Lesson Plan Template

Name of Student Teacher Aisha kamil School Eshbilya School for Girls

Date & Duration of Number of Students Grade & Age

lesson
8-10-2017 Sunday 27 students 3-1

Personal Learning Aims:

By the end of the lesson the students will be able to subtract numbers using (near to the
nearest ten, hundred or fragmentation the smallest number).
Subject Strand
Math Algebraic

Learning Outcomes (refer to MOE/ADEC Resources

document)
Opening (book, classroom white bard)
Learning Outcome: (ADEC)
Activity 1 Activity 2
Students will be able to
(Work sheet) (Locks and keys,
Subtract use of mental subtraction.
A4 paper, small box)
Activity 2 Activity 4
(classroom white bard) (small boards)

Closing
(book)
 Supporting activities based on grouping considerations ( See MOE/ ADEC document)
Opening: review Time: 15 minutes

I will give to the students my classroom rules and explain for them the reword
system.
I will ask them to open their book page (121) and ask the student to answer
question (1,5,9,11,14) then I will answer it on the board with them. (This page will
show the teacher if the students are ready for the new unite or not)

I will ask them to close their books and I will have (5 minutes) to teach them
the lesson.
Practice Activities (use groupings as required) Time: 20muintes

Activity 1
(HA,MA,LA)
Each group will have one question
and each students have to answer
it on a paper.
After they answer the question
they have to discuses to gather
and cheek if their answer is write
or rowing.
I will choose one student from
each group to came to the board
and answer the equation and
explain how they got the answer.
Activity 2
(HA,MA,LA)
Each group will have a lock with
equation and a white paper to
write the steps of getting the
answer.
After the get the answer one
student of the group will go to the
book which will be on teacher
table and take a key with the
write answer.
They will try to open the lock if it
not opens, they have to resolve
the equation because the answer
is rowing.
After all the groups finish, I will
choose one student from each
group to came to the board and
answer the equation and explain
how they got the answer.

Activity 3
I will write a equation on the
board and the steps and the
answer.
The students will look and the
steps, if its wrong they will lift the
thumbs down and if its wright
they will lift the thumbs up.
Activity 4
I will tell them story about
subtracting.
The students will write the
equation on the small board and
write the answer.

Closing/ Conclusion: cheek their understanding Time: 10miuntes

I will ask the students to answer question 11, 12Page 129 and 13, 14 page 130.
Then I will answer with them on the board. (I will go around them when they
will answer the equations and questions)
 The Process of the Lesson
Comments
Teaching Strategies Rational strategy (book) The object made them exciting but
Objected they did not know how to use it.
Book they usually use it so they can
dill with it.
Classroom Management Reword system The reward worked with them Easily
Strategies Posing and Privilege even the bill. But I did
bill not use posing in this lesson because
they behave was perfect.

Transitions Bill- for each activity I will They did not finish the activity so I did
give them 2 or 5 minutes to not use any transition.
finish it (it depend on the
activity). When the student
will hear the bill they have
to stop working

Count down

Assessment Strategies When the student came to No assessment strategies because

the board to answer the they did not finish the first activity.
equation all the students
have to follow the students
steps if its wrong they will
lift the thumbs down and if
its wright they will lift the
thumbs up.
General Comments
The students were engaged in the begging of the lesson. During teaching time the students
understand the lesson and the answer with me the examples but, during activities they did not
know how to solve it and answer, even they did not know how they do the activities. The time
finish and a was only in the first activity because this is the first time that they do activities.
Recommendations / future personal targets / areas of focus
Differentiation activity
Time management