Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: MATH

Trainee: Maitha Topic or Theme: Fraction using number line

Class: 3-A Date & Duration:

Trainee Personal Goals

I am working on: classroom management, implementing learning

Lesson Focus

Fraction using number line

Lesson Outcomes

Students will be able to use fraction using number line

Links to Prior Learning

In the previous lesson, The students were able to use fraction of whole

21st Century Skills

Critical thinking skills in think and solving math problems.
Collaboration, Communication and Social skills in team activities.
Creativity skill in creating fun and enjoyable activities.

Key vocabulary:

Equal shares, how many or how much, same, same amount, equal, different, compare, more,
less, add, divide, half, share, number line

Possible problems for Solutions to possible problems

learners
Behaviour management Coin Behaviour Management

Resources/equipment needed

1. Whiteboard
2. Whiteboard markers
 TASKS/ACTIVITIES
Resources
Introduction
& Time
Introducti Teacher will: Students will:
on Tr: Good Morning 3-B
St will engage with the teacher.
5-10 Tr: today we will learn how to
use fraction using number line St will be quite listening to the teacher
and when the teacher will ask them they
Tr will show the students a will interact with her by rising their
video that will show how to use
hands to answer the question or to
fraction using number line
participate.
https://jr.brainpop.com/math/fractio
ns/morefractions/
Tr will stop the video and ask
st some questions

St: Okay

Shamma: 2 for me and 2 for you

A teacher will pick a name
randomly
Tr: I don’t want anyone yelling
the answer, okay?
Tr: Everyone will have a
chance to answer

Teacher will use coin behavior

management.

Tr: we have a chocolate bar

how we can share it
 Tr: Shamma you answered
right you will earn 1 dh
Tr: Hmm how about if Buttti
wants to play Soccer and
Basketball in 1 hour ?
Tr: How can you brake 1
hour?

Tr will pick a name Maitha: we will split into 2

randomly :Maitha
Tr: Hmm let’s see
Tr: know I want you to think
with me, if Butti wants to play
2 sports in 1 hour
So how many minutes in 1
hour ? Students Think Pair Share and write the
I want you to Think Pair Share answer in the whiteboard
and write the answer in the
whiteboard.
We’ll use Show Me strategy Student will raise the whiteboards

1,2,3 Show Me

Tr: Wow I saw great answers

If we have 60 minutes in 1
hour
That mean half of the time
Butti will play Soccer and
another 30 minutes He will
play Basketball.

Resources
Main activities
& Time
Teacher will: Students will:
follow the teachers instructions
Low group will have a number
line sheet and wire to replace
and point to the number
fraction with identifying orally
what is the fraction or
Teachers question.
 Developed group will have
fraction on a number line and
Tiles to answer the paper.

Master level will label each

unknown with the unit fraction
of the whole it represents

Differentiation activities (Support)

Tr will support the low-level students in the practice worksheet by moving around and scaffold
if they need support.

Differentiation activities (Stretch)

Resources Plenary/Conclusion
& Time : Recap
Teacher will Students will
Usually, at the end of the lesson, the will be active and they will enjoy it.
students asked to have online quiz Students love change in routine.
as a formative assessment. I will
change the routine by make it
enjoyable.

Homework Assign a page in the math book

 Assessme
nt
Strategies
:

✓ Observation ☐ Student self- ✓ Oral ☐ Peer assessment

assessment questioning

☐ Quiz ☐ Student ✓ Written work ✓ Verbal feedback

presentation and feedback

Analyze (A):

 First, a teacher used introduce, model, practice. It showed the student the right
way to learn and gave them time to ask if they misunderstood anything.
Furthermore, nothing will be right for the first time because it’s new, the teacher
was positive about it.
 Every group did very well, a teacher support emergent group by manipulatives , a
developed group were enjoying the activity by drawing, a master group was
challenging each other by difficult questions.

The educator used hands-on activity to engage the students. According to Thankful,
Fast forward to the early 2000's, and increasing pressure for drastic improvements on
national test scores led to a nationwide shift in education. Schools were faced with the
challenge of improving test scores while also staying under budget. They were ultimately
forced to cut programs like sewing and home economics, and focus their attention on
creating a more lecture based curriculum geared towards improving test scores and
decreasing spending. Later, after STEM classes were deemed more desirable and
ultimately affordable, arts programs, once part of schools' core class offerings, were cut. 

 The teacher used hands-on activity for the learner. Students were learning by
using manipulatives.

Appraise (A):
Mcleod noticed that, Bruner (1960) explained how this was possible through the
concept of the spiral curriculum. This involved information being structured so that
complex ideas can be taught at a simplified level first, and then re-visited at more
complex levels later on. Therefore, subjects would be taught at levels of gradually
increasing difficultly (hence the spiral analogy). Ideally, teaching his way should lead to
children being able to solve problems by themselves.
 In my point of view, I think that student’s perspective in the lesson was great, they
were attending and focusing in the concept, which helped me to achieve my goal
when I used Show Me, that everybody was answering the correct answer. In
 addition, students solved the questions by themselves.
 The lesson met my goal, so when I used the strategy of Show Me, I have noticed
that most of the students were answering right.

Transform (T):
In the future, I would like to introduce model learning in a way that I get everybody’s
attention in less time in centers.
As the Responsive Classroom argues that, “Interactive Modeling is a simple, quickly
paced way of teaching that can lead students to a stronger mastery of skills than
traditional modeling. It’s effective for teaching any skill or procedure that students need
to do in a specific way, such as filling out an answer sheet or talking with a partner about
a reading selection. Interactive Modeling works because, in contrast to lecturing or
traditional modeling, it creates a clear mental image of the expected behavior for
students, fully engages them in noticing details about it, and immediately gives them a
chance to practice and receive teacher feedback[CITATION Res13 \l 1033 ].
 A teacher developing idea and practices about science performance assessment:

Successes, stumbling blocks, and implications for professional development.