Sunteți pe pagina 1din 6

Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: Math

Trainee: Kanna Topic or Theme: Count by 5

Class: 1 Date & Duration: 25-3-2019

Trainee Personal Goals

I am working on: Implementing learning were the students are applying the skills that have been
introduce in the lesson.

Lesson Focus

Students will count by fives to 120.

Lesson Outcomes

Students will be able to: count by fives to 120.

Links to Prior Learning

This is the first time that count by 5 has been introduced.

21st Century Skills

Communication: In this lesson the teacher will use this 21st century skill because that will help to
encourage the students to practice English language and learn different skills. Such as: listening, have a
good attitude and develop self-confidence.

Key vocabulary

Count by five .

Possible problems for learners Solutions to possible problems

 Behavior problem in the centers  Give clear instructions to all of the groups before
 Misunderstanding the concept. they start activities. / Create behavior chart
 Change the learning style to fit all of the
 Students who finishes the activity
students.
early.  Plan extra activities
Resources/equipment needed

Puzzles- cards.

TASKS/ACTIVITIES
Resources
Introduction
& Time
Teacher will: Student will:

Today, we are learning how to count


by fives to reach to 120.
Students count with the video.
Know we will watch a video to count
by fives together.

All students participate by counting with


First, we start from 5, then we will add the teacher and add in each time 5.
more 5. 10 then add more 5.

5,10,15,20,25,30,35,40,45,50,55,60,65
,70,75,80,85,90,95,100,105,120.

Resources
Main activities
& Time
Teacher will: Student will:

Ask students to set in circle to have a Set on the circle to do the activity.
turn to do the activity.

Teacher has a hand that have numbers


from fives.

Teacher did the first hand, she takes


number 5 and posted on the board.

Then, she asks the students to do the


activity.
Mastered students:

Carbage Game

They have a puzzle problem on the table.


1- Cards puzzles will be fold on the paper.
2- Students will take from the first card form the cards.
3- Students will read the number to order from 5 to 120.

Developing students
Picture puzzle

1- Students read the number then write one number on tens place and the other number
on ones place.
2- Then they will make by cubes the tens and the ones depends on number.
3- They will draw the tens and ones.

Emerging students
The numbers between (1 to 20).
1- Students will try to identify the ones and tens when they read the number.
2- They will try to make by cubes the ones and tens to match the number.

Resources
& Time Plenary/Conclusion

Teacher will Students will

Recap the lesson by solving 2 problems Answer by add one 5 to each number.
with the students.
5,10,15,20,25
5,__,15,20,___

Homework Complete page 367-368


Assessment Teacher will use four corner assessment by giving to the students problem and they
Strategies: will find the answer in one of the corner.

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


assessment

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


feedback

Reflection:

On Thursday, I taught grade 1 how to compare two digits numbers by using greater than, less than and
equal to symbols.

I introduced the learning outcome at the beginning of the lesson "today we are learning how to count
by 5 in each step we will add 5. That will help me to ensure students understand and to help them to
have an idea about what they will learn.

In addition, my lesson was matching with LO and the activities were hands-on, engagement and match
students' level. I meet my goal for this lesson because 80% of students understand the difference
between three symbols so that was evident when they apply the activities.

Also, I selected students randomly to give everyone a chance to participate and get involved in the
lesson and I used to turn and talk strategy with the students to share their idea and collaboration. In
addition, I need to think and apply more GRM to teach these concepts because in active engagement
the guided practice was too long, so I need to give each child chance to use these symbols before they
did the activities.

In next lesson, I would like to manage my time to ensure the students actively engaged so if I
implement quiz, quiz, trade or four corners to give students chance to talk with each other about the
concept. I will practice using short friendly language and use clear instructions because they do not
understand the activity steps.

I would like to change mastered students' activity because they finish the activity early and it was easy
for them. I need to think about an activity that challenge them to create their own numbers and
compare them by using comparing symbols.

S-ar putea să vă placă și