Reflection

Introduction: I chose K1NS 5Term1 outcome recognize ‘more, less and the same’ in sets of 1-10
objects correctly. It is very important to let the students identify more, less and the same
objects correctly because they should know what the same objects is, more and less as well it is
will help them in their daily life as well.

The activity I think it’s went very well in (focus group), I let students to work in pair. I gave each
group boxes, fruits and dice. Students count number of dots in the dice then they put fruits in
the box depends of the number of dots. After that they share and talk with each other about
the number of fruits they have it in their boxes. It’s went well because the kids were so excited
while they are thinking and count the number of dots then they take fruits and put it in the box
then they compare and say who has more, less and the same.

The successful strategy I would share with other teachers is in the opining activity I didn’t start
teaching them the outcome directly, I play a song of numbers and I played with them to put the
apples in the tree. The kids enjoy in the lesson and they feel so fun and excited while they are in
whole group and in centers as well.

The one aspect that require attention in this lesson is, in art center I feel the students was a
little bit confused when they are drawing the tree and apples, they weren’t recognize what did
they have to do after that. This was the problem. It’s occurred because I didn’t give them a card
of number and they weren’t know how many apples they had to draw. To be more successful in
the next time, I will give each of students the number of cards and tell them how many apples
they had to draw in the tree.

Theory
1.Levy Vygotsky believes that children could be guided to stronger mathematical
understandings as they progressively analyze complex skills on their own with the teacher’s
guidance to scaffold or facilitate as needed (Baroody, 2006).
- I guide the students in my lesson before I let them to start doing the activity.
 2.Jean Piaget believes Logico-mathematical Knowledge is constructed by the child from
within through reasoning and the interaction with the environment, rather than internalized
from the environment (1951; 1971) (Cherry, 2019).
-According to Piaget, I let the student to count the number of students in the classroom and
the number of students is absent, so they learned how to count through the environment.

3.Zoltan P. Dienes believes that Learning mathematics does not have to be perceived as a
difficult task, it’s should be introduced to students, especially to young children, through fun
and exciting games (Dienes, 1973).
-I followed Zoltan P. Dienes theory in my lesson by using a fun activity. In the centers all the
activities were fun and exciting games.

Centers
In focus group I gave students dice, boxes
and fruits to count the number of dots in
the dice then put the fruits in the box
after that the students talk and share
who has more, less and the same
quantity of fruits.
Emerging students can recognize the
same fruits only.
Developing can recognize more and less
Master students can recognize more, less
and the same fruits.
In writing center, I gave the students box of
fruits I let them to pick their favorite fruits
after that they have to draw how many times
did, they eat these fruits then they talk with
each other and say who eat more, less and
the same.
Emerging students can identify the same only.
Developing students can recognize more and
less.
Master students can recognize more, less and
the same.
 In building center, they have to
build a supermarket of fruits in
pair then they talk and share
who put more, less and the
same fruits in their building.
Emerging students can recognize
the same fruits.
Developing can recognize more
and less.
Master students can recognize
more, less and the same fruits.
computer center
Students have a card of numbers then the draw
apples depend of the number in the card they
have. (ONLY two students in this center) after
that they both talk and share did, they draw
apples more, less or the same.
Emerging students Emerging students can
recognize the same apples.
Developing can recognize more and less apples.
Master students can recognize more, less and
the same apples.

Art center, they follow the steps

that in front of them.
They have to draw tree then draw
apples on it after that they talk with
each other who draw more, less
and the same apples in the tree.
Emerging students can recognize
the same apples.
Developing can recognize more and
less apples
Master students can recognize
more, less and the same apples in
the tree.
 Assessment for learning (AFL): The
strategies I used it to make sure that I achieve
the learning objectives in the end of my lesson.
I let two students to come and I gave them
their favorite fruits and take fruits depends of
how many times did they like to eat it, after
that they will say to each other who has more,
less or they are the same!
Emerging students recognize ‘the same’ fruits
from 1 to 10.
Developing students recognize ‘more’, ‘less’
fruits 1-10 objects. Master students can
recognize ‘more’, ‘less’ and ‘the same’ of fruits
from 1 to 10.
LESSON PLAN Subject: Math

Trainee: Razna Topic or Theme: Fruit

Class: KG1C Date & Duration: 40 minutes

Trainee Personal Goals

I am working on manage the students while I’m teaching them and make sure to do interesting
activities to attract the students.

Lesson Focus

Counting 1-10.

Recognize more, less and the same in sets of 1-10 objects correctly.

Lesson Outcomes

K1NS 5Term 1:

1.recognize ‘more’ in sets of 1-10 objects correctly.

2.recognize ‘less’ in sets of 1-10 objects correctly.

3.recognize ‘the same’ in sets of 1-10 objects correctly.

Links to Prior Learning

English: Recognize colour of fruits.
Science: Identify is fruits healthy or non-healthy.
21st Century Skills
Creativity: The student will create a supermarket by using blocks and put the fruits on it.
Collaboration: The student will work in group and help each other when they are doing the
activity that I give it to them.
Communication: The student will talk with each other and share their ideas when they will
finish the activity about what did they learn.
Key vocabulary

Fruits, apple, red, watermelon, tree, healthy, non-healthy.

Possible problems for learners Solutions to possible problems

1.Student didn’t know the meaning of
‘more, less, the same’ in English. 1. Translate the meaning of this words in Arabic.
2. Some of student was absent.
2. I will review with them what did we take.

Resources/equipment needed

Fruits ‘objects’, tree, dice, baskets, box, crayon colour, papers, blocks ‘for building centre’,

TASKS/ACTIVITIES
Resources
Introduction
& Time
Students will answer to the Teacher will count the number of students
teacher’s questions. in the classroom and the number of
They will say the number of students is absent. Teacher will ask the
students is absent and in the student how many students is here? How
classroom. many is absent?

Student will count from 1 to 10 Teacher will let the students to count with
by using their fingers. her from 1-10 by using their fingers.

Student will sing the song of Teacher will play fun song of counting
numbers and count the numbers 1 to 10, they will jump and count
numbers. with song.

Student will count with teacher Teacher will say: Who can remember what
while she puts the apples in is our theme? Fruits, so do you think fruits
trees. are healthy or non-healthy.

Student will repeat with teacher, There is will be two trees in the board, and
they will say 1 is less and 2 there is will be letter A and B in the tree.
apples are more.
 One of student will come and
put 5 apples in tree A and 6
apples in tree B. Students will
count the apples in tree A and B.
Student will repeat with teacher
5 are less, 6 are more.
Resources
Main activities
& Time
There is will be a basket that the apples
will be on it when the teacher will take the
apples and put it in trees.
Teacher will say: Today, we will learn about
more, less and the same. (Teacher will say
the meaning of this words in Arabic).
I want you to tell me how many trees is
here? We have two trees. So, now I will
take one apple I will put it in tree A, and I
will take two apples and put it in tree B.
Let’s count how many apples in tree A? We
have 1 apple, and how many apples in tree
B? There are 2 apples. So, 1 apple is less,
and 2 apples are more. Because in tree A
we have only one apple we don’t have a lot
of apples, but here in tree B you can see
there are a lot of apples we have more
apples there are 2 apples.
Teacher will put 4 apples in tree A, and 7
apples in tree B. Teacher will say: How
many apples in tree A? There are 4 apples,
and how many apples in tree B? There are
7 apples. So, now we count and see that
there are 4 apples in tree A and 7 apples in
tree B. 4 apples are less and 7 apples are
more, because in tree B we can see a lot of
apples there are 7, but 4 are less we don’t
have many apples.
Teacher will repeat doing this until number
10.
After that teacher will let one of student to
come and put 5 apples in tree A and 6
apples in tree B. Teacher will let the
student to count the number of apples in
tree A and B. Teacher will say: 6 apples are
more there are a lot of apples, but here in
tree A we only have 5 we don’t have a lot
of apples.
Students will say the classroom
rules. “Eyes looking, ears
listening, be quiet, good sitting”.
In focus group:
Students will work in two
groups.
Students will throw the dice,
then they will count the number
of dots after that they will take
fruits and put it in their baskets.
Students will count the number
of fruits then they will see the
other group baskets and say
who has more and less.
Students will talk and work with
each other, they will count and
see who has more fruits, and
less fruits.
writing centre:
Students will have box of
fruits in the table, they will
pick their favourite fruits and
draw it then they will draw
how many times did they like
to eat it. For example: if the
student like to eat apples
twice so, the students will
draw 2 apples and colour
then write number 2. After
that students will share and
talk with each other what is
their favourite fruits and how
many times did they eat it,
they will count. Then they will
say who eat more and less,
and the same as well.
Art centre:
Teacher will say the classroom rules before
they will go to the centers. “Eyes looking,
ears listening, be quiet, good sitting”.
In focus group:
There is will be 2 dice, 1 box the fruits will
be on it and there is will be 2 baskets,
basket A and basket B.
Teacher will introduce the activity for
students, first teacher will throw the dice
and count the dots with kids in the dice
then teacher will take fruits from the box
and put it in basket A. Teacher will throw
the other dice and count the number of
dice with students, then teacher will take
fruits depends of the number in the dice
and put it in basket B.
For example, when the teacher will throw
the dice, teacher will ask students how
many dots in the dice? Then teacher will
count the number of dots in the dice with
students. If there are 3 dots so teacher will
take 3 fruits and put in basket A. Teacher
will throw the other dice and ask students
how many dots in the dice? let’s count. If
there are 6 dots, so teacher will say how
many fruits did I have to put it in basket B?
I will put 6 fruits. So, now let’s count and
see which baskets is more, is it 3 fruits or 6
fruits? 6 fruit is more, and 3 fruits is less,
there are a lot of fruits in basket B and
here in basket B we have less we don’t
have a lot of fruits.
Teacher will give two students dice and the
other two students another dice. Teacher
will say: group 1 will have basket A and
group 2 will have basket B, I want each of
you to throw the dice. Now count how
many dots in your dice? Take the fruits and
put it in your baskets. Let’s count who has
more fruits and who has less. How do you
know you have more, and they have less?
Because we are counting and see the
number of fruits.
Student will follow steps that
the teacher will put it in front
of them.
1. Frist students will have a
tree and there is will be a
number above the tree they
will say what is this number.
2. They will draw apples in
the tree depends of the
number above the tree.
3. Students will count how
many apples did they draw in
the tree.
4. Students will write the
number.
For example, if the student
has a tree and there is
number 5 above the tree so,
he/she will draw 5 apples
then count how many apples
did they draw and write the
number, then they will see
who has more, less and the
same apples.
Building centre:
In pairs: Two students will
build a supermarket for fruits,
they will have fruits in box,
they will count fruits while
building.
Two other students also will
build a supermarket for fruits
and they will have a box of
fruits and put it inside their
building they will count while
they are putting the fruits.
After that they will see and
count with each other the
two groups who has more
and less.
Computer centre:
Two students will have a card
of numbers 1-10. Student will
pick a card then draw apples
Teacher will let two groups talk, share and
say who has more, less or the same fruits.
writing centre:
Students will have box of fruits in the
table, they will pick their favourite
fruits and draw it then they will draw
how many times did they like to eat it.
For example: if the student like to eat
apples twice so, the students will draw
2 apples and colour then write number
2. After that students will share and
talk with each other what is their
favourite fruits and how many times
did they eat it, they will count. Then
they will say who eat more and less,
and the same as well.
Art centre:
Student will follow steps that the
teacher will put it in front of them.
1. Frist students will have a tree and
there is will be a number above the
tree they will say what is this number.
2. They will draw apples in the tree
depends of the number above the tree.
3. Students will count how many apples
did they draw in the tree.
4. Students will write the number.
For example, if the student has a tree
and there is number 5 above the tree
so, he/she will draw 5 apples then
count how many apples did they draw
and write the number, then they will
see who has more, less and the same
apples.
Building centre:
In pair: Two students will build a
supermarket for fruits, they will have
fruits in box, they will count fruits while
building.
Two other students also will build a
supermarket for fruits and they will
have a box of fruits and put it inside
their building they will count while they
 in the computer depends of
the numbers that they have
it. For instance, if the student
has card number 2 so,
student will draw 2 apples.
Two students will count their
apples with each other and
say who has more and less.
Differentiation activities (Support)
recognize ‘more’ in sets of 1-10 objects.
Differentiation activities (Stretch)
1.recognize ‘more’, ‘less’ and ‘the same’ in sets of 1-10 objects
2.recognize ‘more’, ‘less’ in sets of 1-10 objects
Resources
Plenary/Conclusion
& Time
Students will clean up their centers
then they will sit in the carpet.
Two of students will come in front,
they will take the watermelon that the
teacher will give it to them
Students will count how many
watermelons did they have.
Students will say who has more, less or
the same of watermelons.
Emerging students will recognize
‘more’ in sets of 1-10 objects.
are putting the fruits. After that they
will see and count with each other the
two groups who has more and less.
Computer centre:
Two students will have a card of
numbers 1-10. Student will pick a card
then draw apples in the computer
depends of the numbers that they have
it. For instance, if the student has card
number 2 so, student will draw 2
apples. Two students will count their
apples with each other and say who
has more and less.
Teacher will let the students to clean up
and sit in carpet.
Teacher will say: We will play a game, I
want two students to come in front.
Teacher will pick two names randomly
from the box (Student’s names in the
box).
Teacher will give each of students’
watermelon, randomly.
Teacher will say: What is this fruit?
Watermelon, so what is the color of
watermelon?
Student 1: Will have 3 watermelon.
 Developing and master students Student2: Will have 5 watermelon.
will recognize ‘more’, ‘less’ and ‘the
Teacher will let each student to count how
same’ in sets of 1-10 objects many watermelons did they have.
Students will say what did they learn,
Teacher will say: Who has more and who
and they will share and talk about what
has less? How did you know that? Because
did they did in their centers.
you count the number of watermelon and
we see that 5 is more and 3 is less.
Students will sing the song of numbers.
Teacher will take another two students.
Teacher will give each students the same
amount of watermelon.

Student1: Will have 5 watermelons.

Student2: Will have 5 watermelons.

Teacher will say: Count how many

watermelons each of you have? So, is 5
and 5 watermelons more, less or the
same? It’s the same.

Teacher will let emerging student to count

who has more objects from 1-10.
Developing and master students will do
more, less and the objects in this activity
from 1 to 10.

After that, teacher will let students to say

what did they did in their centers, and
what did they learn.

Teacher will play a song of numbers.

Homework
Assessment Teacher will assess the students to count and say who has more, less and the same
Strategies: objects by counting.
☐ Observation ☐ Student self- ☐ Oral ☐ Peer assessment
assessment questioning

☐ Quiz ☐ Student ☐ Written work ☐ Verbal feedback

presentation and feedback