Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: Math

Trainee: Bashayer Topic or Theme: Comparing numbers.

Abdulaziz

Class: Grade 1 Date & Duration: 27 February2019

Trainee Personal Goals

- To work in differentiate between the student’s levels and activities.

- To divide the lesson equally and work on all parts I planned for.
- To use the time wisely and work equally in each part.

Lesson Focus

Students will be able to show greater than, less than, and equal too.

Lesson Outcomes

Students will be able to learn how to compare 2-digit numbers using symbols. Greater than, less than,
and equal to.

Links to Prior Learning: students in first semester, they studied how to count numbers up to 100.

21st Century Skills

Ø Collaboration: students will be working in groups and share their answers together.
Ø Communication: teacher will be questioning the students in the model part and the students will
be responding to her.
Ø Communications: students will be communicating with their group members while doing the
activity.

Key vocabulary

Greater than

Less than

Equal too.
Possible problems for learners Solutions to possible problems

- Students might face some difficulties - Teacher will provide the instructions visually
understanding the instructions of using (pictures).
the (activities). - Provide a chart that shows a model of
- Students might have some problems
comparing two numbers on their tables.
while they are comparing two
numbers that have the opposite
numbers. Such as, 46 and 64.

Resources/equipment needed

Cards

Small objects

Stripes

Check list

Pictures

cubes

TASKS/ACTIVITIES
Resources
Introduction
& Time
Hook:
Tr: will introduce a scenario. She will say “I went to carfour and I bought this flag., it
cost 10 DH. And then I went to lulu hypermarket and I bought the same flag that
coast 7DH. Which one do you think is better price?
15 minutes Ss: will say their opinion by intruding the reason.
Tr: will read the learning outcome (I am learning comparing 2 numbers using greater
Two flags. than, less than, and equal to.
Ss: will repeat after the teacher.
Cards.
Tr: will introduce the vocabulary which are greater than, less than, and equal to.
Tr: will say “the mouth of the crocodile will always eat the big number while less than
Numbers
not” she will represent the symbols. And finally, she will define equal means.
Pictures Tr: will have some numbers, she will be comparing them by putting the right symbol
between them.

Active engagement activity:

Tr: will post some numbers and pictures on the board. She will ask the students to
put the right symbol between the two numbers. First, she will model how to do it by
 saying ”this is 6 and this is 3, six is bigger than three, so we will put the open mouth
to the bigger number.
Tr: will ask the other students to come and do the remaining.

Resources
Main activities
& Time

High level:
15 minutes
Tr: will divide the students into 4 groups based on their levels.
Cards.
Tr: will distributes some cards that have numbers (from 50 to 100), and some small
Numbers symbols which are <, >, =.

Pictures Tr: will ask the students to flip cards numbers and then take two numbers and
compare them by identifying which one greater than, less than, and equal to.
Objects
Tr: will model how to do the first one by taking two numbers and use one of the
symbols to compare them. Such as 55 < 85.

Ss: will flip and cards and will take two numbers they will compare them using
symbols which is <, >, =.

Ss: will interact with each other to complete the whole cards.

Ss: will raise their hand if they finish.

Extra activity: work sheet, students will take the worksheet from the back of the
classroom.

Ss: have some numbers they must write <, >, =. To compare them.

Extra activity: work sheet, students will take the worksheet from the back of the
classroom.

Ss: will have some numbers they must write <, >, =. To compare them.

middel level:

Tr: will divide the students into 4 groups based on their levels.

Tr: will distributes some cards that have numbers (0 to 50) with pictures some small
symbols which are <, >, =, and small objects.
 Tr: will ask the students to flip cards numbers and then take two numbers and
compare them by identifying which one greater than, less than, and equal to.

Tr: will model how to do the first one by taking two numbers and use one of the
symbols to compare them. Such as 7 < 8 and then she will take 7 objects and will put
in in 7 card and 2 objects on 2 cards.

Ss: will flip and will take two numbers they will compare them using symbols which is
< , >, =. And put the objects based on the number.

Ss: will interact with each other to complete the whole cards.

Ss: will raise their hand if they finish.

Extra activity: work sheet, students will take the worksheet from the back of the
classroom.

Ss: will have some numbers they must write <, >, =. To compare them.

low level:

Tr: will divide the students into 4 groups based on their levels.

Tr: will distributes some cards that have numbers (0 to 25), and some small symbols
which are <, >, =. Each card represents the numbers with pictures.

Tr: will ask the students to put the small pieces objects based on the number.

Tr: will model how to do the first one by taking two numbers and use one of the
symbols to compare them. Such as 35 < 22.

Ss: will flip and will take two numbers they will compare them using symbols which is
< , >, =.

Ss: will interact with each other to complete the whole cards.

Ss: will raise their hand if they finish.

Differentiation activities (Support)

stripes

Using pictorial pictures

Concreter objects.
 Resources
& Time Plenary/Conclusion

5 minutes
Tr: will make a quick revision to the whole class.
Tr: will write some numbers on the board and will ask the students to identifying
which one is less than, greater than, and equal to.
Homework Tr: will ask students to complete page 461 and 462.

Assessment Tr: will ask 5 students to come. For the first 3 students they will wear a kind of small
Strategies: boards and each board will have 1 symbol which is <,>, = . The other 2 students will
also wear board. On their boards, teacher will post a picture of apples with number in
10 minutes each board, then she will ask students “which board has more apples?”. After the
students chose, she will ask them to pick the correct symbol so the student can come
on the in middle of the two pictures. Teacher will ask the students to do it
individually.

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

assessment

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

feedback

Reflection:
Appendix 2: MCT/MST Observation Feedback Form (template)

Course Code: EPC 3403

Trainee Name: Bashayer Abdul Aziz Saleh School: Shamma Bint
Almansouri Mohammad
MCT/MST Name: Sozan Saed Date: 2/28/19

The MCT and MST will use this form to formally observe the trainee’s performance and to give feedback
based on the selected teaching competencies.
NOTE: Refer to the course-specific, teaching competencies-based rubric included in section D of the TP Booklet

Commitment to the Profession F D C B A

Comments:
Bashayer prepared hands on activities for the students and was well prepared for the lesson.
Planning for Learning F D C B A
Comments:
Students will be able to show greater than, less than and equal to-
Lesson plan is very detailed and includes differentiation of centers. – What is the success
criteria for the different groups? Lesson plans are completed and provided to teachers.
Managing Learning F D C B A
Comments: try not to say shhh or ssss
Gifts for those of you who sit good and quiet – maybe try to implement a point system that allows
students to want to get that many dojo points or something of the sort. Only give out gifts at the end
of the class so that all students continue to focus with you.
Make sure that students are listening before you continue to give direction.
Class class – you are too nosey – please focus

Implementing Learning F D C B A
Bashayer effectively incorporates a wide range of question types in lesson – ensure differentiation in
center activities and extension activities. Has sufficient subject knowledge where all centers and
activities match the learning outcome.
11:00 Comments: Good morning grade 2 – Everyone listen to Ms. Bashayer – Ms. Bashayer went to
carrfour and bought a flag it costs me 7 dhs – after that I went to lulu and bought another flag that
cost be 10 dhs – which one do you think is better price? Why did you chose 7? 10dhs is more than 7
dhs – It will be better for me to buy at lulu market. First of all I am going to introduce some words – so
listen to Ms. Bashayer – excellent I like how you are sitting quietly. Who can tell me the date of
today? 28h of February – everybody repeat 2019. I am learning to use greater than, less than, equal
to, to compare numbers. Who have an idea what does greater than mean? Here you could use turn
and talk to your partner. Greater than is big number – DO you have idea what does less than mean –
small number. Equal to - on the board instead of writing the same number you wrote ‘samber’. We
are going to look at the numbers – the crocodile eats the bigger number? Brought students to the
board to practice with teacher help. Very good questioning throughout the lesson – using the
 appropriate vocab and asking students to explain their answers. Before you started centers you
should have recapped the lesson again – explain what they just learned.
11:20 – center activities (hands on activities) It’s very hard to get students to listen after break –
ensure you explain centers to students before you allow them to begin (maybe next time keep
materials in bag until they are to start and hand them out) you could have had a sheet where they
recorded their answers and you then used for formative assessment.
Extra activity available for students to work on if they completed their hands on activity.
Clean up – transition – use a song to help facilitate this transition.
11:35 – fun activity choose the students based on behavior so the students know there are
consequences based on their actions.
Activity is engaging could have had the students reading the sentence 23 is greater than using the
correct vocabulary.

Assessment F D C B A
Comments: Asked plenty of questions throughout the lesson. I saw you had a checklist – just make
sure you are using it next time.

Reflection on Practice F D C B A
Comments: Ensure that you are considering the different stakeholders – The principal walked in on
your lesson due to the amount of noise in the class? There was no mention of this in your reflection.
You have only been in the class for one week. Students are not very familiar with you = could have
this impacted your lesson? Why or why not?

Action Plan:
Classroom management – we need to find a way to transition from activities
Keep gifts until end of class so all students focus and are not playing with the gifts during the
lesson.
Explanation of centers needs work -
 First reflection
The lesson was for grade 1, It took place in Shamma bint mohammed school. The learning outcome
was “Students will be able to use number lines to subtract”. This is was linking to the student’s
prior knowledge, before they were able to count numbers forward and backward. And in my
lesson, they have to use number lines and count backward to find the answer.I was trying to
achieve my goal which is working in differentiate between the student’s levels and activities,
dividing the lesson equally and work on all parts I planned for, to use the time wisely and work
equally in each part. And as the I have notice, each group did they activity, except for the high
level, they have faced some challenging at they are begging of doing the activity, but once they
have got the direction, they were able to finish it. Each part took time as I planed The student
responded the way that I taught because the lesson was step by step. First, I have opened a video
and students were engaged by counting backward. Then I explained what dose each vocabulary
means. After that, we had an active engage activity which is solving subtraction equation using
number lines. Second, they had activities, each group had different activity because not all the
students are in the same level. Third, they had a game. Students had to jump on the number line
to find the answer. There are some strategies I have used, and it worked well. Praising the good
students. Use this strategy tr “class,class,class”, ss” yes yes yes”. Using different level of voices.
Using a bill in transition. Using timing. my lesson meets my teaching goals, because As I noticed 3
from 10 students were unable to complete the assessment, and this is means 70% of the learning
have been delivered. Most of the students were engaged and motivated and they did their activity
well, however, there were some students talking. In my next lesson there are something I will fix
it. I Will use classdojo, I will print out the direction visually, I will use the checklist while the
assessment part(closing)