Lesson Plan Template

Name: Shaikha Abdulla date: 30- 10-2018

Professional Development Plan

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

1. Choose and describe an aspect from a teaching competency that you need to work on (Goal) by the end of TP I
would like develop and use at least 4 effective formative assessment instruments such as checklists, grading
scales, rubrics, etc. to evaluate students’ performance in a variety of activity types.

2. Describe what you will do to help achieve your goal (Strategies Used). I will observe the students during an
individual or group activities. And ask them meaningful questions. Also, I will take notes or pictures to record their
performance, behavior and progress.

3. Describe how you can tell if you’re achieving your goal (Evidence). Formative assessment will help be to know the
students better and it will make planning easier for me for the next class. Moreover, if the formative assessment
was successful it will tell me if the students achieved the LO or not.

Grade Level: 4 Subject: math Learning Outcome (ADEC code and words): by the end of
the lesson students will be able to estimate multiplication
outputs by rounding numbers. (Two-digit number
multiplied by tw0-digit number).

Resources (what materials/equipment will you and the Preparation (what do you need to make or check before class?)
students use? Be specific)
 Prepare the activates material
Introduction materials:
 switch on the smart board
-white board

-smart board
Key vocabulary
-marker
 place value
-PP presentation
 rounding
Activity 1:
 estimate
-cups/craft sticks

-Pencils

-worksheets

Activity 2:

-Worksheets

-Pencils
 Introduction (warmer activity + teacher active engagement)

 In the introduction I will state what we will be doing today and what the objectives are.
‘Today we will learn about rounding and how to use it to estimate multiplication problems’. (I
do, you watch)

 I will be activating the students’ prior knowledge by reminding them about place value and let
the students discuss then solve some question about place. I may ask ‘what is place value? /
can you show me the thousands, hundreds, tens and units?’(I do, you help)

 I will discuss the number line with the students to make sure that they understand the
location for numbers. ‘Is 43 near to 40 or 50?’ ‘Show me using number line’.(I do, you help)

 I will state that we round to the nearest 10, 100 or 1000.

 I will remind the students about rounding mountain strategy which can help the students
with rounding.(I do, you help)
Time: 15 min

 I will present a real life example about rounding and multiplication and how to solve it. (I do,
you watch)
Whole

 I will give another example and let the students participate.(I do, you help)
Remembering level:

Is the number 45 when rounded to the nearest 10 equals 50? Why?

Understanding level:

Are you rounding to the nearest 10 or 100? Does it make a difference?

Applying level:

Where can you use rounding in real life? Give an example (the class is 29 students but when
someone ask you. you say there are about 30 students in the class).

Analyzing level:

Why you used multiplication to solve this real life math problem?

Evaluating level:

Creating level:

Design a real life example (situation) that needs to solve by rounding and multiplication?
Independent Experience (activity 1): (you do, I help)

 Students will work individual

 Each student will have two craft sticks and each stick has a two digit number. and a small worksheet.

 students will round the two numbers to the nearest 10

 Students will put the sticks to the matched cup. e.g. ‘a student got a stick with the number 24 she will
put that stick inside the cup that has 20 on it’.

 After rounding numbers and putting the numbers to the nearest tens cup. Students will take the two
rounded numbers and multiply them together.

 Therefore, they will record their estimated answer.

Question:

Which ten is the nearest to that number?

 Independent Experience(activity 2): work sheet (you do, I watch)

 Students will work individually to solve a worksheet given to them.

This activity is differentiated based on student’s levels:

Mastered level: they will design a real life example that needs to be solved my using multiplication
and rounding. Also, they will find two factors for an estimated output which is 2,000. Then they will
find a missing number in multiplication equation ‘b x 30 = 900  b=___’.

Developing level: they will solve a real life problem by rounding numbers then multiplying. Also, they
will answer some questions like ‘53 x 37=’ using rounding.

Emerging level: they will match the math problem to the estimated answer. Using the box. They will
solve True or False questions like ‘T or F 35 can be round to 30’ and ‘T or F rounding makes
multiplication easier?’

Question:

Does rounding make multiplication easier?

Which ten is the nearest to that number?

In the closing time, I will retell what we have taken today ‘today we learned about rounding to
estimate multiplication problems and we apply it in multiplying two-digit number by two-digit
5 min

number’.

I will ask ‘why do you think rounding is important?’ students may answer ‘it makes multiplication
Closing

Time:

easier’. and/or ‘it helps me in checking my answers’.

Assessment

Taking pictures.

Recording notes. and checklist ( +  mastered /  developing / -  emergent)

Observing the group work.(worksheet)

Asking questions
 AAWC Lesson Reflection (Completed after EVERY lesson taught)
Select (S):
Identify a lesson and what standards are you addressing The lesson was about rounding number to
estimate the multiplication output. Moreover, by the end of the class students will be able to estimate
multiplication output by rounding numbers.

Describe (D):
What were you trying to achieve in your lesson? To make students confidant with using rounding to
estimate multiplication output. And have a better understanding of rounding and multiplication in
general.
What did the students do?
The students were actively engaged throughout the lesson.
 In the opening students activate their prior knowledge like place value and number line
and they show their understanding of these concepts to make a connection with the new
one (rounding).
 The students answered real-life problems on the board. and applied the strategies
(rounding mountain)
 The students then worked individually on a question.
 After that they were engaged in differentiated groups to solve multiplication problems by
estimating and designing a real-life problem by their own.

Analyze (A):
Why do you think the students responded the way that they did? I think students responded with the
lesson actively. But there weren’t labeled rules or expectation for the students which I think it will help
them to respond better.

How well did your teaching relate to the students’ prior understanding? I started the lesson by activating
the students’ prior knowledge (place value and number line). And that helped them making connection
and have a better understanding.

How well did you engage the students? I think using presentation and get the students solve real-life
problem on the board was engaging. Overall the students were engaged in during group activates and
they were asking questions about the lesson.

Appraise (A):
Did your lesson meet your teaching goals? Yes, and that was shown when the students applied their
understanding by solving the activities (the students work).
Transform (T):
How might you enhance student learning of this lesson in the future? to make connections of this lesson
with new lessons/concepts in the future.
What are the implications for your professional practice? I used GRRM throughout the lesson which
helped the students be more independents and its even helped me to organize my teaching.