Appendix 1: Lesson Plan (template)

LESSON PLAN Subject:Math

Trainee:Mariam Yousef Topic or Theme:Numbers

Class:4 Date & Duration:Wednesday

Trainee Personal Goals

I am working on: My modelling and explaining strategy to help the student understand.

Lesson Focus

The lesson focuses on the student ability and their understanding.

Lesson Outcomes

Students will be able to: add two mixed numbers together.

Links to Prior Learning

Last class student learn how to subtract two mixed numbers. And last week the students learn how to
add two fractions together.

21st Century Skills

Critical thinking

Problem and solving

Key vocabulary

Decompose, Mixed number, Sum (Adding), Associative property, Like fraction, equivalent, improper
fraction

Possible problems for learners Solutions to possible problems

Technology problem I will use the whiteboard to explain and model the
Time management outcome for the student.

Classroom management Set timer to manage the class time.

Use the behaviour management chart (the teacher

 chart).

Resources/equipment needed

 My MST
 Student Book
 Teacher guide
 YouTube
 Teacher pay teacher
 Pinterest
 Chick lest
 Level chart

TASKS/ACTIVITIES
Resources
Introduction (15)
& Time
Teacher will review for the student what they learn about mixed number and she will
solve some equation with them as an example.
T: last class we learn how to subtract mixed numbers. So if I have this equation how
can tell me how we solve it?
Equation:
Students participate with the teacher.
Teacher will ask the student question while they are showing her the solution.
After that the teacher will start to model for the student how they can add mixed
numbers together.
T: adding mixed number is same as subtracting mixed number but you have to add
instead of subtract. So this is example for adding mixed numbers.
Example:
(Equation)
 First we will work with each mixed number alone, we will write it and we will
decompose it to whole numbers and unit fraction.
 Second step, we will group the wholes and the fraction together and we call
this step: (Associative Property).
 Third step, we will add the wholes together and the like fraction together.
 Final step, we will simplify the improper fraction to mixed number again.
T: Let us make one altogether. If we have this equation what we have to do to solve
this equation.
Students participate with the teacher.

Resources
Main activities (15 min)
& Time
 Teacher will give each group the activity that they have to do and she will show them
how to do it.
For the master group (High ability)
They will have to play (Bingo) game. They will solve equations to find the answer and
cruse full line from the game table.
T: first group you will be compete to gather to win the Bingo game. First you have to
take one of the equations and you will solve it. When you will find the answer you will
cruse it from the table.
The teacher will show them one example.
The winner will get a gift from the teacher and her name will be on the star of the day
chart

For the developing group (medium ability)

They will create a small book (in a card size). In the front page of the book they have
the vocabulary word that they learn. In the back of the card they have to solve
equations step by step.
T: second group will work on creating small book that have the new key vocabulary
word that we learn and in the you will see an equation and you have to solve them
the best book will all right answer will get a gift from the teacher and her name will
be on the star of the day chart.

For the emerging group (low ability)

They will complete an equation that has missing elements to have full and right
answers with steps. Then they will solve full two equations step by step.
T: third group will have 5 different cards three of them have equation that has
missing element for example.
Teacher will show the student example of the missing element card.
T: also, you will have two cards that have equations and you have to solve it step by
step. The student how finish first with the right answer the teacher will give her gift
and will but her name on the star of the day chart.
T: now you have to start doing your activity and you have 15 mints to do it.
S: will start to work on their activity.
T: teacher will use chick lest to write note about the student understanding and
participation. She will go around the student to see their work and ask them some
questions.
Differentiation activities (Support)

If the student learns the outcome very fast and she finish the activity earlier I will give her the worksheet
to solve it and practice more.

Differentiation activities (Stretch)

I make each activity different to fit the student ability and level.

Resources
& Time Plenary/Conclusion (5 min)
 The teacher will make short review for the student about the vocabulary word and
the solving steps that they learn today. She will solve one last equation with them on
the board.

Homework Page: 599 on the student book.

Work sheet if they don’t do it on the class.
Assessment The teacher will give the student card that has equation to solve so she knows if the
Strategies: (5 entire students understand the lesson.
min) T: know I will give each one of you card that has equation and you have to solve it
alone.
Student will solve the equation.
Teacher will give the student a stick note and she will ask them to write their name
and to stick the note on witch level they think they are in (Green for understand,
yellow for not all the lesson, and red for I don’t understand at all).
☐Observation ☐Student self- ☐Oral questioning ☐Peer assessment
assessment

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

feedback