Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: Math

Trainee: Reem Juma Topic or Theme: Write expression

Class: 3 Date & Duration: 10 March

Trainee Personal Goals

I am working on: Classroom management

I will clap my hands three times and the students going to clap their hands after me.

Lesson Focus

Write expression

Lesson Outcomes

Students will be able to identify and write expression for different operations.

Links to Prior Learning

The students learned how to add, subtract, multiply and divide.

21st Century Skills

Critical thinking: The students will analyse the words problem to identify which operation they
going to use.
Key vocabulary

Addition

Subtraction

Multiplication

Division

Add

Half

Take out
Groups

Possible problems for learners Solutions to possible problems

The students do not know the different The teacher will display a chart on the board of the
between each expression. different expression for each operation and explain them.

Resources/equipment needed

PowerPoint

Colors

Chart

4 students

Cards of write expression

TASKS/ACTIVITIES
Resources Introduction
& Time
The teacher will bring three students and then she will say we want one more
student. T: what did we do her? Did we add or did we take away? The teacher
Colors will listen to the students answer.
4 Students T: we add the student to the three students, so in that case what operation we
going to use?
T: I have 5 colors and I will give Reem 2 colors, what operation I’m going to
use?
Resources Main activities
& Time
The teacher will display a chart of differential expression for the four
operations (addition, subtraction, multiplication, and division). Then the
Chart teacher will read those expressions and explain them to the students. Next, the
PowerPoint teacher will provide some examples and show them what is the correct
operation is suitable for each example. The teacher will model how to draw a
picture for the expression equation and numbers for the first two examples.
Finally, the teacher will practice the other examples with the students and asks
them to participate with her.

Differentiation activities (Support)

Emergent level:

To do this activity the students need cards of different operations. The students will read the
expression and understand it to be able to know which operation they have to use. Then the
students will draw the equation and find the answer for that equation by counting what they
drew.

Question:

1- What operation you are going to use?

2- How many circle you going to draw?

Developing level:

To do this activity the students need cards of a different expression. The students will read the
expression and understand it to be able to know which operation has to use. Then the students
will write the equation using numbers with the correct expression. Then the students will draw a
picture of how the equation going to look like.

Question:

1- What operation you are going to use?

Master level:

To do this activity the students need cards of a words problem. In the card, there are three
squares the students going to fill. First, the students have to read the words problem carefully,
then after they understand the words problem they have to decide which operation they have to
use to be able to fill three squares. The first square asks for a picture of the operation. The
second square asks for the numbers of the operation and the last square asks for the words of the
operation. For example, if the operation problem is “more than” the students have to know it’s
will be an addition. For the picture, they going to draw circles and add more circles depend on
the given number. For numbers, they going to write the given number and use addition and for
the words, they going to write the equation by using words.

Question:

1- What operation you are going to use?

Resources
& Time Plenary/Conclusion

The teacher will recap the lesson for the students. T: Who can tell me what did
you learn today? What is the expression for addition? What is the expression
PowerPoint
for subtraction? What is the expression for division? What is the expression
Boards for multiplication?
 The teacher will present a PowerPoint of some different expressions, and she
going to ask the students to write the expression into numbers equation on a
white board. The teacher will give the students 1 minutes to solve the
problem, then they will hold up their board and show their answer to the
teacher.
Homework The students will solve the problems in the Math practice book.
Assessment Written work and feedback: The teacher will see the students answer and
Strategies: check which one got correct answer and which one wrong and give them
feedback on it then do it together.
☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment
assessment

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

feedback

Reflection:

The lesson was about written expression and the strand of this lesson is addition, subtraction,
multiplication and division. The students were read the expression and write it as symbols and numbers.
The lesson was for grade three and it was in the classroom at their tables. In this lesson, I was trying to
teach the students how to realize the difference between addition, subtraction, multiplication, and
division expression. At the beginning of the lesson, I activate the student’s prior knowledge by using the
students as a model to add one student to three students together and shows them how they use this
expression for the addition operation. The students were participating with me when I used them as a
model for the hook of the lesson, so they loved these kinds of activates when I used them as a part of the
lesson. Then, I model the lesson by showed them expressions for every 4 operations and explain it for
them. The students were bored a little bit because they were listening to my explanation without doing
nothing, so next time I will ask the students to act these concepts. I have to practice the concept before
they do their activities by providing some examples and practice it with me while I showing them step by
step and do what I do. Next, the students were doing their activities in their centres. I have to explain the
activity step by step for them and make sure to provide some example on the board to ask the students to
do it while I’m explaining the activities for the other groups. But, the students were engaged and do their
activities very well because they understood what to do but, only a few students need some help from
me. Finally, I recap the lesson with the students and asks them what they have learned today. I have to
make sure that I recap the lesson briefly and ask the students to write the meaning of each expression as
numbers and symbols. Then I display some examples to solve them on their board and shows me after I
count from five to one. The students were participating and try their best to solve it and finish early.
Then I showed the right answer for the students who missed up. To keep the students, engage while I’m
explaining the activities for each centre I have to put some examples on the board and ask the students to
solve it, groups. for the other students to engage the students through this lesson was by letting them be a
part of the lesson and put them as an example of the addition and subtraction equations. But the students
face a problem with some expressions that had a similar meaning to each other. For example, the
students get mixed up with the word group and all together. By the end of the lesson, I met my teaching
goal by sawing the students how to realize the different expression for each operation in the last four
questions in the closing. To improve the way, I teach the concept of this lesson while the students doing
their activities at their tables I will stick the expression on the tables for each centre. If I will teach this
lesson in the future I will teach it outside of the classroom and stack a written expression on the floor and
asks the students to make it by using their self as an equation. The implications for my professional
practice of this lesson is making the students whenever they see any expression they will identify
immediately.