Lesson Title: Equal Sets

Name: Jawaher Ahmed Alkaabi

Course: EPC 3903 – Practicum 3b
Instructor: Robin Ogdol

(Technology, 2017)
Name: Jawaher Ahmed Alkaabi

Professional Development Plan

(What do YOU need to work on to grow professionally?)

1. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
- Classroom management.
- Using my teacher voice, speak clearly and loudly (not screaming).

2. Describe what you will do to help achieve your goal (Strategies Used)
- I will use a “bell” to keep student’s attention.
- I will try to have an interesting & easy lesson, to make the students understand and enjoy the lesson.
- If both above strategies used and work, I won’t need to change my voice tone.

3. Describe how you can tell if you’re achieving your goal (Evidence)
- I can tell by observing the student’s behaviour, by listening to MST feedback and see how much did they
understand by asking questions.

Grade Level: Subject: Learning Outcome (ADEC code and words):

- Students will be able to recognize and use
Kg 2 Math (Equal Sets) numbers.
- Students will be able to identify sets/ equal sets.
- Students will be able to count to answer ‘how
many’.
- Students will be able to represent and determine
amounts of objects, when they are put together or
taken away.
- Students will be able to compare objects/ the sets.
Resources (what materials/equipment will you and the Preparation (what do you need to make or check before
students use? Be specific) class?)

- Bell - Make sure the smart board and the laptop works.
- Make sure that all the materials are available.
- Smart Board / Laptop
Key vocabulary
- Worksheets (for different levels)
- Match
- Books
- Make
- Pencils
- Draw
- White papers
- Choose
- Good morning song
- Sort
- Classroom Rules
- Circle
 Introduction (warmer activity + teacher active engagement)

I will start my lesson by greeting the students, singing the good morning song, tell them the classroom rules, then
I will draw few different objects on the board like (shapes, fruits, etc.) I will ask the students how can we sort
these objects, when they sort them each set will be equal and the teacher (I) will ask them are they the same? Are
they equal or different? Then I will tell them that we call “these” equal sets and explain it to them. The teacher
will draw objects on the board and ask students how we can make them equal. To make sure that the students
Time: 15 min

understand the teacher will ask 3 boys and 2 girls to come in front and will ask the students how they can make
them equal, they will add one more girl or take out one boy. I might also use one more example and put 5 books
Whole

in each side and explain equal sets.

Independent Experience (small group activity 1) HOTS questions:

LA: Students will get a matching worksheet, they will How many sets do you have and what can you do to make
be asked to match the equal sets together and they are that sets equal.
going to get smaller numbers.
(Students would say that they can add one more object or
take off one.)

Independent Experience (small group activity 2) HOTS questions:

MA: Students will get a worksheet with two sides the

left side will include bigger numbers and the right
side will include two options with objects includes the
students will have to choose the right answer from the
right side.

Independent Experience (small group activity 3) HOTS questions:

LA: Students will have few objects drawn on the

worksheet the left side will have the main set and the
right side will have two different sets and they have
to choose and circle from the sets that match the left
set.

If I had the time after the independent experience activity I will let the students draw behind their worksheets an
15 min

equal set, after the break time the students will work on their math book under the equal sets subject with the help
of the teacher.
Closing

Time:
 - I will show the students some sets with different amount of objects and I will ask the students
what could they do to make the sets equal, they could add one object or take off one. (This
question will be asked several times with different examples)
Are the sets shown equal? Are they the same? (Then I’ll explain the meaning of equal sets.)
Assessment

-
- Ask some students to draw an equal set on the board and the other students will get the
chance to match the equal sets on the board after I draw different sets.