Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: Math

Trainee: Sabha Topic or Theme: Multiply 3 factors.

Class: 3 Date & Duration: March 5, 2019

Trainee Personal Goals

I am working on: time management by give the students for each part of the lesson 15 minute.
Then the teacher will clap and the student's clap after the teacher to stop working.

Lesson Focus

How to solve multiple 3 factors by using the bracket and drawing array.

Lesson Outcomes

Students will be able to draw an array to solve multiply 3 factors.

Links to Prior Learning

 In Grade 2 students used repeated addition as a way to calculate “how many” for groupings
of numbers other that 2, 5, or 10 and repeated subtraction to subtraction to determine “how
many” when objects are shared equally. In Grade 3 students develop this technique to
include repeated addition of larger numbers and to larger totals.

21st Century Skills

 Collaboration.
 Communication.
 The students will work together in the canters.

Key vocabulary

 Multiplication
  Array
 Factors
 Rows
 Column
 Group
 Account

Possible problems for learners: Solutions to possible problems

 Difficulty understanding the  Put the multiplication table on each centre in

multiplication table. the classroom and help the students to use
 Make mistakes like adding the hand in counting.
numbers and reflections in  •Put a poster in the classroom that includes
writing numbers. numbers 1 to100.
 Difficulty writing large numbers.
 The difficulty of the left and right
direction.

Resources/equipment needed

 Matching cards
 Puzzle
 Cards
 Pencil
 Black marker pen
 Whiteboard
 PowerPoint

TASKS/ACTIVITIES
Resources Introduction
 & Time The teacher will start a review of the previous lesson by presenting on the
smart board equation. For example, the equation is 3 × 2 =. Then the teacher
asking the students. How can we get the answer? The students answer by
drawing array the form circles and put all of them in one group then the
students account the circles to get the correct answer.

Resources Main activities

& Time
The teacher will start the new lesson about multiply three factors. Then the
teacher will explain the lesson by writing the equation on the whiteboard then
begin the teacher explain the equation to students. For example, the equation
is (4 × 3) × 2. So, here we have 3 factors. The start teacher asks the student.
How to multiply all of them all? the teacher gives the student time to think and
talk with partners. The student responds with the teacher then the teacher will
explain to students. First, we will put the bracket between two numbers and
then re-read the equation. she start from the first number 3 and draws array
under equation like rows then we continue reading the equation and stand at
the second number is 4 We draw the array on the form of a column and then
put all the circles in one group. Third, complete the equation and ask for the
drawing of 2 groups of arrays. We draw one group before we need one more
and put all the circle in one group here we have 2 groups to complete the
equation. Finally, the teacher asks the students to count with some to get the
answer.

Differentiation activities (Support)

Emergent activity:

This activity is for low levels. The teacher will give the students instructions to solve this
activity. First, the teacher will give the students a set of the puzzle. Second, each student takes
one equation and read it then try to get an array appropriate to the equation. Thirdly, the teacher
asks the student to account all the circles in the array to find the answer. finally, the student
arranges all the equation together.

Development Activity:

This activity for development level. The teacher will give the students instructions to solve this

activity. First, the teacher will give each student a card and work individually. Second, the

teacher asks the students first to read the equation and then ask them to draw the array according

to the equation with him. Thirdly, the students will use the pencil to draw the array. Finally, the

students start to account to get the answer and write it on the card.

Master activity:

This activity for high level. The teacher will give the students instructions to solve this activity.
This activity is a matching of the written equation and digital equation. First, the teacher will put
students in groups and work individually. Second, the teacher will give students a set of
equations. Third: The teacher asks students to take one card and read it the written equation than
students try to get the digital equation between the set of cards and match them together.

Resources
Plenary/Conclusion
& Time

Homework The last 15 minutes the teacher will give to each student name then the
students move to the door There are 3 different stickers red, orange and green
colors. Red means the students did not understand the lesson and the orange
means a little absorption and green means the student's understanding of the
lesson. Students must put their name inside the poster. Also, The teacher will
give the students an exit pass for the whole class. Each student will have one
 equation and ask them to get the answer by drawing an array or direct answer.
For example, (2 × 3) × 3.
Assessment  Self-assessment
Strategies:

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

assessment

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

feedback