Student-Teacher: Hind Saeed Date: 23\10\2018

EPC 2903 Primary Lesson Planning Year 2, Sem 2

Grade Level: 1
Subject:
Learning Outcome : By the end of this lesson students will be able to..
Identify tens.
Identify ones.
Make numbers with numicon and ten frames.

Resources Preparation (what do you need to do/make before

Cube class?)
Counters Smart board slides
Smart board and internet
Numicon Key vocabulary/ Target Language
Giant number line
Small number lines Tens and ones.
dienes
Opening (warmer activity + teacher introduction/demonstration of small group activities)
Smart board
Time: 15 min

Ask few students to write numbers on the smartboard

Whole

Guided Experience (group working with the teacher)

Teacher explains the lesson and gives commands during activity.
Independent Experience (small group activity 1)

HA: say some teen number for children to make with numicon and tens frames. Then
do odd one out activity.
40 min
Small

Independent Experience(small group activity 2)

MA: say some teen number for children to make with numicon and tens frames. Then
white rose activity.
Time:

Independent Experience(small group activity 3)

SA: say some teen number for children to make with numicon and tens frames. Then
children need to fill numbers tracks on the ground or windows. other children need to
use the numicon and dienes to represent these numbers.
Closing (review learning -LO)
5 min

Say a number and children in pairs use the dienes to make a given number. (how many tens
and ones)
Whole
Time:
Assessment (to be done during activity time, who and what will be assessed?)
Students will be assessed to make number with numicon, dienes and number frames, to see if they
understood the concept

Reflection WWW/EBI
What I think went well is when I explained the lesson on the smart board, I ensured everyone was
quiet and focusing on the questions that I made for them, like when I wanted to count number 17, I
drew 17 circles and I asked to count with me, and for the activities, since it was differentiation I
went over each group and gave out clear instructions.

Even better if I kept an eye on the whole class, because when it was the time to do their activity I
took one group with me to solve with them and then I swapped, I was so immersed with them that I
forgot to watch over the other groups.
Behavior management
Their behavior management was good, because everyone was working on the activity.
Groupings/differentiation
I did differentiation for the activities, some of the MA students was lost when I explained the activity,
but when I modeled it and showed them how it works they understood the concept.
Next Steps in learning and teaching
The next steps in learning and teaching that I should I take into account is to keep an eye on the
whole class.