• Display the equation activity (group1)
• Jack and beanstalk double ten-frame activity ( group2)
• Number car park activity ( group 3,4)
• count and circle activity (group 4)
• Rolling dice (assessment)

TASKS/ACTIVITIES
Resources
Introduction
& Time
 Introduction:
Teacher will ask about the leaders of each group
15 minutes Tr: as we discuss yesterday, the group leaders raise your hand
Tr: can one of you tell me what you must do?
Tr: so, now let’s listen to a song.
( the song will be about numbers from 1-20)
Teacher will be singing with the students.
Modeling:
Teacher will display ten frames in the board.
Teacher will ask the students if they know the (ten frame)
Tr: how many blocks are in this frame?
St: 10 blocks
Tr: so as we have one frame could hold 10, if we have another frame how many
blocks we have.
Teacher will add one more frame in the board. And count load with the students.
Tr: so 2 frame have 20 blocks. All of us say twenty.
Students will be repeating the number after the teacher.
Tr: now let’s count the picture inside the ten frames.
Teacher will model the example for the students
Teacher will be using class dojo random selection.
As the selection 3 students will be solving the questions from the book each at a
time.

Resources
Main activities
& Time
Group 1 (Display the equation activity)

15 minutes • Each student will be working spritely but the leader will be helping and
monitoring other group members.

• Students will be working in subtracting equation.

• Students must choose a card ( it will be different subtracting equations) from

the container.

• Student read it write it in a plan paper that teacher will provide and
represent the answer using 10 frame.

• Teacher will provide a number line from 0-20 to help the students in
 counting the number load.

Group 2 (Jack and beanstalk double ten-frame activity)

• Each student will be working spritely but the leader will be helping and
monitoring other group members.
• Students must pick a number from the container and represent it by using
small blocks. For example they pick number 11 they must represent it by
using the double frame sheet.
• Teacher will model one example to the students.

Group 3 and 4 (Number car park activity)

• Each student from both groups will have a page that contain 10 cars each car
will represent a number by using the ten frame.
• Students must count the number from the ten frames and park the car in the
correct place.
• Teacher will model one example to the students. For example teach has a car
which represents number 8.
• Teacher will count load in front of the students an park the car in parking
number8.
 Group 4 ( count and circle activity)
• Only one student will be working in this activity.
• Teacher will be working with the students.
• Students must count the pots in the ten frames and choose the correct
answer from the 3 choices provided.
• For example the ten frames represent 4 pots student must count and then
circle number 4 from the choices provided.

Differentiation activities (Support)

• Number line (master, developing)

- It will be a useful tool to the students, to count by tens with will be help the students to
visualized the answer.
• Ten frame (all the students)
- Students will be able to use and practice plotting the numbers in ten frame.

Extra activity (all the groups)

• Students will have a worksheet, they must count the pictures inside the the double ten frame
and then write the number.
• When they finish they can colour the pictures.

Check list:

• Teacher will have a check list, it will represent students sitting chart.
• Teacher will check the students understanding while they are working on their centres.
extra activity

Resources
& Time Plenary/Conclusion

15 minutes • Teacher will recap the lesson by solving one more examples in the board.
• Tr: who will tell me, why do use ten frames?
• St: to represent number ten.
• Teacher will show the students a picture of double ten frame.
• Teacher will ask the students (what is the number represent it in this double
ten frame?)
• Students will come and count the dots and then write the number.

Homework

Assessment Rolling a dice

Strategies: • Teacher will choose student from class dojo selection.
• Student must roll the dice which will be from 11-19.
• Tr: which number you got?
• St: I got number 10
• Tr: so can you shade the number you got it in the ten frame.
• Tr: what do you think class? Thumbs up or down?
• Students must give a thumb up if the answer was correct. And thumbs down
if it’s wrong and if it’s wrong students must use (phone a friend strategy) so
his or her friend will come and help.

☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment

assessment

☐ Quiz ☐ Student presentation ☐ Written work and ☐ Verbal feedback

feedback
Reflection:

The lesson was for grade 1, It took place in Shamma bint mohammed school. The learning
outcome was “Students will be able to know ten frame”. This is was linking to the student’s
prior knowledge, before they were able to count numbers up to 20. And in my lesson, they
have count the boxes that is inside one frame.I was trying to achieve my goal which is working
in differentiate between the student’s levels and activities, dividing the lesson equally and
work on all parts I planned for, to use the time wisely and work equally in each part. And as the
I have notice, each group did they activity, except for the low level, they have faced some
challenging at they are begging of doing the activity, but once they have got the direction, they
were able to finish it. Each part took time as I planed the student responded the way that I
taught because the lesson was step by step. First, I opened a video which is counting number.
Then, I presented a ten frame and ask the students if they know. I gave them about 30 second
to talk with their partner. I had to explain what dose ten frame means, and how many boxes
are inside. After that, we had to do some equations from the book. Second, we had our 3
centres. And finally, I presented some equations in the PowerPoint, students had to raise their
happy face if it right and sad face if its incorrect. There are some strategies I have used, and it
worked well. Praising the good students. Use this strategy tr “class,class,class”, ss” yes yes
yes”. Using different level of voices. Using a bill in transition. Using timing. my lesson meets my
teaching goals, because As I noticed 3 from 5 students were unable to complete the
assessment, and this is means 75% of the learning have been delivered. Most of the students
were engaged and motivated and they did their activity well, however, there were some
students talking. In my next lesson there are something I will fix it. I Will use classdojo, I will
print out the direction visually, I will use the checklist while the assessment part(closing)