Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: Math

Trainee: Reem Khalifa Topic or Theme: Ways to make 4 and 5

Class: 4E Date & Duration: 23 oct 2019

Trainee Personal Goals

Managing learning: I would like to work on my classroom management skills and reduce behaviour
problem
Time management: I would like to use an alarm to remind me of each part of the lesson.

Lesson Focus
I am working on how to know different ways to make 4 and 5

Lesson Outcomes

Students will be able to use different ways to make 4 and 5 .

Links to Prior Learning

Review how to add number 4 and 5 .

21st Century Skills
Collaboration: students will collaborate to complete the activities and help other to understand
Critical Thinking: all the student will think how to get the answer.

Incorporate: using their skills to complete add number 4 and 5 and compere.

Key vocabulary
- Add, number 4, number 5

Possible problems for learners Solutions to possible problems

Behaviour problem. Positive and negative reinforcement (reinforcement

chart, verbal phrase and class Dojo

Resources/equipment needed

- Students Resources:
- cubic
- cards
- envelops
- colours
- Teacher Resources:
Flash Cards
Markers
Wood Sticks
Checklist
smartboard

TASKS/ACTIVITIES
Resources
Introduction
& Time
The teacher will make review about all number.

Tr: I will write in the smartboard number 4 and I will ask the students, what is this
number?
Ss: answer
Tr: I will write number 5 and I will ask the students, what is this number?
Ss: answer

Tr: So today we going to learn something new and fun, the outcome is Add Ways
to make 4 and 5 , So we will learn how to do add number 4 and 5 in different way.
Tr: I will put example in the smartboard
Tr: Now, I will choice 2 different number and add together to give me number 4
For example: 2+2=4 or 3+1=4.
Tr: After that I will give each group one adding number 4 to do.
Tr: and same exactly to number 5.
Tr: I will ask the student what is the different between number 4 and 5
Ss: answer.

Tr: model one or two example for them to be sure all students understand.

Tr: Now, I will put another example and I will use stick’s names to pike one or two
students to solved.

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

Resources
Main activities
& Time
The teacher explains each activity for all students in class before going to
canters.

Differentiation activities (Support)

Þ Emerging level, Activity 1
in this group, they will do Individually. I will give them a worksheet to do add. When they finish
they will colour and put it in the notebook math.
 Þ Worksheet.

Þ Developing level, Activity 2

In this group, they will work in the independent, So every student will take one display and will
take 2 color red and yellow and they will thank how many circles red and yellow to make to give
me number 4 or 5.

Þ Mastered level, Activity3

Being
Þ In this group, they will work in the independent. Every student will take different card and
he/she will read and think for the answer careful will display in the paper if the know all the
problem and find all the answer he/she win.

Þ
Differentiation activities (Stretch) (extra activity)
I will give them a worksheet
 Þ

and number 4

Resources
& Time Plenary/Conclusion

Teacher will recap lesson with the students and check for understanding 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 finishing the lesson, every
Strategies: student will get one and solved, when they finish, they will put it in the middle of
the table and the teacher will come and take it.

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

assessment

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

feedback