Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: Math

Trainee: Reem Khalifa Topic or Theme: Measurement and Data

Class: 2 D and E Date & Duration: 13 March – 2019

Trainee Personal Goals

Managing learning: I would like to work on my classroom management skills and reduce behaviour
problem.

Lesson Focus
I am working on data using picture graphs and analyse data using picture graphs

Lesson Outcomes

Students will be able to: make and analyse data on picture graphs.

Links to Prior Learning

The student was learning to take a survey and how to make picture graphs.

21st Century Skills

Critical Thinking: all the student will think how to make and analyse data on picture graphs

Incorporate: using their skills to complete picture graphs and analyse it.

Key vocabulary
survey
Data
Key
picture graphs
Table
tally marks

Possible problems for learners Solutions to possible problems

Behaviour problem. Positive and negative reinforcement (reinforcement

chart, verbal phrase).
Resources/equipment needed

- Students Resources:
small paper
colour
cards
glue
Worksheet
- Teacher Resources:
Flash Cards
Markers
Wood Sticks
Checklist
smartboard

TASKS/ACTIVITIES
Resources
Introduction
& Time
The teacher will make review about survey, tally marks and data.
Tr : what is the survey ?
Ss: ask some question.
Tr: good, what is mean tally marks?
Ss: answer.
Tr: what is data?
Ss: is information.
Now, we will use this information to create something new.
Tr: what do you see here?

Ss: answer

Tr: this called picture graphs, the pictures are a symbol for the data.
Tr: Now, I will use survey to find how many students like Vegetables?

Vegetables Tally
Tomatoes
Lettuce
carrot
Onions
Tr: do survey with the students, so every student must vote once time.
Tr: take survey
 Tr: okay, let’s create picture graphs by this information.
Tr: explain how to use picture graphs

Tr: Now you will try by yourselves, give the students simple example how to do
picture graphs.

- The teacher explains each activity for all students in class before going to
canters.

Resources
Main activities
& Time

Differentiation activities (Support)

Þ Emerging level, Activity 1

Tr: I will give each student envelope has a different picture about animal and paper, so must
the students complete the table find the total of each animal, after that he\she will use glue to
stick the picture of an animal in the right way. In the last step, he will read the questions
carefully to analyze picture graphs.

Þ Developing level, Activity 2

- we have 4 groups every group has 3 students (Table 1,2,3 and 4 )
Tr: In this group, they will work tougher to find the answer, I will give him an envelope has a
different colour of flowers and paper. So they will use this envelope to find the tally and total,
after that they will use glue to stick flowers on the paper. In the last step, he will read the
questions carefully to analyze picture graphs.

Þ Mastered level, Activity 3

Tr: I will give each students envelope has a different picture about Favourite fruit and paper, so
must the students complete the table find the total of each fruit, after that he\she will use glue
to stick the picture of fruit in the right way. In the last step, he will read the questions carefully
to analyse picture graphs.
Differentiation activities (Stretch) (extra activity)

Þ Worksheet

Resources
& Time Plenary/Conclusion

Let’s together to make quick review what will learn today.

I will use sticks names to pike some students to answer the question.
Homework

Assessment Exit ticket: End of this lesson I have exit ticket before leaving the classroom put in
Strategies: the box and leave the class quietly

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

assessment

☐ Quiz ☐ Student presentation Ö Written work Ö Verbal feedback

and feedback
1. Reflection
Lesson Period 2 Reem Khalifa
Math Student
H00292463
unit/pag
make picture graph teacher
e

MST Courtney Norman Al tomooh school and KG

School
MCT

Class Grade 2 E Date 13March, 2019

Overall aim and context of the lesson :

Students will be able to know picture graph and analyze data on picture graph

AAWC Lesson Reflection (Completed after EVERY lesson taught)

Select (S):

On 13 of March I did a math lesson (picture graph) different activity for different levels.

Describe (D):
The lesson was for grade 2 E Al Tamooh school and KG. In this lesson, at the beginning of the
lesson, I told the students to set in the carpet and I told him in general what we would do today.
I made some review about the last lesson what a survey means? what is the tally? And what is data?
After that, I told the students we will use this information to create something new. I put my finger
for picture graph, and I told the students what you know or what do you see here? I gave him some
time to think. Many students respond to my question and they raise their hand. First, I show him
how to do a picture graph after that I let them try by yourselves. I give him another example to be
sure all students understand a picture graph, I chose some student to come to board and answer.
after that, I think all students understand a picture graph, so I move to another part of the lesson it
explains each activity for students

Þ My goal was trying managing learning: I would like to work on my classroom management
skills and reduce behavior problem.
When I explain the lesson, I noticed many students know the picture graph and some students didn't
know how to do picture graph or what is, I was put on the activity many different words they must
to know to try analyses the picture graph and some the students ask me to read the question and I
did read for him\ her

I saw all the students were engaged, and I noticed that they confused between many different object
and numbers. Moreover, Next class, Also I will pay attention more when I try to give activity to
each group and make sure all students know the rules. Also I will make mastered activity little put
harder for him furthermore, I will be more active for student’s behavior by using table thinking and
remember the rules. Also when I make the activity I will be sure it is not too long and not too short.
I think that this lesson was like a challenge for me because I try to give each part of the lesson time
and make sure all students understand the lesson.

Analyze (A):
I think that students were responded nicely to all my question and activities with students, I keep
making my class positive and encourage students to say positive words for them like (very good,
excellent, well done. Additionally, I am just making different actives for them. I also walked around
and ask questions to see their learning level ((can you tell me what you do? I put my finger in line
plot and I say what is this? Also, I try to control behavior students I use many strategies I learned
in college and MST, for MST I learn if I want the student look at me and listen, I say ((put a hand
on your head, put your hands in your mouth, so all student quiet and waiting what I will say.

Appraise (A):
All students were working nicely and good in learning centers and keep showing me their work
and I think that they did well. Moreover, the nature of the experience from the students' perspective
is they enjoy doing this activity. In my lesson, I used Bloom's taxonomy it is remembered, I
remember the students what they learned last week or lesson for example: In the begging of the
lesson I ask the students some questions. what is the survey? what is mean tally marks and what is
data? Also, I used concrete, representational, abstract in my all activity. Also, I use Vygotsky theory
the ZPD to make 3 different activity for a different level for example; mastered level they can do
by themselves, developing level they need some help and the emerging level they can't do by
themselves.
Þ I did my goal in this lesson all students understand what a picture graphs and how to
analyze it. Also, I used the alarm to remind me of a time. I made exit ticket for all student.
I put near the door exits ticket When the student leaves the class, they will put exits ticket
in the box. Additionally, I make the checklist walk around and ask them questions to see if
they understand the activity. and give him some advice to make better next time.
Transform (T):
I can enhance student learning of this lesson in the future, I will try to make more active so that all
the students will be attention look to me. I will remember the student to clean up the table before
they leave the class. At the beginning of the class, I will give the students some rules on how to use
the activity and remember the students I will give him 3 warning if they make bad behavior, after
that, I will use thinking chair so the student will set and think what he\she do bad. Also, every time
I will use an alarm to remind me of each part of the lesson. finally, I will use a small note to develop
my English language so this way helps me to organize what I will say and what I will do . I think
that this lesson was like a challenge for me.